International Journal of Advanced Science and Technology

Vol. 29, No. 5, (2020), pp. 10163 -10174

Job Satisfaction as a Mediator between Transformational

Leadership and Organizational Citizenship Behaviours
Abd Rahman Ahmad1, Alaa S. Jameel2
1
Faculty of Technology Management and Business, Universiti Tun Hussein Onn
Malaysia, 86400 Batu Pahat, Johor, Malaysia,
2
Faculty of Technology Management and Business, Universiti Tun Hussein Onn
Malaysia, 86400 Batu Pahat, Johor, Malaysia,
1
arahman@uthm.edu.my, 2salam.alaa23@gmail.com

Abstract
Organizational Citizenship Behaviors (OCBs) involves voluntary activities which do not
form part of the organizational roles of workers and do not explicitly take into account
the formal organizational compensation structure even though they improve the
organization's general efficiency. To create a safer working environment and enhance job
efficiency, education institutions must embrace and promote the OCBs. When workforce
demonstrates OCBs actions, and they will increase their level of engagement and improve
the performance of institutions. Such organizations would now be able to fulfil their
objectives and better serve society. The purpose of the study to examine the impact of
Transformational Leadership (TL) on organizational citizenship behaviours (OCBs), as
well as the mediating role of job satisfaction (JS) in the Iraqi primary schools. Data
collected from 172 teachers in some selected schools in Al Anbar Governorate through
questioners and the data analysed by Smart PLS 3.2.9. The results indicated that
Transformational leadership impacted teachers OCBs positively. Furthermore, Job
satisfaction positively impacted OCBs and mediated between TL and OCBs. Implications
the study emphasizes the importance of teachers OCBs and recommends that schools
should encourage their mangers and administrative to exhibit more TL (Motivational,
stimulating and creative actions). This study demonstrates the degree to which the
internal motives of Teachers, particularly their Job satisfaction, lead to extra roles and
affect OCBs-leaders from developing country prospects.

Keywords: Transformational Leadership, organizational citizenship behaviour, Job

satisfaction, School

1. Introduction
Organizational Citizenship Behaviors (OCBs) involves voluntary activities which do
not form part of the organizational roles of workers and do not explicitly take into account
the formal organizational compensation structure even though they improve the
organization's general efficiency. However, OCBs considered as 'extra-role' activities,
which are not part of subordinates requirements but enhance the productivity and
performance of organizations altogether (Dartey-Baah & Addo, 2019). (Bambale,
Shamsudin, & Subramaniam, 2011) indicated the management of employees with
transformational leadership style (TL) and their effect on OCB's staff had earned more
attention than the transactional leadership style. According to Bass (1985), this may be
because, in empirical research, the transformational style has been shown to inspire
workers to meet their minimum goals. Previous studies indicated to enhance OCBs among
employees, and the organizations should encourage managers to be a more
transformational leader. OCBs were extensively researched as a result of leadership
styles, particularly TL (Aldrin & Yunanto, 2019; Anggraini, Fahmy, Murni, &
Fatmadona, 2018; Nohe & Hertel, 2017).
According to Nahum-Shani and Somech (2011), the impact of leadership on OCBs
need more investigations and studies by researchers. Need more research conducting into

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how leadership impact on OCBs. Several studies have been undertaken and confirmed the
effect of TL on OCBs (Anggraini et al., 2018; Krishnan & Arora, 2008; Mekpor &
Dartey-Baah, 2017).on the other hand, TL did not impact on OCBs (Podsakoff,
MacKenzie, Moorman, & Fetter, 1990). In this mean, there is inconsistency in previous
literature results. However, Several prior studies examined the direct impact of TL on
OCBs (Ali, Ali, Ahsan, Rahman, & Jan Kakakhel, 2014; Hassi, 2019; Krishnan & Arora,
2008; Mekpor & Dartey-Baah, 2017). Meanwhile, the direct impact may not enough
explain the effects of TL on OCBs in changing environment nowadays. Our study will
find the mediating role of Job satisfaction (JS) to test the causal effect between TL and
OCBs and to fill this gap. However, a limited study conducted among schools (Ali et al.,
2014; Nguni, Sleegers, & Denessen, 2006), particularly in Iraqi setting which is suffering
from lack of studies, conducted to examine the impact of TL on OCBs through JS.
Notwithstanding the perceived prediction of TL on JS, and the Find out the impact of
JS on OCBs, Literature has a shortage of the conceivable mediating role of JS between
TL and teachers‘ OCBs. At the same time, JS confirmed as a mediator between ethical
leadership and OCBs (Ruiz-Palomino, Ruiz-Amaya, & Knörr, 2011). As mentioned
above the Iraqi context suffering from lack of studies, especially in the education system.
Meanwhile, this system facing extensive criticism nowadays because of the low success
rates among students. Iraq was own to have one of the best systems of education in the
region. Still, decades of conflicts and three wars respectively Iraq -Iran war 1980-1988,
gulf war 1990-1991, American occupation 2003 and recently the conflict against the
Islamic State (IS) has a substantial negative impact on the education system in Iraq. One
in two public schools needs rehabilitation, schools are overcrowded, and there is a
shortage of teachers, particularly in conflict areas (UNICEF, 2019). Meanwhile, around
3.2 million Iraqi children aged school out of the school and 90% of school-age children
have left the school in some governorates due to the conflicts and displace (UNICEF,
2018). Children out of schools are more vulnerable to violence and misconduct, including
child labour, armed recruitment. Children and teachers have felt the traumas of violence,
relocation and loss of loved ones. Such traumas have long term psychological effects that
can impair educational processes and coping skills (Jameel, Mahmood, & Jwmaa, 2020).
As a result, this study aimed to explore the impact of TL on OCBs via JS as a
mediator in the Iraqi education sector. Additionally, enrich the body of knowledge in the
Iraqi context among primary schools teachers.

2. Literature review
2.1 Organizational Citizenship Behaviours
Organ, (1988, p. 4) defined OCBs as ‗individual behavior that is discretionary, not
directly or explicitly recognized by the formal reward system, and that in the aggregate
promotes the effective functioning of the organization‘. OCBs helps businesses thrive and
expedites creativity and new solutions in the unpredictable contemporary world.
Institutions are encouraged to make every possible effort to create, maintain and sustain a
favorable working atmosphere that promotes OCBs among their staff. To create a safer
working environment and enhance job efficiency, education institutions must embrace
and promote the OCBs. When workforce demonstrates OCBs actions, and they will
increase their level of engagement and improve the performance of institutions. Such
organizations would now be able to fulfil their objectives and better serve society (Ahmad
& Jameel, 2018) volunteer job necessary at any workplace. They could lead to enhance
the performance of the organization. Additionally, the volunteer job could be achieved
through OCBs. Absent the collective will to participate; organizations can not improve
their effectiveness (Asgari, Mezginejad, & Taherpour, 2019). Individuals with an OCBs
act outside their duties and share their strength, ambition and perspective to succeed in the
company's interests (Asgari et al., 2019). Most researchers agree that this factor is
multidimensional, and a literature review indicates a lack of consensus on this aspect
(Organ, 1988). OCBs consists of several dimensions which measure it. Altruism: actions

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aimed at helping to complete a mission or to fix a job problem, for example, helping a
colleague with overloaded. Conscientiousness: While altruism targeted at the employee,
conscientiousness, particularly devotion and loyalty to the organization aimed at the
organization. Sportsmanship: refer to the organization as well, and describes cases in
which an individual accepts unfavourable circumstances without any protest or criticism.
Civic virtue: the concern of the individual for the institution and its successful activity.
Courtesy: it is an Individual activity that includes co-operation and communication with
co-workers on issues affecting the institution. According to Somech and Drach-Zahavy
(2000) in the education setting, OCBs has three distinguished theories; First, refers
to individual level, such as donation of actions and behaviours. Second, refers to team
level, such as sharing of knowledge and Cooperative actions or behaviours Third, refers
to Organization ,such as Unpaid job volunteers for doing some task. OCBs has two main
theories which consider as roots this factor it is The Social Exchange Theory and theory
of Fairness and Social Justice. the social exchange emphasises the relationship between
the individual and institutions or organization (Blau, 1964) as well the exchange consists
of remuneration of the employee may refer to financial or non-financial (Economic
exchange ) and the exchange emphasizes justice, trust in the manger or employer,
integrity and commitment (social exchange) (Blau, 1964) . social justice refers to the
equity theory by (Adams, 1965)and the justice perception of the individual in the
workplace lead to helping others. The individual usually compare what he or she received
such as reword, promotion, salary with what others received in the same levels. The
similar the rate of salary, promotion, reward, and for the employee to that of other
employees, the more his or her sense of fairness (Karem, Mahmood, Jameel, & Ahmad,
2019). Knowledge of an organization's unfairness prevents an individual from helping
others thus the essential condition of OCBs to existence in the workplace is fairness
among the individuals (Oplatka, 2006).

2.2 Transformational Leadership and OCBs

Transformation leadership style was chosen because of its quality, dedication,
performance and innovativeness, which will be necessary for the education system.
Transformational leadership aims at moving the institution and its employees from the
present condition into a better state in alignment with the purpose and objectives of the
organization. This mechanism involves several factors, such as organizational principles,
organizational success expectations, long-term strategic objectives, ethical leadership and
emotions of followers. Transformational leadership seeks to transform and encourage
members priorities to achieve goals beyond their ability and aspirations (Jameel &
Ahmad, 2020). It is a close relationship between the leader and his followers that
encourages him to look beyond the horizon while finding new directions to achieve the
organization goals (Jameel & Ahmad, 2019a).
Transformational leaders inspire followers to meet their work requirements by setting
ambitious goals (Hassi, 2019; Al Hammadi, et. al., 2019). Burns, (1978) consider the first
one who depicted the leadership as a transforming‘ (p. 4). according to the prior literature,
transformational leadership could be the most effective method of leadership in this era
(Bass, Avolio, Jung, & Berson, 2003; Bass & Riggio, 2006). According to Bass (1985)
and Bass et al., (2003) TL consists of four main components: idealized
influence, Leaders admired, valued and trusted by idealized influence and are expected to
receive praise from subordinates and followers. Who can make their efforts to lead more
efficient and efficient in increasing the faith of followers in their capacity and their
growth. Inspirational motivation, mean the leaders who express their staff a compelling
vision for the future demonstrate faith that the planned objectives will be reached, develop
team morale and enthusiasm (Bass & Riggio, 2005). intellectual stimulation, leaders
encourage their members to develop their creative skills by empowering them to think for
themselves, question assumptions, reframe problems and to encourage workers to take a
new perspective when they face daily work tasks (Bass & Riggio, 2005). individualized

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consideration involves leaders who serve as coaches or mentors to help their followers
develop and reach their full potential by providing educational opportunities and a
favourable climate (Bass & Riggio, 2005). The literature almost agrees the TL enhance
OCBs among the employees. Transformational leadership qualities will empower, inspire
and promote OCBs among followers (Krishnan & Arora, 2008). According to Purvanova,
Bono, and Dzieweczynski (2006) TL change the way staff perceive about their job and
make it more satisfying, challenging, and essential, which influences how much they
participate in organizational citizenship. However, A great leader in an institution will be
able to motivate staff to conduct with successful organizational outcomes and engage in
organizational citizenship behaviours (Khalili, 2017). Transformational leaders are more
likely to encourage their followers to display courteous and sports attitudes, such as the
right of other people to share resources, the effect of their acts on others (MacKenzie,
Podsakoff, & Fetter, 1991).
Schools administrators, as a leader, play a significant part in making teachers feel like
they are part of the workplace or the school and function more effectively within the
school and enhance their OCBs. However, Schools leaders must be open to implementing
transformational leadership and has ethically deal with teachers as well as respect the
viewpoint of teachers (Oǧuz, 2010). Nguni et al., (2006) indicated the level of OCBs
would highly exist among the teachers when implementing the role of transformational
leadership but not same with transactional leadership. Evidence from meta-analyses
which is conducted by (Wang, Oh, Courtright, & Colbert, 2011) indicated the TL able to
explain and predict the OCBs more than other leadership styles.
According to Purvanova et al., (2006), TL has a positive impact on OCBs, and they
reported the TL able to enhance and increase the OCBs among employees‘. Likewise, a
study conducted in the Middle East setting by (Khalili, 2017) and reported the TL has a
significant impact on OCBs among employees. Additionally, in the study conducted by
(Oǧuz, 2010) in Turkey reported transformational leadership has a meaningful
relationship with OCBs among teachers. A similar result was reported by (Nguni et al.,
2006), which found the TL has a positive impact on OCBs in the school system. A study
conducted in Pakistan by (Ali et al., 2014) among schools‘ teachers and reported the TL
has a positive and significant impact on OCBs among teachers. Meta-analyses carried out
by Wang et al., (2011) confirmed the impact of TL on OCBs. Other several studies
confirmed TL has a positive and significant impact on OCBs (Anggraini et al., 2018;
Hassi, 2019; Krishnan & Arora, 2008; Mekpor & Dartey-Baah, 2017)

H1: TL has a positive and significant impact on Teachers OCBs.

JS and OCBs
JS is an essential topic for people working in organizations and for researchers as well. It's
a vital subject in research on organizational behavior. Job satisfaction can be described
briefly as a mixture of the positive or negative feelings workers have towards their work.
(Locke, 1976) described it as ―a pleasurable or positive emotional state resulting from the
appraisal of one‘s job or job experiences‖ (p. 1304). An individual with work satisfaction
has optimistic attitudes to the workplace while an unhappy individual has negative
attitudes. JS is a collection of positive or negative emotions and feelings (Ahmad &
Jameel, 2018). Job satisfaction is expressed through the fulfilment of duties and refers to
emotional and behavioural, physiological, and environmental conditions that lead a
person to fulfil his\her work (Hassi, 2019). However, Job satisfaction got several
categorizations and facets by several researchers. One of the leading classification
proposed by (Smith, Kendall, & Hulin, 1969), JS consists of salary or pay, employees
promotions, work environment and supervision.
Job satisfaction is expressed through the fulfilment of duties and refers to emotional
and behavioural, physiological, and environmental conditions that lead a person to fulfil
his work (Hassi, 2019). OCBs occurs in the workplace when individuals have a high
level of satisfaction (Bateman & Organ, 1983). according to Ahmad and Jameel (2018),

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the individuals with high job satisfaction have a higher OCBs degree. if job satisfaction
exists in the workplace, it will enhance OCBs (Indarti, Solimun, Fernandes, & Hakim,
2017). Job satisfaction profoundly impacts on OCBs among non-academic employees.
Meanwhile, job satisfaction encourages OCBs among University employees (Wahyu,
Tentama, & Diah Sari, 2019). Meeting the needs of the employee, both job and
interpersonal, would satisfy workers while employed and inspire them to make
improvements, such as volunteer service which is part of OCBs (Wahyu et al., 2019).
An early study conducted by Bateman and Organ, (1983) reported JS has a direct
impact on OCBs. However, a study conducted among teachers in Malaysia by (Tharikh,
Ying, Mohamed Saad, & Sukumaran, 2016) found JS has a positive and significant
impact on OCBs among teachers. Other study conducted in education filed by (Indarti et
al., 2017) reported the OCBs influenced by JS among academic staff in Indonesia. JS has
a positive impact on OCBs among primary school teachers in Tanzania (Nguni et al.,
2006). As well in Pakistan (Ali et al., 2014).on the other hands, job satisfaction does not
predict OCBs among secondary school teacher's in Pakistan (Awan, 2018).

H2: JS has a positive and significant impact on Teachers OCBs.

TL and JS
Although different leadership styles play various roles which could affect JS, the
author primarily focuses on the role of TL. Ahmad and Jameel (2018) believe that
workers perform at an acceptable level when they realize that their managers are
transformational and are concerned about their well-being properly. A study conducted by
(Fernandes & Awamleh, 2004) revealed that the TL of managers enhances and increase
JS in general and particularly in a multicultural environment. Transformational leadership
plays a significant role in fostering individual satisfaction because change management
allows its followers to meet stronger human desires. Considering that academic staff in
the education sector are more likely to be driven internally, transformational leadership is
essential to increased employee satisfaction within the education sector (Jameel &
Ahmad, 2019b). Burns (1978) developed the idea of TL based on the theory of a
hierarchy of needs by Maslow in which esteem and self-realization are the essential
human needs (Herzberg, 1966; Maslow, 1943). The theory can be applied directly to TL
and employee satisfaction; because individuals can now meet their own higher
expectations, useful TL will enhance job satisfaction as it increases organizational
efficiency. Numbers of studies emphasize the impact of TL on JS and TL improve and
expand the JS. The reason behind the findings is that individuals experience leadership
actions and then respond to leadership and change their job satisfaction levels. An
individual who has a healthy level of job satisfaction that makes his opinion of the
manager and the manager more optimistic. (Jameel & Ahmad, 2020)
Earlier research, conducted by (Hater & Bass, 1988), showed that contingent rewards
and TL were positively related to the satisfaction, performance and efficiency of the
followers. As a result, the implementation of advanced TL practice criteria results in a
high degree of supervisory satisfaction (Jameel & Ahmad, 2019b). Based on the meta-
analysis study conducted by (Judge & Piccol, 2004) indicated employees' views of TL
positive association to JS. However, other several studies confirmed TL has a positive and
significant impact on JS (Aldrin & Yunanto, 2019; Anggraini et al., 2018; Hassi, 2019).
H3: TL has a positive and significant impact on JS among Teachers.

The mediating effect of JS between TL and OCBs

Finally, several studies deployed JS as a mediator between several factors. Recently,
investigating JS as a mediator between Leadership styles and job performance at Iraqi
public universities (Jameel & Ahmad, 2020). Meanwhile, (Wahyu et al., 2019) reported
the JS fully mediating the relationship between Organizational Climate and OCBs and
partial mediating between the Servant Leadership and OCBs. JS has a fully mediating
role between ethical leadership and OCBs (Ruiz-Palomino et al., 2011). job satisfaction

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mediates the impact of TL on OCBs among schools teachers (Nguni et al., 2006), Job
satisfaction fully mediating between TL and OCBs and partial mediating between
organizational culture on OCBs (Aldrin & Yunanto, 2019). The studies mentioned above
encouraged us to choose JS as a mediating between TL and OCBs in the context of Iraq.

H4: Job satisfaction mediates the relationship between TL and OCBs among Teachers.

3. Methodology
The sample size consisted of 172 teachers from 12 primary schools located in Al
Anbar Governorate in the west of Iraq. The purpose behind choosing this location due to
the population is high and education level as well the economic level of the residents. The
study employed the stratified sample technic to collect the data from 12 primary schools
during the academic year 2019-2020. The reason behind choosing the stratified sample is
to ensure the equal distribution of a questionnaire to all the schools depending on the
number of staff—the total teachers in these schools 506 teachers. According to (Krejcie &
Morgan, 1970) if the population around 506, the sample size is 207. However, out of 207
questionnaires were distributed only 184 questionnaires returned, and after data screening
by checking outliers, missing value and incomplete questionnaires, the total valid to
analysis only 172 questionnaires. Most of the responds were Male 62 % while the Female
38 %. However, 82 % with Bachelor qualifications and 11 % and 7 holding Master and
PhD respectively. The data was analyzed by using Smart-PLS 3.2.9.

3.1 Instruments
The items of questionnaires were adopted from prior studies by the English language
and translated to the Arabic language accurately follow ― back-translation process
(Brislin, 1986). Additionally, the study employed five-point Likert scale 1- strongly
disagree to 5-strongly agree. The sources and the number of items as follows:

1- OCBs 5 items adopted from (Podsakoff et al., 1990).

2- TL 5 Items adopted from the Multi-Factor Leadership Questionnaire by (Bass, 1985)
3- JS 5 items adopted from (Smith et al., 1969).

4. Results
The study employed Smart-PLS to data analysis, and according to Hair, Sarstedt,
Hopkins, and Kuppelwieser (2014), two main steps should be achieved when Smart-PLS
is implementing.

4.1 Measurement model

The purpose of this step is to assess the validity and reliability. The composite
reliability (CR) of the constructs above the recommended level 0.70 (Hair et al., 2014)
and showed high internal consistency range from 0.921 to 0.936. as well as Cronbach's
Alpha results exceed 0.70. Next, the average variance extracted (AVE) of all the variables
exceeded the recommended value 0.5, (Hair et al., 2014) range from 0.701 to 0.746 which
indicate sufficient convergent validity see Table 1. Outer Loading (Factor loading) all
items showed high loadings which are above-recommended level 0.70 (Hair et al., 2014)
rang of loading between 0.747 and 0.918.

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Table 1. Construct Reliability and Validity

Factor loading CA CR (AVE)

0.821
0.903
JS 0.918 0.891 0.921 0.701
0.785
0.747
0.801
0.879
OCB 0.907 0.904 0.929 0.724
0.875
0.785
0.859
0.896
TL 0.897 0.915 0.936 0.746
0.840
0.826

Fornell-Larcker Criterion examined to measure the Discriminant validity, and the

result indicated each item own with high correlation with itself and higher than other
items. On other words, each item carrying more top square root of AVE to other items.
Mean study own good discrimination validity (Fornell & Larcker, 1981) see Table 2.

Table 2. Fornell-Larcker Criterion

JS OCB TL
JS 0.837
OCB 0.527 0.851
TL 0.546 0.484 0.864

4.2 Structural model

Considers the second step, which examined by bootstrapping function with 5000
subsamples (Hair et al., 2014) and 5 % error and 95 % confidence. The results indicated
for the direct effect of the variables as depicted in Table 3. TL was positively and
significantly impacted on OCBs among teachers due to the T-statistics 3.060 > 1.96, P-
value <0.05 and Beat 0.280. Thus, H1 accepted. While JS has a positive and significant
impact on OCBs T-statistics 4.372 > 1.96 and P-value <0.05 and Beat 0.374 Thus, H2
accepted. Similarly, the H3 has been accepted, which is proposed to measure the impact
of TL on OCBs among teachers T-statistics 8.677, P-value >0.05 and Beat 0.546.

Table 3. Path coefficient

Hypotheses
Beta T Statistics P Values
H1: TL -> OCB 0.280 3.060 0.000
H2: JS -> OCB 0.374 4.372 0.000
H3: TL -> JS 0.546 8.677 0.002
Note: TL: transformational Leadership, JS: Job Satisfaction, OCBs: organizational citizenship behaviours

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Figure 1. Path coefficient and t-value

4.3 Mediation
According to Preacher and Hayes (2008)To test the mediation, there are two main
steps, first should ensure the significant direct impact of independent on dependent before
entering the mediation. Second, should find the Confidence Interval of lower limit (LL)
and, the upper limit (UL) at 95% confidence interval and the standard indicated the zero
should not straddle between the variables, this step achieved (Table 4). The mediation
analysis between TL and OCBs via JS investigated (Table 4) illustrates the result. The
results indicated the direct impact of TL on OCBs without the mediator, was positive and
significant (Beta 0.280 and P-value >0.05), Therefore, according to the results were the
positive and significant impact of TL on OCBs when mediating for JS occur (Beta 0.204
and p-value > 0.05). Though the mediating, when considered the beta decreased if
compared with the direct impact form 0.280 to 0.204, this means the partial mediation
exist between TL and OCBs via JS; thus, Hypothesis 4 accepted.

Table 4. Mediation analysis

Beta T Statistics P Values LL UL

H4 TL -> JS -> OCB 0.204 4.127 0.000 .108 .300

5. Discussion
The primary purpose of this study is to examine the mediating role of JS between TL
and OCBs among primary schools teachers in Iraq. Thus this purpose has been achieved.
TL has a positive and significant impact on OCBs among Iraqi teachers several prior
findings support this result (Anggraini et al., 2018; Hassi, 2019; Krishnan & Arora, 2008;
Mekpor & Dartey-Baah, 2017). Relating to supplying the program with innovative ideas,
building an atmosphere favourable to the schools in the external world, self-training and
collaboration with fellow staff. This is inevitable that School administrators have a
significant role to play in making professors believe they are part of the school. It is also
crucial that school administrators are straightforward and open to change, and can make
ethical decisions and respect and understand teacher beliefs. Transformation leaders
(School administrators) strive to inspire their followers (teachers) to meet their

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expectations, such as, adopt behaviours and conduct that go beyond individual desires and
give priority to common causes. It can, therefore, be understood that such leadership has
been a good indicator of an action to build a system-friendly environment as this kind of
conduct helps the school collectively. Transformation leaders are given the flexibility to
their followers and empower them to deal with problems to enhance output and
productivity. The teachers will, therefore, be expected to exhibit a higher propensity to
give innovative suggestions to the program and the education system, as they feel more
autonomous and confident in offering solutions which will help them cope with problems
and improve their efficiency. Transformational leaders (School administrators) strive to
adopt behaviours designed to incorporate, organize and promote their teachers 'efforts.
Thus, they play a central role in developing a schools environment.
Job satisfaction has a positive and significant impact on OCBs. This result in line with
previous findings (Ali et al., 2014; Indarti et al., 2017; Nguni et al., 2006).Thus, This
suggests that enhanced attitude, organizational engagement and satisfaction would
contribute to better OCBs among Iraqi teachers. The more cooperative teachers viewed
the actions of their school administrators, the more likely they would involve in the
OCBs, such as making recommendations on change, attending meetings willingly or
assisting colleagues with work. TL has a positive impact on teachers JS this result
consistent with the previous literature (Aldrin & Yunanto, 2019; Anggraini et al., 2018;
Hassi, 2019; Ghran, et. al., 2020).TL lead to staff engaging in institutional decision-
making processes, maintaining open contact networks with workers, etc. improves
employee satisfaction, encourages the association of employees with the workplace and
its priorities and enhances their ability to practice OCBs. In particular, teachers 'affiliation
with and dedication to school are of vital significance for educational institutions, since
they affect the relationship with the school administrators as well as the whole workplace.
JS has a significant mediating between TL and OCBs among Iraqi teachers. Although
several studies conducted among schools teachers have investigated the direct impact and
direct relationship between TL and the OCBs without mediating (Ali et al., 2014; Awan,
2018; Oǧuz, 2010; Tharikh et al., 2016). This could be a gap, and this study examined the
JS as a mediating between TL and OCBs to fill the gap, particularly in the Iraqi setting.
The result of this study indicated JS indeed play a mediator role between TL and OCBs
among teachers. The result of JS as a mediator in line with previous literature (Aldrin &
Yunanto, 2019; Nguni et al., 2006; Wahyu et al., 2019). Iraqi public schools should give
more attention to TL as well as JS to create or enhance the OCBs among Iraqi teachers.
Our findings thus endorse the theory of social exchange and stress the importance of
reciprocal dependency on social exchange. This kind of interaction between the school
administrators and the teacher encourages teachers to engage in their jobs and help to
fulfil the demands of the schools outside their formal position and thus to display a high
degree of OCBs.

6. Conclusion
Based on the results of this study, there is a direct positive and significant impact of
TL and JS on OCBs among teachers. The better TL and JS in schools will enhance and
increase the OCBs among teachers. However, the mediating role of job satisfaction
existed between TL and OCBs, which is mean the higher TL will lead to high OCBs and
if mediated, JS is also higher. Our study reveals the critical role of school administrators
in supporting OCBs among teachers, and the value of OCBs in the development of
schools, encouraging high-quality education for Iraqi school. The human capital is the
most significant aspect that can make a difference. Teachers OCBs consider one of the
critical resources necessary for introducing changes despite, the education system in Iraq
suffers from a range of unique deficiency in the form of continuing cuts in the Budget due
to the security issues and the economic situation recent years, and at the same time, the
vulnerability of the entire Iraqi education system. Implications of this study emphasize the
importance of teachers OCBs and recommend that schools should encourage their

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mangers and administrative to exhibit more TL (Motivational, stimulating and creative

actions). This study demonstrates the degree to which the internal motives of Teachers,
particularly their Job satisfaction, lead to extra roles and affect OCBs-leaders from
developing country prospects as well in Iraq.

Acknowledgment
The authors would like to thank you to Research Management Office (RMC),
Universiti Tun Hussein Onn Malaysia for allowed this paper to be presented by covering
fees by using research fund (E15501) UTHM.

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Authors
Abd Rahman Ahmad, Faculty of Technology Management and
Business, Universiti Tun Hussein Onn Malaysia, 86400 Batu Pahat,
Johor, Malaysia,

ISSN: 2005-4238 IJAST 10174

Copyright ⓒ 2020 SERSC