Optimal Solutions to Improve Teachers' Organizational Citizenship Behavior (OCB) by Strengthening Personality, Interpersonal Communication and Organizational Justice

Abstract

In educational organizations, teachers are at the heart of the management element. Teachers who successfully carry out their main duties as described in their job descriptions, coupled with an awareness of doing something extra, are key to the success of the organization. Extra activities that are not directly related to the prevailing formal reward system are called OCB (Organizational Citizenship Behavior). Based on preliminary research, it is known that PGRI Vocational High School teachers in Bogor Regency have relatively low OCB. Therefore, research is needed to obtain information on variables related to increasing OCB.

The purpose of this study is to make efforts to increase teachers' OCB by conducting research on the relationship between personality variables, interpersonal communication and organizational justice. This study used correlational statistical analysis method to determine the relationship between the variables studied and SITOREM method for indicator analysis to obtain optimal solutions in efforts to increase teachers' OCB. The research population was 289 teachers from PGRI Vocational High School in Bogor Regency. From this population, a sample was then taken using the Slovin formula to obtain a sample of 168 people.

The results of the analysis using the correlation method show that there is a positive relationship between personality and OCB with a correlation coefficient of ρy1 = 0.416, so that strengthening personality can increase OCB. There is a positive relationship between interpersonal communication and OCB with a correlation coefficient of ρy2 = 0.526, so strengthening interpersonal communication can increase OCB. There is a positive relationship between organizational justice and OCB with a correlation coefficient of ρy3 = 0.417, so strengthening organizational justice can increase OCB.

From the SITOREM analysis, the optimal solution is that out of 23 indicators, 14 indicators are well developed, so they will be maintained or developed, and there are 9 indicators that are still weak, so they need to be improved. The improvement of the weak indicators is also prioritised. The indicators that are already good are: 1) Supportive behaviour, 2) Technical factors, 3) Social status, 4) Friendliness, 5) Self-extraversion, 6) Openness to experience, 7) Emotional stability, 8) Prudence, 9) Wisdom, 10) Equality, 11) Consistency, 12) Ethical, 13) Informative, and 14) Self-esteem, and the indicators that need to be improved in order of priority of treatment are as follows: 1) trust, 2) openness, 3) respect for inspiration, 4) necessity, 5) politeness, 6) civic virtue, 7) conscientiousness, 8) sportsmanship and 9) altruism.