This study aimed to investigate “Psychological contracts and organizational citizenship behaviour of teachers in primary schools in Fako Division, South West Region of Cameroon”. The study was guided by three specific research objectives which were; to examine the influence of transactional psychological contract on organizational citizenship behavior of teachers in primary schools in Fako Division, South West Region of Cameroon, to investigate the effect of Relational psychological contract on organizational citizenship behavior of teachers in primary schools in Fako Division, South West Region of Cameroon, to ascertain the effects of Balanced psychological contract on organizational citizenship behavior of teachers in primary schools in Fako Division, South West Region of Cameroon. The cross sectional survey design was used and the sample was made up of 100 teachers and 15 Head Teachers who were selected from four towns in Fako Division selected through purposive or judgmental sampling techniques. The instruments used for data collection were a Likert Scale questionnaire. The data collected from teachers were analyzed using frequency counts, percentages and Pearson Product Moment correlation Coefficient to establish the relationship between psychological contracts and organizational citizenship behaviour. The findings indicated that: there was a significant and positive relationship between transactional psychological contracts and organizational citizenship behaviour (P = 0.345, less than 0.05). Findings equally affirmed that there was a significant and positive relationship between relational psychological contract and organizational citizenship behavior (P= 0.021, far less than 0.05). Finally, the findings on balanced psychological contracts revealed that there was a significant and positive relationship between balanced psychological contracts and organizational citizenship behaviour (P= 0.130, < 0.05). The findings indicated that psychological contracts therefore have an effect on the organizational citizenship behaviour of teachers in primary schools in Fako Division. Based on the findings, it was recommended that Head teachers should pay their teachers their due salary, what they deserve according to their workload, be fair and loyal to them, and provide them with good opportunities, like training, workshops, which will also benefit the school. Suggestions for further studies were made.

 

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