Identifying the dimensions of teaching organizational citizenship behavior in the education office

The present study was applied in terms of purpose and quantitative in terms of method. The study population included the staff of the education office of Kermanshah in the academic year 2019-2020, of whom 173 were selected by simple random sampling method based on Krejcie and Morgan table. The research tool was a researcher-made questionnaire (72 items) the content and construct validities of which were confirmed by experts and factor analysis method, respectively, and a Cronbach's alpha of 0.96 was obtained for its reliability. Data were analyzed using exploratory factor analysis and structural equation modeling in SPSS-23 and PLS-3 software. Findings showed that organizational citizenship behavior training in the education office had 22 subcomponents under 6 main components. Three sub-components of organizational citizenship behavior were grouped under the component of causal conditions, five sub-components were under the component of central phenomenon, five sub-components were under the component of strategies, two sub-components were under the component of interventionist conditions, three sub-components were under the component of contextual conditions, and four sub-components were under the component of consequences. Other findings showed the direct and significant effect of the component of causal conditions on the component of the central phenomenon, the underlying and intervening conditions on the component of strategies, and the component of strategies on the component of consequences (P <0.001). According to the results of the present study, planning to promote organizational citizenship behavior in the education office is essential by improving the status of identified components and subcomponents.