Explaining Organizational Citizenship Behavior among Private Junior High School Teachers: Transformational Leadership, Organizational Justice, and Growth Mindset

Endi Darmawan; Yuyun Elizabeth Patras; Rais Hidayat

doi:10.35445/alishlah.v18i2.9269

Explaining Organizational Citizenship Behavior among Private Junior High School Teachers: Transformational Leadership, Organizational Justice, and Growth Mindset

Endi Darmawan, Yuyun Elizabeth Patras, Rais Hidayat

Abstract

Teachers’ Organizational Citizenship Behavior (OCB) is essential for strengthening school effectiveness, collaboration, and educational quality. However, limited studies have examined how transformational leadership and organizational justice influence teachers’ OCB through growth mindset, particularly in private junior high schools. This study investigated the direct and indirect effects of transformational leadership and organizational justice on teachers’ OCB, with growth mindset as a mediating variable. A quantitative cross-sectional survey design was employed. The study involved 116 permanent teachers selected proportionally at random from a population of 162 teachers in private junior high schools in Babakan Madang Subdistrict, Bogor Regency. Data were collected using validated five-point Likert-scale questionnaires measuring transformational leadership, organizational justice, growth mindset, and OCB. The data were analyzed using descriptive statistics, correlation analysis, multiple regression, path analysis, and bootstrapped mediation testing with 5,000 resamples. The findings showed that transformational leadership, organizational justice, and growth mindset had significant direct effects on teachers’ OCB, with standardized coefficients of β = 0.198, β = 0.109, and β = 0.397, respectively. Transformational leadership and organizational justice also significantly predicted growth mindset, with β = 0.641 and β = 0.411. Mediation analysis confirmed that growth mindset partially mediated the effects of transformational leadership and organizational justice on OCB. These findings suggest that teachers’ OCB can be enhanced by strengthening transformational leadership practices, promoting organizational justice, and cultivating teachers’ growth mindset. Future studies should use longitudinal and multi-source designs to reduce self-report bias and strengthen causal interpretation.

Keywords

organizational citizenship behavior; transformational leadership; organizational justice; growth mindset; private secondary schools

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DOI: https://doi.org/10.35445/alishlah.v18i2.9269