The Influence of Transformational Leadership and Teacher Professional Competence on Organizational Citizenship Behavior Through Job Satisfaction of Public Middle School Teachers in Padang Pariaman Regency
Abstract
Organizational citizenship behavior (OCB) is essential to school effectiveness because it reflects teachers’ voluntary contributions beyond formal role requirements. This study examines a conceptual model linking principals’ transformational leadership and teachers’ professional competence with OCB through job satisfaction among public junior high school teachers in Padang Pariaman Regency, Indonesia. A quantitative correlational design was employed, with a target sample of 314 teachers selected through proportional and cluster-based random sampling. Data were collected using five-point Likert instruments representing transformational leadership, professional competence, job satisfaction, and OCB. Before structural testing, the instruments were piloted with 30 teachers and evaluated using Pearson item–total correlations and Cronbach’s alpha. The reported results show strong measurement readiness: 35 of 36 OCB items, all 39 transformational-leadership items, 18 of 26 professional-competence items, and 34 of 35 job-satisfaction items met the validity criterion (r > 0.361). Internal-consistency coefficients were very high for OCB (α = 0.955), transformational leadership (α = 0.989), professional competence (α = 0.907), and job satisfaction (α = 0.968). These findings establish a sufficiently valid and internally consistent measurement foundation for subsequent path analysis of the proposed direct and mediated relationships. Practically, the validated instruments can support evidence-based diagnosis of leadership, competence, satisfaction, and extra-role behavior in secondary-school management, although structural-effect claims require the full path-analysis results to be reported.
Downloads
References
Admiraal, W., & Røberg, K.-I. K. (2023). Teachers' job demands, resources and their job satisfaction: Satisfaction with school, career choice and teaching profession of teachers in different career stages. Teaching and Teacher Education, 125, 104063. https://doi.org/10.1016/j.tate.2023.104063
Ahmed, E. I. (2025). Principals' leadership styles and teachers' organizational citizenship behaviour: A systematic review of research. International Journal of Educational Management, 39(1), 219–239. https://doi.org/10.1108/IJEM-08-2024-0508
Bass, B. M., & Avolio, B. J. (1994). Transformational leadership and organizational culture. International Journal of Public Administration, 17(3–4), 541–554. https://doi.org/10.1080/01900699408524907
Birani-Nasraldin, D., Somech, A., & Bogler, R. (2024). How does school management team empowerment relate to teachers' organizational citizenship behavior? A moderated mediation model. International Journal of Educational Management, 38(4), 1045–1061. https://doi.org/10.1108/IJEM-11-2023-0585
Bogler, R., & Somech, A. (2023). Organizational citizenship behavior (OCB) above and beyond: Teachers' OCB during COVID-19. Teaching and Teacher Education, 130, 104183. https://doi.org/10.1016/j.tate.2023.104183
Chen, C.-C., Liu, T.-Y., & Chen, H.-C. (2024). Relationship between transformational leadership, work engagement, and organisational citizenship behaviour: The moderating effect of work engagement. Educational Studies, 51(5), 915–934. https://doi.org/10.1080/03055698.2024.2369899
Choong, Y.-O., & Ng, L.-P. (2024). Shaping teachers' organizational citizenship behavior through self-efficacy and trust in colleagues: Moderating role of collective efficacy. BMC Psychology, 12, 532. https://doi.org/10.1186/s40359-024-02050-8
Christensen, A. A., & Jerrim, J. (2025). Professional learning communities and teacher outcomes: A cross-national analysis. Teaching and Teacher Education, 156, 104920. https://doi.org/10.1016/j.tate.2024.104920
Darmawan, E., Patras, Y. E., & Hidayat, R. (2026). Explaining organizational citizenship behavior among private junior high school teachers: Transformational leadership, organizational justice, and growth mindset. AL-ISHLAH: Jurnal Pendidikan, 18(2), 1981–1991. https://doi.org/10.35445/alishlah.v18i2.9269
Erdogan, U., Dipaola, M. F., & Donmez, B. (2022). School-level variables that enhance student achievement: Examining the role of collective teacher efficacy and organizational citizenship behavior. International Journal of Educational Management, 36(7), 1343–1361. https://doi.org/10.1108/IJEM-02-2021-0069
Eryilmaz, N., Kennedy, A. I., Strietholt, R., & Johansson, S. (2025). Teacher job satisfaction: International evidence on the role of school working conditions and teacher characteristics. Studies in Educational Evaluation, 86, 101474. https://doi.org/10.1016/j.stueduc.2025.101474
Gnanarajan, A. H., & Kengatharan, N. (2022). Examining the predictors of teachers' organisational citizenship behaviour from an individual perspective: The role of human values-benevolence, achievement, self-direction and conformity. Journal of Beliefs & Values, 43(3), 331–350. https://doi.org/10.1080/13617672.2021.1969208
Guiling, Y., Panatik, S. A., Sukor, M. S. M., Rusbadrol, N., & Cunlin, L. (2022). Bibliometric analysis of global research on organizational citizenship behavior from 2000 to 2019. SAGE Open, 12(1). https://doi.org/10.1177/21582440221079898
Halimah, N., & Purwanto, N. A. (2026). The influence of transformational leadership of school principals, school culture, and work environment on organizational citizenship behavior (OCB) of early childhood teachers in South Arut District, West Kotawaringin Regency. Journal of Educational Sciences, 10(2), 2635–2652. https://doi.org/10.31258/jes.10.2.p.2635-2652
Hayat, A. A., Shateri, K., Amini, M., & Shokrpour, N. (2020). Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: A structural equation model. BMC Medical Education, 20, 76. https://doi.org/10.1186/s12909-020-01995-9
Hermanto, Y. B., & Srimulyani, V. A. (2022). The effects of organizational justice on employee performance using dimension of organizational citizenship behavior as mediation. Sustainability, 14(20), 13322. https://doi.org/10.3390/su142013322
Hermanto, Y. B., Srimulyani, V. A., & Pitoyo, D. J. (2024). The mediating role of quality of work life and organizational commitment in the link between transformational leadership and organizational citizenship behavior. Heliyon, 10(6), e27664. https://doi.org/10.1016/j.heliyon.2024.e27664
Hsieh, C.-C., Chien, W.-C., Yen, H.-C., & Li, H.-C. (2022). “Same same” but different? Exploring the impact of perceived organizational support at the school and teacher levels on teachers' job engagement and organizational citizenship behavior. Frontiers in Psychology, 13, 1067054. https://doi.org/10.3389/fpsyg.2022.1067054
Hsieh, C.-C., Li, H.-C., Liang, J.-K., & Chiu, Y.-C. (2024). Empowering teachers through principals' emotional intelligence: Unlocking the potential of organizational citizenship behavior in Taiwan's elementary schools. Acta Psychologica, 243, 104142. https://doi.org/10.1016/j.actpsy.2024.104142
Idris, Nanang, A. S., Soetjipto, B. E., & Supriyanto, A. S. (2021). Predicting factors of organizational citizenship behavior in Indonesian nurses. Heliyon, 7(12), e08652. https://doi.org/10.1016/j.heliyon.2021.e08652
Junus, K., Santoso, H. B., Putra, P. O. H., Gandhi, A., & Siswantining, T. (2021). Lecturer readiness for online classes during the pandemic: A survey research. Education Sciences, 11(3), 139. https://doi.org/10.3390/educsci11030139
Kasekende, F., Munene, J. C., Otengei, S. O., & Ntayi, J. M. (2016). Linking teacher competences to organizational citizenship behaviour: The role of empowerment. International Journal of Educational Management, 30(2), 252–270. https://doi.org/10.1108/IJEM-10-2014-0140
Liu, P., Xiu, Q., & Yao, H. (2025). Exploring the relationships among transformational leadership, teacher retention, communication and organisational citizenship behaviour. European Journal of Education, 60(2), e70126. https://doi.org/10.1111/ejed.70126
Maheshwari, G. (2022). Influence of teacher-perceived transformational and transactional school leadership on teachers' job satisfaction and performance: A case of Vietnam. Leadership and Policy in Schools, 21(4), 876–890. https://doi.org/10.1080/15700763.2020.1866020
Meyer, A., Kleinknecht, M., & Richter, D. (2023). What makes online professional development effective? The effect of quality characteristics on teachers' satisfaction and changes in their professional practices. Computers & Education, 200, 104805. https://doi.org/10.1016/j.compedu.2023.104805
Naimah, M., Tentama, F., & Sari, E. Y. D. (2022). Pengaruh kepemimpinan transformasional dan keterlibatan kerja terhadap organizational citizenship behavior (OCB) melalui mediator kepuasan kerja. Psikologika: Jurnal Pemikiran dan Penelitian Psikologi, 27(2), 197–222. https://doi.org/10.20885/psikologika.vol27.iss2.art2
Nawas, A., Darmawan, I. G. N., & Maadad, N. (2025). Certified to succeed? Multilevel analysis of the effects of teacher certification on educator well-being and student outcomes in Indonesia. Teaching and Teacher Education, 162, 105069. https://doi.org/10.1016/j.tate.2025.105069
Nurjanah, S., Pebianti, V., & Handaru, A. W. (2020). The influence of transformational leadership, job satisfaction, and organizational commitments on organizational citizenship behavior (OCB) in the Inspectorate General of the Ministry of Education and Culture. Cogent Business & Management, 7(1), 1793521. https://doi.org/10.1080/23311975.2020.1793521
Phetsombat, P., & Na-Nan, K. (2023). A causal model of ethical leadership affecting the organizational citizenship behavior of teachers in the Office of the Basic Education Commission. Sustainability, 15(8), 6656. https://doi.org/10.3390/su15086656
Puspitosari, D., Setyaningsih, S., & Novita, L. (2025). Building organisational citizenship behaviour with local wisdom: An analysis of religiosity, mutual aid, transformational leadership, and work motivation mediation. Jurnal Konseling dan Pendidikan, 13, 586–598. https://doi.org/10.29210/1179800
Revina, S., Pramana, R. P., Bjork, C., & Suryadarma, D. (2023). Replacing the old with the new: Long-term issues of teacher professional development reforms in Indonesia. Asian Education and Development Studies, 12(4/5), 262–274. https://doi.org/10.1108/AEDS-12-2022-0148
Schwabsky, N., & Somech, A. (2025). Teachers' perception of principals' OCB in association with teachers' performance outcomes. International Journal of Educational Management, 39(2), 433–449. https://doi.org/10.1108/IJEM-12-2023-0607
Shi, Y. R., Sin, K. F. K., & Wang, Y. Q. (2025). Teacher professional development of digital pedagogy for inclusive education in post-pandemic era: Effects on teacher competence, self-efficacy, and work well-being. Teaching and Teacher Education, 168, 105230. https://doi.org/10.1016/j.tate.2025.105230
Siri, A., Supartha, I. W. G., Sukaatmadja, I. P. G., & Rahyuda, A. G. (2020). Does teacher competence and commitment improve teacher's professionalism? Cogent Business & Management, 7(1), 1781993. https://doi.org/10.1080/23311975.2020.1781993
Solowati, I., Abdullah, G., Violinda, Q., & Baussaidi, A. (2026). Narrating teacher commitment: Exploring organizational citizenship behavior through transformational leadership, resilience, and work engagement in Indonesian schools. International Journal of Educational Narratives, 4(2), 380–391. https://doi.org/10.70177/ijen.v4i2.3527
Sun, W., Liu, X., Liu, Y., Ding, S., Jiang, Y., & Lv, Z. (2024). The relationship between school organizational climate and teachers' organizational citizenship behaviors: The mediating role of teaching efficacy and moderating role of optimistic traits. Behavioral Sciences, 14(12), 1130. https://doi.org/10.3390/bs14121130
Sundaya, J., Danim, S., Badeni, B., Somantri, M., & Kartiwi, A. P. (2025). Hubungan kecerdasan emosional dan organizational citizenship behaviour guru pada efektivitas pembelajaran. Jurnal Konseling dan Pendidikan, 13(1), 569–581. https://doi.org/10.29210/1139900
Wartenberg, G., Aldrup, K., Grund, S., & Klusmann, U. (2023). Satisfied and high performing? A meta-analysis and systematic review of the correlates of teachers' job satisfaction. Educational Psychology Review, 35, 114. https://doi.org/10.1007/s10648-023-09831-4
Yang, S., Zhang, L., & Wang, L. (2023). Key factors of sustainable development of organization: Bibliometric analysis of organizational citizenship behavior. Sustainability, 15(10), 8261. https://doi.org/10.3390/su15108261
Yoon, I., & Kim, M. (2022). Dynamic patterns of teachers' professional development participation and their relations with socio-demographic characteristics, teacher self-efficacy, and job satisfaction. Teaching and Teacher Education, 109, 103565. https://doi.org/10.1016/j.tate.2021.103565
Zakariya, Y. F. (2022). Cronbach's alpha in mathematics education research: Its appropriateness, overuse, and alternatives in estimating scale reliability. Frontiers in Psychology, 13, 1074430. https://doi.org/10.3389/fpsyg.2022.1074430
Zhang, H., Liu, Z., & Wang, Y. (2020). How transformational leadership positively impacts organizational citizenship behavior in successful Chinese social work service organizations. Nonprofit Management and Leadership, 30(3), 467–485. https://doi.org/10.1002/nml.21391
Copyright (c) 2026 Srina Desmira, Nellitawati, Anisah, Novriyanti Achyar
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with ISEJ: Indonesian Science Education Journal agree to the following terms:
- Authors retain copyright and grant the ISEJ: Indonesian Science Education Journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
.png)
_(3).png)
