Teacher's organizational citizenship behavior in the context of personality traits, well-being and employment uncertanity.

This article focuses on examining the organizational citizenship behavior (OCB) of primary school teachers in Serbia, analyzing how personality traits, work orientations, subjective well-being, and perceived job insecurity differentiate teachers with high versus low levels of OCB. Using a sample of 982 teachers and applying canonical discriminant and regression analyses, the study found that teachers exhibiting pronounced OCB scored higher on personality traits such as Honesty, Conscientiousness, and Agreeableness, showed greater orientation toward organizational advancement, and reported higher subjective well-being, while perceiving less employment uncertainty. The research highlights that teachers' discretionary behaviors beyond formal job requirements are crucial for enhancing school effectiveness, especially amid socio-economic challenges and educational reforms. The findings underscore the importance of fostering OCB in educational settings to improve organizational performance and the quality of education, particularly in contexts marked by instability and limited resources.