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

Abstract

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.

Knowledge Management, Performance and Spirituality: A Causal Model on Organizational Citizenship Behavior of Teachers in Sectarian Private Schools

“…The direct causal link of knowledge management, teaching performance and faculty spirituality towards organizational citizenship behavior among sectarian private school teachers in Davao Region corroborates the research outcomes revealed by Lavy (2019) that teachers experience a greater sense of ownership and autonomy when they are empowered through application and information sharing, which improves their organizational citizenship behavior. Nonetheless, Hidayat and Patras (2022) posited that there isn't always a strong correlation between teachers' knowledgesharing practices and organizational learning cultures. Teachers' sharing of knowledge may be more strongly influenced by other organizational and individual characteristics, such as organizational commitment and work satisfaction.…”

“…Teachers experience a greater sense of ownership and autonomy when they are empowered through application and information sharing, which improves their organizational citizenship behavior (Lavy, 2019). However, teachers' sharing of knowledge may be more strongly influenced by other organizational and individual characteristics, such as organizational commitment and work satisfaction (Hidayat & Patras, 2022). Several studies have found a positive relationship between teachers' organizational citizenship behavior and teaching performance (Arib, 2021;Ali et al, 2021).…”

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

“…OCB plays a fundamental role in improving school effectiveness [ 7 ]. In the era of Society 5.0, teachers face various challenges [ 8 ], and advances in communication technology and changes in society require teachers to demonstrate high OCB, because teachers have an important role in schools [ 9 ]. OCB is essential in the teaching profession [ 10 ].…”

“…OCB from teachers is demonstrated through helpful behavior towards colleagues, supervisors, and students who need help (including assistance with exam preparation practice) and contributing to the school (for example, providing recommendations for changes and improvements and suggestions that are useful for the school) [ 11 ]. Principal leadership can help improve teacher OCB at different levels [ 9 ]. One of the factors that predict OCB is leadership.…”