Organizational Citizenship Behavior Of Teachers Research Articles

Enhancing Teacher Organizational Citizenship Behavior in Junior High School of Depok City

Teachers play a crucial role as agents of learning who can enhance the quality of education. Here are several issues regarding teachers’ Organizational Citizenship Behavior that have not yet met expectations, making it a suitable subject for research to explore the efforts needed to enhance Organizational Citizenship Behavior among teachers at State Junior High Schools in Depok City. The aim this research is to identify the factors that can enhance teachers’ OCB in public junior high schools in Depok City. The method of this research is used in this study is descriptive qualitative. In the data collection process, we employed methods such as interviews, observations, focus group discussions, and documentation. Interviews were conducted with 22 teachers from 3 public junior high schools in Depok City. We carried out observations accompanied by notes as part of the documentation and observation studies to identify factors that can enhance teachers’ OCB behavior. The object of this research is teachers’ OCB behavior, while the subjects of the study are teachers from public junior high schools in Depok City. How To enhance teachers’ OCB (Organizational Citizenship Behavior)? The result is for improvement of OCB behavior among teachers at SMP Negeri Kota Depok can be influenced by two variables: team work and spiritual belief. The novelty of this research was found two variables to enhance the OCB. There are team work and spiritual. Contribution my research for the study is find new method to enhance OCB because the variable found in the field.

Shaping teachers’ organizational citizenship behavior through self-efficacy and trust in colleagues: moderating role of collective efficacy

Background/purposeThe aims of this study are: (1) to examine the mediating effect of teacher self-efficacy on the relationship between trust in colleagues and organizational citizenship behavior (OCB); and (2) to evaluate the moderating effect of collective efficacy on the relationships between teachers’ self-efficacy and OCB, as well as between trust in colleagues and OCB.Design/methodology/approachThe cross-sectional data were based on 408 sets of usable questionnaires collected from teachers who worked in government schools in Malaysia. The partial least square structural equation modeling technique was used to test the model and hypotheses.FindingsThe results indicate that trust in colleagues is positively related to organizational citizenship behavior (OCB) and teacher self-efficacy. Additionally, teacher self-efficacy and OCB are also positively related. Furthermore, the relationship between trust in colleagues and OCB is partially mediated by teacher self-efficacy. Moreover, collective efficacy significantly moderates the path between teacher self-efficacy and OCB but not between trust in colleagues and OCB.Originality/valueDespite earlier studies examining the relationship between trust, teacher self-efficacy, and OCB, little is known about the mediating mechanism of teacher self-efficacy and the moderating effect of collective efficacy. Thus, this present study makes significant contributions in both theoretical and practical aspects.

Impact of Transformational Leadership Style of School Heads on Altruism Organizational Citizenship Behavior of Teachers.

The purpose of this study was to identify the effects of principals' transformational headship style on teachers' Altruism organizational citizenship behavior (AOCB). This specific research fills the existing gap in the relationship between these variables. The study included entire Heads and Teachers of Public Sector Secondary Schools in 4 Southern districts of Khyber Pakhtunkhwa as the population. By using L.R Gay's (2003) sample size ratio formula, 8% of the population was selected as samples for the study. For data collection,the first instrument was the Short Form Multifactor Leadership Questionnaire (MLQ) 1995 developed by Bass and Avolio to test the transformational leadership behavior of Heads and the second instrument was the organizational-citizenship-behavior scale (OCBS), produced by Podsakoff & colleagues (1990) to assess the rank of the Altruism citizenship behavior of teachers in Southern districts of Khyber Pakhtunkhwa (KP). The data were organized and the responses to each item were analyzed using relevant statistics. The findings of the study exposed that there is a significant relationship between the Transformational Leadership behavior of Heads and the Altruism Organizational-Citizenship Behavior(AOCB) of Teachers of Secondary Schools in the southern districts of Khyber Pakhtunkhwa (KP) province

ORGANIZATIONAL COMMITMENT AS A DETERMINING FACTOR OF TEACHERS' ORGANIZATIONAL CITIZENSHIP BEHAVIOR IN ISLAMIC EDUCATIONAL INSTITUTIONS; META-ANALYSIS

This research aims to draw comprehensive conclusions from the results of relevant previous research. Seeing the strength of the correlation between organizational commitment and organizational citizenship behavior of teachers in Islamic educational institutions. Using Meta-Analysis research and systematic reviews using JASP 0.18.1.0 software. The data found were 25 articles through searches on Google Scholar and Mendeley search with the keywords Organizational commitment, organization citizenship behavior teacher. 10 articles were selected based on predetermined researcher characteristics and criteria. The data taken from the selected articles is the number of samples (N) and the r value for each article, then the effect size is analyzed. Includes; Madrasah Ibtidaiyah, Madrasah Tsanawiyah, Madarasah Aliyah Data from research on organizational commitment to organizational citizenship behavior of teachers at Islamic educational institutions were analyzed in depth to find out how big the correlation between organizational commitment is to organizational citizenship behavior of teachers at Islamic educational institutions. This research begins with formulating the research topic, tracing research results that are relevant for analysis. This can be seen from the research results which show that the results of analysis using the random effect model show that there is a significant positive correlation between organizational commitment and teacher organizational citizenship behavior. The strength of the correlation between organizational commitment and teacher organizational citizenship behavior is included in the low significance category1 (re: 0.790).

The mediating role of quality of work life and organizational commitment in the link between transformational leadership and organizational citizenship behavior

In this modern era, schools require Organizational Citizenship Behavior (OCB) of organization members as one of the determining elements for the smooth process of achieving school goals. Leadership can transform an organization's entire potential as a learning community towards better organizational change, which is needed to increase OCB. This article aims to analyze the direct and indirect relationship between transformational leadership (TL) and OCB with quality of work-life (QWL) and organizational commitment (OC) as mediators. Another aim is to analyze the role of QWL as a mediator of the relationship between TL and OC. The research sample was 165 permanent teachers from several high schools in Madiun City. Research data was collected through questionnaires, and Structural Equation Modeling (SEM) was used for data analysis. The data analysis results prove a significant direct relationship between TL, QWL, and OC with OCB in a positive direction. The results of testing the role of mediating variables contribute to the novelty of this research, namely: 1) QWL partially mediates the relationship between TL and OC, as well as the relationship between TL and OCB; 2) OC partially mediates the relationship between TL and OCB. The analysis results indicate that increasing teacher OCB can be done effectively through increasing transformational leadership practices, programs to improve the quality of work-life, and increasing teacher organizational commitment.

Cross-Level Influence of Group-Focused Transformational Leadership on Organizational Citizenship Behavior among Chinese Secondary School Teachers.

The organizational citizenship behavior of teachers holds paramount significance in elevating school organizational effectiveness and sustaining competitive advantage. To address this, this study examines the cross-level influence of group-focused transformational leadership on organizational citizenship behavior among secondary school teachers. This exploration includes investigating the mediating role of individual-level psychological contract fulfillment and the moderating impact of group-level collectivism. An empirical investigation involving 1162 secondary school teachers in China was designed for this purpose. The results demonstrate that group-focused transformational leadership significantly positively impacts teachers' organizational citizenship behavior. Moreover, this relationship is positively moderated by collectivism at the group level, suggesting a stronger effect of transformational leadership on organizational citizenship behavior in more collective-oriented groups. Additionally, the findings reveal that psychological contract fulfillment at the individual level mediates this cross-level relationship, providing evidence for its role in translating leadership's influence to organizational citizenship behavior. The findings underscore the significance of concentrating on group-focused transformational leadership, cultivating a collectivist atmosphere, and guaranteeing the fulfillment of psychological contracts as pivotal strategies for bolstering organizational citizenship behavior among teachers.

Teachers’ Views on The Influence Tactics Used By School Administrators

The aim of this research is to reveal the influence tactics adopted by the school administrators working in the official secondary schools of Kırıkkale city center and to examine the importance of the influence tactics and their effects on the education and training process according to the views of the teachers working in these schools. Qualitative research and phenomenology design was used in the study. The research was conducted with 16 teachers. Maximum diversity sampling among purposive sampling methods was used. The data obtained with the semi-structured interview form were analyzed with the content analysis technique. According to the results of the research, it is seen that the moderate influence tactics used by the administrators in secondary schools can create an efficient working environment and peaceful climate in schools as well as increasing the organizational citizenship behaviors of teachers. On the other hand, it is seen that the use of harsh influence tactics causes negative attitudes among teachers and behaviors such as uneasiness, low motivation, grouping and failure. Administrators should prefer more moderate tactics for the effective functioning of the schools.

The Effect of Principal Leadership Through Organizational Citizenship Behavior of Teachers on the Quality of Islamic Religious Education Learning

This paper investigates the pivotal role of school principals in shaping and enhancing Organizational Citizenship Behavior (OCB) among teachers to enhance the quality of Islamic Religious Education (IRE) instruction. The research was conducted at SMA Negeri 1 Bumi Raya, located in Morowali Regency, Central Sulawesi Province, Indonesia, employing descriptive-qualitative methodologies. Data analysis was conducted using the N-Vivo software. The findings of this study underscore the multifaceted role of principals in fostering OCB. Principals emerge as both motivators and supervisors within the educational setting. As motivators, they offer support and encouragement to teachers facing challenges, convene regular meetings to address issues, and deliver motivating messages during ceremonial gatherings. As supervisors, they diligently assess and oversee the performance of their teaching staff, ensuring a high standard of educational delivery. Internally, factors influencing OCB include teachers' personality development and perception of organizational support. Externally, the quality of relationships between superiors and subordinates and the length of service significantly impact OCB outcomes. In summary, this research sheds light on the pivotal role of school principals as motivators and supervisors and identifies key internal and external factors that influence the optimization of OCB among teachers. Understanding these dynamics is crucial for improving the management and quality of Islamic Religious Education learning in educational institutions.

Organizational citizenship behavior (OCB) above and beyond: Teachers' OCB during COVID-19

The study investigated teachers' organizational citizenship behavior (OCB) during the COVID-19 pandemic. The survey's quantitative analysis (N = 299) revealed that Israeli teachers reported more OCBs “during COVID-19″ than “before COVID-19,” mostly towards students, less towards the school and parents, and least towards colleagues. The qualitative analysis enabled the identification of the unique construct of teacher OCB during the pandemic, composed of six categories: promoting academic achievement, investing extra time, providing support to students, use of technology, compliance with regulations, and compliance with role changes. These findings emphasize the importance of understanding OCB as a context-related phenomenon, especially during crises times.

A Mediation Model of the Effect of Visionary Leadership on Teachers’ Organizational Citizenship Behavior

Organizational citizenship behavior (OCB) is necessary in overcoming emergency conditions, including learning difficulties such as experienced during and after the Covid-19 pandemic. Therefore, this research explored the visionary leadership effects of teachers’ OCB through quality of work-life (QWL) and organizational commitment, and developed a new empirical model of the mediation mechanism. A quantitative approach with a survey method was used in this research, where Likert-scale questionnaires were distributed to 387 social sciences teachers in Indonesia. Using structural equation modeling (SEM) analysis, it was found that visionary leadership, QWL, and organizational commitment have a significant effect on OCB; visionary leadership significantly influences QWL and organizational commitment; and visionary leadership has a significant effect on OCB through QWL and organizational commitment. This evidence promotes a new model regarding the effect of visionary leadership on teachers’ OCB mediated by QWL and organizational commitment. It not only confirms several previous studies as the basis for developing this research hypothesis, but is also an antithesis to previous research with contradictory conclusions. With such conditions, the new model provides theoretical and practical contributions which require in-depth and critical discussion before it is adopted or adapted as a model in improving teacher OCB via visionary leadership supported by QWL and organizational commitment.

A Causal Model of Ethical Leadership Affecting the Organizational Citizenship Behavior of Teachers in the Office of the Basic Education Commission

The objective of this study was to examine the direct and indirect effects of ethical leadership on organizational citizenship behavior while considering job stress, organizational commitment, and job satisfaction as full and partial mediators through which these effects are transmitted. The study comprised a sample of 400 teachers working at the Office of the Basic Education Commission. The instruments utilized in this study were adapted from previous studies by scholars, and their content validity and reliability were tested before data collection. Analysis of the direct and indirect effects of full and partial mediators was conducted using the PROCESS program. The results indicated that ethical leadership had a direct effect on organizational citizenship behavior with statistical significance, as well as an indirect effect transmitted through job stress and job satisfaction. Job stress and job satisfaction functioned as partial mediators between ethical leadership and organizational citizenship behavior with statistical significance. However, organizational commitment did not show statistical significance as a mediator. The developed model suggested that ethical leadership theory effectively increased organizational citizenship behavior, with job stress and job satisfaction playing vital roles as mediators in transmitting organizational citizenship behavior with higher effectiveness. The mediators identified in this study were helpful in more accurately explaining organizational citizenship behavior.

The Effect of Principal Transformational Leadership, Teacher Job Satisfaction, and Organizational Commitment on Teacher Organizational Citizenship Behavior at Elementary School in Martapura

This study aims to describe and analyze the direct and indirect effect of transformational leadership of school principals, teacher job satisfaction, organizational commitment to organizational citizenship behavior (ocb) of teachers at SDN in Martapura. This research was a descriptive-quantitative study. The total sample of this study was 174 teachers from SDN in Martapura. The sampling technique used was a proportional random sampling. The data analysis to test hypotheses used a path analysis. The results showed that there are: (1) principal's transformational leadership, job satisfaction, organizational commitment and Organizational Citizenship Behavior (OCB) teachers fall into a high category, (2) there is a direct effect of principal transformational leadership, job satisfaction, on Organizational Citizenship Behavior (OCB) through the organizational commitment of teachers at SDN in Martapura (3) there is an indirect effect of the transformational leadership of the principal, job satisfaction, on the Organizational Citizenship Behavior (OCB) of teachers through Organizational Commitment at SDN in Martapura.

The Effect of Principal Transformational Leadership, Teacher Job Satisfaction, and Organizational Commitment on Teacher Organizational Citizenship Behavior at Elementary School in Martapura

The Effect of Principal Transformational Leadership, Teacher Job Satisfaction, and Organizational Commitment on Teacher Organizational Citizenship Behavior at Elementary School in Martapura

Optimal Solution for OCB Improvement Through Strengthening of Servant Leadership, Creativity, and Empowerment (ATT)

In educational institutions, teachers play a central role in the administrative component. Combined with successfully completing the main tasks described in the job description and feeling that they are doing something special, teachers are the key to the success of an organization. Additional activities that are not directly related to the formal reward system that is applied are called OCB (Organizational Citizenship Behavior). Preliminary research shows that PGRI Bogor Vocational High School (SMK) teachers have little OCB information about variables related to increased OCB. This study aims to discuss the relationship between the increase in teacher OCB with the control variables of leadership, creativity and empowerment. This study uses a correlation analysis technique to determine the relationship between the variables studied and the SITEREM index analysis technique to obtain optimal solutions in increasing teacher OCB. The population of this study was 289 teachers at SMK PGRI Bogor. This population was sampled using the Slovin formula in order to obtain a sample of 168 individuals. Correlation analysis shows that there is a positive correlation between subordinate leadership and OCB with a correlation coefficient ry1 = 0.512, and OCB increases when subordinate leadership is strengthened. Creativity and OCB are positively correlated with a correlation coefficient ry2 = 0.438, and OCB increases with increasing creativity. Empowerment and OCB are positively correlated with a correlation coefficient ry3 = 0.502, and increased empowerment increases OCB. The best solution comes from SITEREM analysis. Therefore, out of 27 indicators, 14 good indicators need to be maintained or further developed, and 13 indicators are still weak and need to be improved. 1) Compassion 2) Humility 3) Integrity 4) Accountability 5) Equality 6) Consistency 7) Ethics 8) Mutual assistance 9) Pride 10) Initiative 11) Openness 12 ) Unique ideas 13) Products 14 ) 1. Listening , 2. Courage, 3. Inspirational Gratitude, 4. Need, 5. Wisdom, 6. Problem Solving, 7. Usefulness, 8. Opportunity, 9th Politeness, 10th Citizenship, 11th Awareness, 12th Sport , 13th Altruism.

Identification of Factors that Influence Organisational Citizenship Behavior Teachers and Educational Personnel at Madrasah Aliyah State in Mataram City, Indonesia

Effective resource management produces good performance. Organizations that want to achieve goals must properly utilize and manage their resources. This research was conducted to determine what factors influence the Organizational Citizenship Behavior of teachers and education personnel at Madrasah Aliyah Negeri in Mataram city. This study uses a quantitative descriptive method with a sample of 95 respondents, the entire population of teachers and education personnel at MAN Mataram City. The analysis used is factor analysis with the Guttman scale. It can be concluded that the factors that influence Organizational Citizenship Behavior dominantly in teachers and education personnel are; factors of job satisfaction, motivation, organizational culture, and gender.

Improving Teacher Organizational Citizenship Behavior (OCB) through Servant Leadership, Justice and Self-efficacy: Indonesian Teacher Perspective

The different roles of teacher behavior or organizational citizenship behavior (OCB) can be a lifesaver for schools. This study aims to find strategies to improve such behaviors. This study uses a quantitative approach with path analysis using SMART PLS. The population and sample of this study were 243 junior high school teachers in Bogor Regency, West Java, Indonesia. The main findings of this study are that improving teacher OCB will be faster and more effective if it is done with improved Servant leadership, self-efficacy, and organizational justice. Strategies to enhance teacher OCB are: strengthening forward-looking insights, committing to teacher progress, building community, increasing self-confidence, building a good perception of the strengths possessed, the virtues of the organization, love for the organization, and improving organizational integrity.

The Effects of Organizational Justice on Employee Performance Using Dimension of Organizational Citizenship Behavior as Mediation

One of the important factors that can affect employee performance (EP) is the employee’s perception of organizational justice (OJ) in the workplace and the employee’s willingness to carry out the employee’s primary role (in the role) optimally and the employee’s willingness to carry out tasks outside the employee’s primary job (extra-role), commonly called organizational citizenship behavior (OCB). OCB is divided into two dimensions: OCB at the individual level (OCBI) and OCB at the organizational level (OCBO). In educational organizations, the OCB of teachers is a strategic matter, so it needs to be a concern for school management if schools want to continue to survive and develop in the era of globalization characterized by changes in a dynamic and competitive environment. OCB from teachers can be said to be a form of teacher gratitude because the school has supported the welfare of teachers a lot, appreciates the contributions of teachers, and feels organizational justice practiced by the school. The respondents to the study were 820 full-time teachers from high schools and vocational high schools spread across several regions in East Java Province and Central Java Province, Indonesia, who were taken using convenient sampling techniques. This study aims to analyze: (1) the effect of OJ on OCBI and OCBO; (2) the direct effects of OJ and indirect effects on EP with OCBI and OCBO as mediation. Data analysis used the structural equation model (SEM) and Sobel test. The results of hypothesis testing show that: (1) OJ can significantly improve OCBI; (2) OJ can significantly improve OCBO; (3) the OJ was found to have a significant positive effect on EP; (4) OCBI can significantly improve EP; (5) OCBO can significantly improve EP; (6) OCBI partially mediates the influence of OJ on EP; (7) OCBO partially mediates the influence of OJ on EP. The results of this study explain the essential aspects of behaviour in the workplace, such as OJ, OCB, and EP, with a particular focus on high schools and vocational high schools in several regions in East Java Province and Central Java Province, Indonesia. The results showed that improving the EP of teachers can be achieved by organizational management through OJ practices in the work environment as well as organizational management efforts in improving the OCB of employees, considering that employees play an essential role in improving organizational performance.

The Effect of Organizational Trust and Job Satisfaction on Teachers’ Organizational Citizenship Behavior (OCB) in Private Senior High Schools

This research aims to investigate and describe the variables that positively influence teachers' OCB so that if the variable is improved, the OCB will increase. This research method begins with determining the conceptual model of teacher OCB, organizational trust, and job satisfaction, whose model is built based on logical validity, concepts, theories, and previous research. Then the conceptual model was tested using path analysis on SMART PLS. This research was conducted at private senior high schools in West Java, Indonesia; the number of samples was 256, determined through multistage proportional random sampling. The findings of this research are: organizational trust affects teacher OCB; organizational trust affects job satisfaction; job satisfaction affects teacher OCB; organizational trust has a positive and significant indirect effect on teacher OCB. This research implies that improving teachers' OCB can be done through improving organizational trust and job satisfaction, including strengthening environmental influences, demonstrating integrity, competence, and policies of the school, improving welfare payments, promotion, supervision, and improving the work atmosphere.

The Effect of Principal Instructional Leadership, Work Climate and Work Motivation on Teachers' Organizational Citizenship Behavior in MTsN throughout Hulu Sungai Selatan Regency

This study aims to determine and analyze the direct and indirect effects of instructional leadership, work climate and work motivation on commitment to organizational citizenship behavior on teachers at MTsN in Hulu Sungai Selatan Regency. This research study is correlational research with path analysis. The population of this study was 350 teachers from 12 MTsN with a sample technique of 187 people. It used a proportional random sampling. Data was collected using instruments consisting of principals' instructional leadership instrument (28 items), work climate instrument (24 items), work motivation instrument (28 items) and Organizational Citizenship Behavior instrument (18 items). The instruments were tested for validity and reliability and analyzed using path analysis. The results showed that there were direct and indirect effects of instructional leadership, work climate and work motivation on teacher organizational citizenship behavior.

To analyze Transformational Leadership and OCB an effect on Organizational Commitment: Higher Education Teaching Faculty of Pakistan

Organizational Citizenship Behavior (OCB) is denoted to additional efforts or out of context role played by employee(s) which is beyond one’s formal job description prescribed by the organization. OCB is not actually a written agreement or it may not be required from an ordinary worker, but this behavior has great importance and likely desired in the organizational settings. Leader toils to his level best to mold follower's (employee) attitude towards organizational targets. Leadership remained a vital topic under various theorists but the Transformational Leadership was the most prominent. As higher education institutes are a hub of high level education providing places of any country, subsequently the educational standard and quality of deliverance have much more importance for them. The behavioral difference amongst university teachers’ worth require professional growth so teacher ship cannot be isolated from the development. Quality enhancement is essential for the individuals who are related with teaching and learning environment. Here, to explore the effects of OCB on the OC explicitly in connection to higher education teaching faculty of Pakistan. It portrays the significance of OCB in the enhancement of efficiency of firm and furthermore to determine the influencing and generating factors of OC. This study comprehends the correlation of transformational leadership, T & D chances, work and life plans & empowerment activities with organizational commitment and to evaluate significance of OCB of teachers in the triumph of their respective institutions in Pakistan.