University of Mohaghegh Ardabili Journal of School Psychology 22520821 6 3 2017 11 22 An examination of the mediating role of school atmosphere with respect to teachers’ empowerment and organizational citizenship behavior An examination of the mediating role of school atmosphere with respect to teachers’ empowerment and organizational citizenship behavior 46 64 584 10.22098/jsp.2017.584 FA Y Rezapour Mirsaleh Assistant Professor, Ardakan University M Soltani MA in Educational Sciences, Ministry of Education M Nosouhi MA student of Counseling, Ardakan University Journal Article 2017 12 19       The purpose of the present study was to investigate the mediating role of school atmosphere with respect to teachers’ empowerment and organizational citizenship behavior. The population of this correlational study included all teachers of Naein during 1394-1395 academic year. 197 teachers were selected by random cluster sampling and responded to school participant empowerment scale (SPES) and extra-role behavior scale (ERBS). To investigate organizational citizenship behavior of the teachers, the organizational climate index for schools (OCIS) was employed. The data were analyzed by regression and structural equation modeling. The results showed that empowerment of teachers had significant effect on their organizational citizenship behavior and school climate. Also, empowerment of teachers by improvement of school climate indirectly affected teachers’ organizational citizenship behavior (p<.001). The results indicated that the proposed model of the study had a good fitness and school climate had a significant mediating role regarding teachers’ empowerment and organizational citizenship behavior. Therefore, by improvement of teachers’ empowerment, we can improve both school climate and organizational citizenship behavior.       The purpose of the present study was to investigate the mediating role of school atmosphere with respect to teachers’ empowerment and organizational citizenship behavior. The population of this correlational study included all teachers of Naein during 1394-1395 academic year. 197 teachers were selected by random cluster sampling and responded to school participant empowerment scale (SPES) and extra-role behavior scale (ERBS). To investigate organizational citizenship behavior of the teachers, the organizational climate index for schools (OCIS) was employed. The data were analyzed by regression and structural equation modeling. The results showed that empowerment of teachers had significant effect on their organizational citizenship behavior and school climate. Also, empowerment of teachers by improvement of school climate indirectly affected teachers’ organizational citizenship behavior (p<.001). The results indicated that the proposed model of the study had a good fitness and school climate had a significant mediating role regarding teachers’ empowerment and organizational citizenship behavior. Therefore, by improvement of teachers’ empowerment, we can improve both school climate and organizational citizenship behavior. https://jsp.uma.ac.ir/article_584_d23b6b33e5e6b6744ba77d263f9ba14f.pdf