The discipline of instruction stipulates that teachers provide selfless service to attain organizational success and ensure the welfare of the stakeholders. It places teachers in challenging situations and requires them to go above and beyond their duties, which can affect their job performance. The findings indicate that public elementary school teachers are highly observed for organizational citizenship behaviors. In the meantime, the collected data revealed that instructors experience stress on the job. Moreover, instructors believed they exhibited outstanding job performance. Furthermore, a significant and positive relationship exists between organizational citizenship behavior and job performance. However, there is no correlation between job performance and work stress. Thus, this study uses descriptive-correlational design to examine the organizational citizenship behavior, work stress, and job performance of public elementary school teachers. Adapted-modified online survey questionnaires examined the respondents organizational citizenship behavior, work stress, and academic performance. School administrators may adopt or develop a policy that aims to foster a positive culture of OCB within the organization considering beyond-role behaviors that contribute to the improvement of job performance. Investigating the relationship between OCB and work stress may provide alternative stress management programs and contribute to the limited local literature on OCB in educational settings.

Job Performance; Organizational Citizenship Behavior; Public Elementary School Teachers; Philippines; Work Stress