The Role of Perceived Organizational Support for Organizational Citizenship Behavior at SDN 085115 Sibolga Teachers

Oct 13, 2025 by thesweetdesigns.com 18 views

The Role of Perceived Organizational Support for Organizational Citizenship Behavior at SDN 085115 Sibolga Teachers

Introduction

In the realm of education, the role of teachers is crucial in shaping the minds of future generations. However, the effectiveness of teachers is not solely dependent on their individual skills and abilities, but also on the support they receive from their organization. Perceived Organizational Support (POS) refers to the extent to which employees feel valued and supported by the organization where they work. This study aims to examine the role of POS against Organizational Citizenship Behavior (OCB) teachers at SDN 085115 Sibolga. The subjects in this study amounted to 30 teachers, and the research is quantitative with data collection methods using a Likert scale, which is a perceived organizational support scale and an organizational citizenship behavior scale. The analysis technique used is simple linear regression.

Perceived Organizational Support and Organizational Citizenship Behavior

Perceived Organizational Support is a vital concept in the realm of organizational behavior. It refers to the extent to which employees feel valued and supported by the organization where they work. This is very important for teachers because the support that is felt can affect their motivation and commitment to their duties and responsibilities. At school, this support can be in the form of recognition of achievement, adequate facilities, and good communication between management and teachers. When teachers feel supported and valued, they are more likely to exhibit positive behaviors, such as helping colleagues, participating in extra-curricular activities, and contributing to the improvement of the school environment.

Organizational Citizenship Behavior is a voluntary behavior carried out by employees who are not required by their main tasks, but can make a positive contribution to the organization. In the context of education, OCB can include activities such as helping colleagues, participating in extra-curricular activities, and contributing to the improvement of the school environment. This behavior is essential in creating a positive and productive work environment, which in turn can improve the quality of education in schools.

Research Methodology

This study used a quantitative approach with a sample size of 30 teachers from SDN 085115 Sibolga. The data collection methods used were a Likert scale, which is a perceived organizational support scale and an organizational citizenship behavior scale. The analysis technique used was simple linear regression. The results of the analysis showed that there was a positive influence between perceived organizational support on organizational citizenship behavior with a value of P = 0.028 (p <0.05).

Research Result

From the results of research conducted at SDN 085115 Sibolga, it was found that there was a significant relationship between perceived organizational support and organizational citizenship behavior. The value of P = 0.028 shows that organizational support has a positive effect on the voluntary behavior of teachers. When teachers feel supported and valued by schools, they tend to behave better and more proactively, contribute not only in teaching but also in supporting colleagues and improving the atmosphere of the school.

Positive Impact

The positive impact of this finding is the importance of school management to create an environment that supports teachers. Simple actions such as giving appreciation, providing adequate resources, and maintaining open communication can increase perceived organizational support. By increasing the sense of support, it is hoped that teachers will be more committed to conducting OCB which in turn will improve the quality of education in schools.

Conclusion

This study provides empirical evidence that perceived organizational support has an important role in encouraging organizational citizenship behavior to teachers. By optimizing organizational support, schools can not only increase teacher job satisfaction but also advance the overall educational performance. Therefore, it is important for the school to think of strategies that can increase this support, so that a positive and productive work environment can be created.

Recommendation

Based on the findings of this study, the following recommendations are made:

School Management: School management should create an environment that supports teachers. This can be done by providing adequate resources, maintaining open communication, and giving appreciation to teachers.
Teacher Development: Teachers should be provided with opportunities for development and growth. This can be done through training and development programs, which can help teachers to improve their skills and knowledge.
Organizational Support: Organizational support should be increased by providing teachers with a sense of belonging and involvement in the school community. This can be done by involving teachers in decision-making processes and providing them with opportunities to participate in school activities.
Research and Development: Further research should be conducted to explore the relationship between perceived organizational support and organizational citizenship behavior in other educational settings.

Limitation

This study has several limitations, including:

Sample Size: The sample size of this study was limited to 30 teachers from SDN 085115 Sibolga.
Data Collection Method: The data collection method used in this study was a Likert scale, which may not be suitable for all types of data.
Analysis Technique: The analysis technique used in this study was simple linear regression, which may not be suitable for all types of data.

Future Research

Future research should be conducted to explore the relationship between perceived organizational support and organizational citizenship behavior in other educational settings. This can be done by using a larger sample size and a more diverse sample population. Additionally, future research should explore the impact of perceived organizational support on teacher job satisfaction and overall educational performance.

Conclusion

In conclusion, this study provides empirical evidence that perceived organizational support has an important role in encouraging organizational citizenship behavior to teachers. By optimizing organizational support, schools can not only increase teacher job satisfaction but also advance the overall educational performance. Therefore, it is important for the school to think of strategies that can increase this support, so that a positive and productive work environment can be created.
Frequently Asked Questions (FAQs) about Perceived Organizational Support and Organizational Citizenship Behavior

Q: What is Perceived Organizational Support (POS)?

A: Perceived Organizational Support (POS) refers to the extent to which employees feel valued and supported by the organization where they work. It is a vital concept in the realm of organizational behavior and is essential for creating a positive and productive work environment.

Q: What is Organizational Citizenship Behavior (OCB)?

A: Organizational Citizenship Behavior (OCB) is a voluntary behavior carried out by employees who are not required by their main tasks, but can make a positive contribution to the organization. In the context of education, OCB can include activities such as helping colleagues, participating in extra-curricular activities, and contributing to the improvement of the school environment.

Q: What is the relationship between POS and OCB?

A: The results of this study showed that there was a significant relationship between perceived organizational support and organizational citizenship behavior. The value of P = 0.028 shows that organizational support has a positive effect on the voluntary behavior of teachers.

Q: How can school management create an environment that supports teachers?

A: School management can create an environment that supports teachers by providing adequate resources, maintaining open communication, and giving appreciation to teachers. This can be done by involving teachers in decision-making processes and providing them with opportunities to participate in school activities.

Q: What are the benefits of increasing POS in schools?

A: Increasing POS in schools can lead to several benefits, including:

Increased teacher job satisfaction
Improved overall educational performance
Increased commitment to conducting OCB
Improved school climate and culture

Q: How can teachers contribute to creating a positive and productive work environment?

A: Teachers can contribute to creating a positive and productive work environment by:

Participating in extra-curricular activities
Helping colleagues
Contributing to the improvement of the school environment
Providing feedback and suggestions to school management

Q: What are the limitations of this study?

A: This study has several limitations, including:

Sample size: The sample size of this study was limited to 30 teachers from SDN 085115 Sibolga.
Data collection method: The data collection method used in this study was a Likert scale, which may not be suitable for all types of data.
Analysis technique: The analysis technique used in this study was simple linear regression, which may not be suitable for all types of data.

Q: What are the implications of this study for future research?

A: This study provides empirical evidence that perceived organizational support has an important role in encouraging organizational citizenship behavior to teachers. Future research should be conducted to explore the relationship between POS and OCB in other educational settings, using a larger sample size and a more diverse sample population.

Q: What are the practical implications of this study for school management?

A: The practical implications of this study for school management are:

Create an environment that supports teachers
Provide adequate resources and maintain open communication
Give appreciation to teachers
Involve teachers in decision-making processes and provide them with opportunities to participate in school activities

Q: What are the implications of this study for teacher development?

A: The implications of this study for teacher development are:

Provide teachers with opportunities for development and growth
Offer training and development programs to improve teacher skills and knowledge
Encourage teachers to participate in extra-curricular activities and contribute to the improvement of the school environment.