Teachers’ experience moderating effect between their organizational citizenship behavior and students’ educational satisfaction in higher education institutions in Ethiopia

Abstract This study investigated whether teaching experience moderates the impact of teachers’ organizational citizenship behavior on students’ educational satisfaction. The investigation considered measuring the perception of the academic staff. Specifically, it examined (1) the current levels of organizational citizenship behavior and student educational satisfaction, (2) the predictive power of organizational citizenship behavior on student satisfaction, and (3) the moderating role of teaching experience in this relationship. A correlational research design was employed with 693 teachers involved selected through multistage and systematic random sampling. Data were collected through questionnaires and analyzed using descriptive and inferential statistics, including one-sample t-test, correlation coefficients, and confirmatory factor analysis. Findings revealed that all organizational citizenship behavior dimensions scored significantly above average, though effect sizes were weak (Hedges’ g < 0.2). Notably, teachers with ten or more years of experience reported lower levels of altruism. Perceptions of student educational satisfaction also differed significantly from the average, yet effect size remained small (g = 0.089), indicating limited practical significance. Teachers’ courtesy (39.9%), civic virtue (27.9%), and conscientiousness (8.5%) emerged as significant predictors of student educational satisfaction, while altruism, sportsmanship, and teaching experience did not. In the context of the current study area, moreover, teaching experience did not play a moderating role in the relationship between organizational citizenship behavior and student educational satisfaction. Overall, the findings suggest that while certain aspects of organizational citizenship behavior are linked to educational satisfaction, their overall influence on students’ educational satisfaction is modest. Teaching experience does not appear to enhance the effect of organizational citizenship behavior on student outcomes.