PENGARUH SELF-EFFICACY TERHADAP ORGANIZATIONAL CITIZENSHIP BEHAVIOR (OCB) GURU DENGAN KETERIKATAN KERJA DAN KOMITMEN AFEKTIF SEBAGAI VARIABEL MEDIASI DI SEKOLAH HARAPAN BANGSA MODERNLAND KOTA TANGERANG
DOI:
https://doi.org/10.23969/jp.v11i3.66876Keywords:
self-efficacy, organizational citizenship behavior, work engagement, affective commitmentAbstract
Organizational citizenship behavior (OCB) refers to voluntary teacher behaviors beyond formal duties that are crucial for school effectiveness. However, in practice, such extra-role behaviors are not consistently observed across the board, largely due to teachers' intense focus on formal teaching targets. This study aims to analyze the influence of self-efficacy on teacher OCB at Sekolah Harapan Bangsa Modernland, Tangerang City, incorporating work engagement and affective commitment as mediating variables. This non-experimental quantitative census study involved 98 teachers as respondents. Data were collected using a 5-point Likert scale questionnaire and analyzed via Partial Least Squares-Structural Equation Modeling (PLS-SEM) using SmartPLS 4 software. The significance of structural relationships was evaluated using bootstrapping procedures as a robustness check for the model. The results indicate that self-efficacy has a direct, positive, and significant influence on OCB, work engagement, and affective commitment. Conversely, work engagement showed a non-significant negative direct and indirect (mediated) influence on OCB. This phenomenon confirms a "resource depletion" anomaly, wherein teachers' work enthusiasm is entirely consumed by formal, task-oriented classroom roles. Meanwhile, affective commitment mediated the relationship positively, though the strength of this influence was weak and statistically insignificant. The study concludes that teacher OCB is driven primarily by internal professional beliefs (self-efficacy) rather than by daily work motivation or emotional organizational attachment.
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