Teacher's Organizational Citizenship Behavior (TOCB) plays a pivotal role in enhancing the effectiveness of schools by promoting collaborative, supportive, and voluntary actions that contribute to a positive learning environment. This study explores the various factors influencing TOCB, with a focus on individual characteristics, organizational factors, and external influences. Using a mixed-methods approach, the research includes a survey of 200 teachers and in-depth interviews with 20 participants across different school settings. The study finds that individual traits such as emotional intelligence and intrinsic motivation are significantly associated with higher levels of TOCB. Organizational factors, particularly transformational leadership and a supportive school climate, also play a crucial role in fostering TOCB among teachers. External factors, such as governmental policies and societal expectations, were found to either encourage or hinder teacher engagement in extra-role behaviors. The results emphasize the importance of leadership development, fostering a positive school culture, and reforming educational policies to support teachers' voluntary contributions beyond their formal job responsibilities. This research offers valuable insights for school administrators and policymakers aiming to cultivate a more collaborative and productive teaching environment.

Teacher’s Organizational Citizenship Behavior, Emotional Intelligence, Intrinsic Motivation

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