Organizational Citizenship Behaviors and Positive Psychological Capital among Teachers within the eTwinning Professional Ecosystem

Davut Atış; Fatma Avcı

doi:10.71514/jssal/2026.258

Authors

Davut Atış Ministry of National Education, Eskişehir, Türkiye https://orcid.org/0000-0001-8503-4426
Fatma Avcı Ministry of National Education, Eskişehir, Türkiye

DOI:

https://doi.org/10.71514/jssal/2026.258

Keywords:

Organizational citizenship behaviors, positive psychological capital, eTwinning, professional learning ecosystem, teacher well-being, school context

Abstract

Drawing on the framework of positive organizational behavior, this study investigates organizational citizenship behaviors and positive psychological capital among teachers within the eTwinning digital professional ecosystem in Türkiye, examining how these constructs vary across demographic and institutional contexts. Specifically, the study explores whether these variables differ according to gender, educational attainment, school level, and institutional recognition through the eTwinning School Label. A quantitative survey design was employed with a sample of 437 public school teachers. Data were collected using standardized measurement instruments and analyzed through independent samples t-tests, analysis of variance (ANOVA), and multivariate analysis procedures. The findings indicate that demographic variables such as gender do not significantly differentiate organizational citizenship behaviors or positive psychological capital. In contrast, institutional positioning emerges as a salient factor. Teachers working in eTwinning School Label institutions demonstrate higher levels of civic virtue and specific psychological resources, particularly hope, resilience, and self-efficacy. While variations in citizenship behaviors are observed across educational levels, overall psychological capital remains relatively stable across educational contexts. Although the effect sizes are small, the results suggest that structured digital collaboration and institutional recognition may function as contextual mechanisms that foster extra-role engagement and resilience. By integrating organizational citizenship behavior and positive psychological capital within a voluntary digital professional ecosystem, this study extends positive organizational behavior research into contemporary educational settings and offers implications for school leadership, institutional recognition strategies, and digital collaboration policies.

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