Organisational citizenship behaviour (OCB) involves discretionary behaviour advantageous to the organisation that goes beyond existing role expectations.

It is important that teachers are motivated to make an effort, above and beyond the minimum requirements, during the course of their professional practice. Therefore, the present study will explore the strength of accountability, and how accountability influences the nature of exchanges in the school organisation and the impact on OCB. Although OCB has generated much scholarly attention over the last three decades, research on organisational citizenship behaviour has mainly been neglected in educational research. However, some researchers use this approach in organisational studies of schools and have investigated several aspects of factors influencing OCB. The purpose of this article is to explore the link between the strength of accountability and teachers’ OCB within three different management systems in which teachers are working: (1) a system of assessment-based accountability; (2) a system of the gradual introduction of accountability devices; and (3) a system with no tests or examinations.

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