Email this article 
Indonesia high school teacher’s organizational citizenship behavior
Abstract
The teacher's job characteristics are pretty challenging. It is widely known that teachers need extra commitment and work beyond their duties. This research aims to describe the OCB level among teachers in the Special Province of Yogyakarta, Indonesia. The study was conducted using quantitative research with a descriptive analysis technique. 97 high school teachers were involved in the study. The questionnaire employs a rating scale with a Likert scale style. The instrument of the OCB scale is developed based on the modification of the grounded research conducted by Shaheen et al. in 2016. The results show that the average score of OCB teachers attain is 80.32. There, 17.52% of teachers had a total score under 75, and 8.25% obtained a score higher than 90. Teaching etiquette and showing empathy are the most OCB performed by teachers, followed by the teacher’s approach to students. Even though the general scores in each OCB factor are pretty good, it can be found that the most suffering dimension of a teacher’s OCB is in the teacher’s social awareness.
Tingkat perilaku kewargaan organisasi pada guru sekolah menengah atas
Karakteristik pekerjaan guru terbilang menantang. Diketahui secara luas bahwa guru membutuhkan komitmen ekstra dan bekerja di luar tugasnya. Penelitian ini bertujuan untuk mendeskripsikan tingkat OCB pada guru di Provinsi Daerah Istimewa Yogyakarta, Indonesia. Metode penelitian ini adalah kuantitatif dengan teknik deskriptif. Sejumlah 97 guru SMA dilibatkan dalam penelitian ini. Kuesioner menggunakan skala penilaian dengan gaya skala Likert. Instrumen skala OCB dikembangkan berdasarkan modifikasi grounded research yang dilakukan oleh Shaheen et.al pada tahun 2016. Hasil penelitian menunjukkan rata-rata skor OCB yang dicapai guru adalah 80,32. Terdapat 17,52% guru dengan nilai total di bawah 75 dan 8,25% di antaranya memperoleh nilai total di atas 90. Etika mengajar dan menunjukkan empati merupakan OCB yang paling banyak dilakukan oleh guru, disusul dengan pendekatan individual guru kepada siswa. Walaupun skor umum pada masing-masing faktor OCB cukup baik, namun dapat ditemukan bahwa dimensi OCB guru yang paling lemah adalah kesadaran sosial guru.
Keywords
Full Text:
PDFReferences
Abdul Khaliq, Malik Shahid Rasool Douna, & Muhammad Ahsan. (2016). Role of Reinforcement or Punishment in Learning English Language: A Study at Secondary Level in Southern Punjab Pakistan. International Journal of Business and Social Science.
Araghieh, A., Barzabadi, N., & Behjati, F. (2011). The role of teachers in the development of learning opportunities. Procedia - Social and Behavioral Sciences, 29(79), 310–317. https://doi.org/10.1016/j.sbspro.2011.11.244
Aten, K. K. (2015). Schoolwide positive behavior supports in a comprehensive high school: Teachers’ core beliefs. In Dissertation Abstracts International Section A: Humanities and Social Sciences.
Bahat, B., Studies, O., Mater, A., & Evropski, E. (2021). Teacher ’ s Effective Guidance of Students Marija Ovsenik Nikolaj Lipič Abstract : The profession of a teacher is certainly the most beautiful and important because the main task. Challenges of The Future, 6(4), 199–222. https://doi.org/10.37886/ip.2021.027
Christofferson, R., & Callahan, K. (2015). Positive Behavior Support in Schools (PBSIS): An Administrative Perspective on the Implementation of a Comprehensive School-Wide Intervention in an Urban Charter School. Education Leadership Review of Doctoral Research, 2(2), 35–49.
Cicekci, M. A., & Sadik, F. (2019). Teachers’ and Students’ Opinions About Students’ Attention Problems During the Lesson. Journal of Education and Learning, 8(6), 15. https://doi.org/10.5539/jel.v8n6p15
Classroom Spaces that Work, NEFC, 2001. (1970). Displaying Student Work. https://dictionary.cambridge.org/dictionary/english/display
Dewi, R. M., & Perdhana, M. S. (2016). Peran gender, usia, dan tingkat pendidikan terhadap organizational citizenship bDiehavior ( OCB ). Diponegoro Journal of Management, 5(2), 1–9.
DiPaola, M. F., & Hoy, W. K. (2005). Organizational Citizenship of Faculty and Achievement of High School Students. The High School Journal, 88(3), 35–44. https://doi.org/10.1353/hsj.2005.0002
Gichohi, G. W. (2015). Stakeholder involvement in Schools in 21 st Century for Academic Excellence. International Journal of Education and Research, 3(2), 13–22. http://www.ijern.com/journal/2015/February-2015/02.pdf
Harahap, F. (2017). The Influence of Principal Managerial Competency toward Teachers’ Productivity and Organizational Citizenship Behavior (OCB) By Mediation of Interpersonal Communication of State Vocational High School (SMK) South Tapanuli, North Sumatera. IOSR Journal of Humanities and Social Science. https://doi.org/10.9790/0837-2201062939
Hidayat, R., & Patras, Y. E. (2022). Improving Teacher Organizational Citizenship Behavior (OCB) through Servant Leadership, Justice and Self-efficacy: Indonesian Teacher Perspective. Pedagonal : Jurnal Ilmiah Pendidikan, 6(2), 180–193. https://doi.org/10.55215/pedagonal.v6i2.5612
Jurewicz, M. M. (2004). Organizational citizenship behaviors of middle school teachers: A study of their relationship to school climate and student achievement. https://doi.org/10.25774/w4-ct5b-kt71
Khalid, S. A., Jusoff, H. K., Othman, M., Ismail, M., & Rahman, N. A. (2010). Organizational Citizenship Behavior as a Predictor of Student Academic Achievement. International Journal of Economics and Finance, 2(1), 65–71. https://doi.org/10.5539/ijef.v2n1p65
Khoshnammoghadam, F. (2017). The Impact of Organizational Citizenship Behavior (OCB) and Organizational Commitment on Market-Orientation of the Banks (Case Study: Parsian Bank Branches in Tehran). International Journal of Business and Management, 12(9), 173. https://doi.org/10.5539/ijbm.v12n9p173
Krimbill, E. M., Goess, D. E., & Escobedo, P. V. (2019). School Leadership Review Organizational Citizenship and Teacher Evaluation: Using the T-TESS to Promote OCB and Improve Student Outcomes. School Leadership Review, 14(1).
Lavy, S. (2019). Daily Dynamics of Teachers’ Organizational Citizenship Behavior: Social and Emotional Antecedents and Outcomes. Frontiers in Psychology, 10(December). https://doi.org/10.3389/fpsyg.2019.02863
Lie, D., Agustina, T., Susanti, D., Basriani, A., & Sudirman, A. (2022). Reflection on Teacher Organizational Citizenship Behavior: Antecedents of Perceived Organizational Support, Organizational Commitment and Job Satisfaction. Journal of Education Research and Evaluation, 6(1), 36–43. https://doi.org/10.23887/jere.v6i1.38701
Minke, K. M., Sheridan, S. M., Kim, E. M., Ryoo, J. H., & Koziol, N. A. (2014). Congruence in parent-teacher relationships: The role of shared perceptions. Elementary School Journal, 114(4), 527–546. https://doi.org/10.1086/675637
Ocampo, L., Acedillo, V., Bacunador, A. M., Balo, C. C., Lagdameo, Y. J., & Tupa, N. S. (2018). A historical review of the development of organizational citizenship behavior (OCB) and its implications for the twenty-first century. In Personnel Review (Vol. 47, Issue 4, pp. 821–862). https://doi.org/10.1108/PR-04-2017-0136
Oplatka, I., & Stundi, M. (2011). The components and determinants of preschool teacher organisational citizenship behaviour. International Journal of Educational Management. https://doi.org/10.1108/09513541111120079
Polat, S. (2009). Organizational citizenship behavior (OCB) display levels of the teachers at secondary schools according to the perceptions of the school administrators. Procedia - Social and Behavioral Sciences, 1(1), 1591–1596. https://doi.org/10.1016/j.sbspro.2009.01.280
Popescu, A. M., & Deaconu, A. (2013). High – school, Organizational Citizenship Behavior Moderator. Procedia - Social and Behavioral Sciences, 92(Lumen), 735–740. https://doi.org/10.1016/j.sbspro.2013.08.747
Posdakoff, P. M., MacKenzie, S. B., Paine, J. B., & Bachrach, D. G. (2000). Organizational Citizenship Behaviors: A Critical Review. Journal of Marketing Research, 26(3), 513–563. https://doi.org/10.2307/3152222
Robbins, S. P., & Coulter, M. (2012). Management and organization. In Surface Mining (eleventh). Prentice Hall. https://doi.org/10.1201/b22034-6
Roopa, S., & Rani, M. (2012). Questionnaire Designing for a Survey. Journal of Indian Orthodontic Society, 46(4_suppl1), 273–277. https://doi.org/10.1177/0974909820120509s
Runhaar, P., Konermann, J., & Sanders, K. (2013). Teachers’ organizational citizenship behaviour: Considering the roles of their work engagement, autonomy and leader-member exchange. Teaching and Teacher Education, 30(1), 99–108. https://doi.org/10.1016/j.tate.2012.10.008
Somech, A., & Bogler, R. (2019). The pressure to go above and beyond the call of duty: Understanding the phenomenon of citizenship pressure among teachers. Teaching and Teacher Education, 83, 178–187. https://doi.org/10.1016/j.tate.2019.04.014
Sukarsih, N. (2021). Respect and etiquette routines the Javanese and Western concept of sungkan: A comparative study. Litera Jurnal Bahasa Dan Sastra, 7(2), 165–170.
Thiruvenkadam, T., & Durairaj, I. Y. A. (2019). Organizational Citizenship Behavior: Its Definitions and Dimensions. GE-International Journal of Management Research, February.
Vickers, H. (2017). Use your classroom display to stimulate learning and inspire | Building 4 Education. Interiors. https://b4ed.com/Article/stimulate-learning-with-an-inspirational-classroom-display
Yazida, I., Mutiara, E., Fauzi, I., & Ma’ruf, H. (2022). Values of Java culture. Forum Paedagogik, 13(2), 294–306.
Yuliansyah, M., Nyoman, I., Degeng, S., Wiyono, B. B., & Supriyanto, A. (2019). The Relationship of Interpersonal Intelligent and Emotional Intelligent towards Organizational Citizenship Behaviour (OCB) for all of MTs Teachers in Banjarmasin downtown South of Borneo Indonesia. International Journal of Environmental & Science Education I, 14(July).
Zeinabadi, H., & Salehi, K. (2011). Role of procedural justice, trust, job satisfaction, and organizational commitment in organizational citizenship behavior (OCB) of teachers: Proposing a modified social exchange model. Procedia - Social and Behavioral Sciences, 29(Iceepsy), 1472–1481. https://doi.org/10.1016/j.sbspro.2011.11.387
DOI: https://doi.org/10.21831/jpipfip.v16i2.61004
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 Jurnal Penelitian Ilmu Pendidikan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Supervised by:
Jurnal Penelitian Ilmu Pendidikan has been indexed by:
