Umi Anugerah Izzati, Olievia Prabandini Mulyana, Desi Nurwidawati, Dian Eka Indriani, Irma Dhevinta Cahyani, Anak Agung Gede Krisna Darma Yudha, Nanda Effin Maulidianika
Teachers are a critical human resource within school organizations. One key aspect of their contribution is demonstrated through organizational citizenship behavior (OCB), such as assisting colleagues and willingly taking on additional tasks to support the school. Various factors can foster the development of organizational citizenship behavior among teachers, including a supportive organizational climate and elevated involvement with their work. The present research investigates the predictive roles of organizational climate and job involvement predict the levels of organizational citizenship behavior (OCB) among teachers at senior high school. Using a quantitative design, the dataset was analyzed with Partial Least Squares Structural Equation Modeling (PLS-SEM). Data were collected using psychological scales on organizational climate, job involvement, and organizational citizenship behavior, which were developed by the research team. A convenience sampling technique was applied, involving 338 senior high school teachers in Surabaya. The analysis verified that the measurement model demonstrated validity (outer loading values exceeding 0.5) and reliability (composite reliabilities exceeded 0.7). The results further revealed that organizational climate (β = 0.378; p < 0.001) and job involvement (β = 0.502; p < 0.001) exhibited statistically significant positive effects on organizational citizenship behavior. These findings highlight the significance of developing a positive organizational climate and reinforcing teacher involvement as key strategies to foster stronger organizational citizenship behavior. School administrators and policymakers are encouraged to create a conducive organizational environment and actively involve teachers in activities that support the achievement of school goals, promote collaborative practices, and cultivate a sense of belonging and shared responsibility, thereby further encouraging and sustaining organizational citizenship behavior among teachers. © 2026, Malque Publishing. All rights reserved.
Faculty of Psychology, Universitas Negeri Surabaya, Surabaya, Indonesia; Primary School Teacher Education Program, STKIP PGRI Bangkalan, Bangkalan, Indonesia
