Organizational Culture, Supervision, and Compensation as Determinants of Organizational Citizenship Behavior Among Public Vocational High School Teachers: The Role of Job Satisfaction

Abstract

Some of the most valuable things teachers do are never written into their job descriptions: helping a colleague through a hard week, staying late for a struggling student, or quietly keeping the life of the school running. This willingness to go beyond what is formally required known as organizational citizenship behavior is widely seen as one of the quiet forces behind a good school, yet it cannot be taken for granted. This study asks a simple question: what encourages such commitment among certified teachers in Indonesia's public vocational high schools (Sekolah Menengah Kejuruan, SMK), focusing on the Special Capital Region of Jakarta. Drawing on the experiences of teachers across the city, the study looks at four aspects of working life: the culture of the school, the quality of the supervision and support teachers receive, the fairness of their compensation, and how satisfied they feel in their work. The findings tell a consistent and encouraging story. A supportive and fair culture, supervision that guides and develops rather than merely controls, and rewards that teachers regard as just all help teachers feel more satisfied and, in turn, more willing to give beyond expectation. Of these, teachers' own sense of job satisfaction stands out as the strongest influence on their citizenship behavior, while fair compensation does the most to nurture that satisfaction in the first place. The message for school leaders is straightforward: when teachers feel respected, supported, and fairly valued for their work, they tend to give back to their schools in ways no rule or job description could ever demand. The study offers practical guidance for building those conditions in vocational education.