The Mediating Effect of Organizational Citizenship Behavior on the Relationship between Emotional Intelligence and Innovative Work Behavior of Teachers

This study aimed to assess the mediating effect of organizational citizenship behavior on the relationship between emotional intelligence and innovative work behavior among teachers in Sta. Maria West District, Davao Occidental. Using a descriptive-correlation quantitative design, data were gathered from teachers across 204 public elementary schools selected via simple random sampling, employing validated and reliable adapted survey questionnaires. Findings revealed that teachers demonstrated moderately extensive emotional intelligence, particularly showing strength in social awareness while displaying relative limitations in self-awareness. Innovative work behavior among teachers was also rated moderately extensive, characterized by stronger engagement in idea exploration and championing compared to idea generation and implementation. Organizational citizenship behavior was similarly rated as moderately extensive, with teachers most actively involved in collaborative support activities but less frequently offering innovative solutions to school problems. Emotional intelligence was strongly and significantly correlated with innovative work behavior, moderately correlated with organizational citizenship behavior, and organizational citizenship behavior itself was moderately linked to innovative work behavior. Importantly, organizational citizenship behavior mediated the relationship between emotional intelligence and innovative work behavior as a suppressor; emotional intelligence promoted citizenship behaviors, which paradoxically reduced innovative practices.