Organizational Support, Local Wisdom, and Teachers’ Citizenship Behavior in Indonesian Private Vocational Schools

Abstract

Teachers’ organizational citizenship behavior (OCB) is increasingly acknowledged as a crucial factor in improving school effectiveness. In the context of private vocational education, the survival of an institution depends on the formal job performance and the voluntary contributions of teachers. This research developed an evidence-based strategy to increase teachers’ OCB through the combination of organizational support and Indonesian local wisdom in the POP-SDM-AI framework. This study used a mixed-method design involving qualitative exploration, quantitative survey, PLS-SEM analysis and SITOREM-based optimization in permanent foundation teachers of private vocational schools in Depok City, Indonesia. The proposed model tested the effects of principals’ emotional support, recognition and appreciation, gotong royong, and honesty values on teachers’ OCB, with school climate and collective spirit as intervening variables. The preliminary data revealed that the indicators for teachers’ OCB were below the expected standard of 75%. The results showed that the level of altruism was 35%, conscientiousness 33%, sportsmanship 34%, courtesy 36%, and civic virtue 31%. The PLS-SEM results confirmed significant pathways including principals’ emotional support to school climate (β = 0.245, T = 3.638, p < 0.001) and collective spirit to OCB (β = 0.178, T = 3.204, p = 0.001). Mediation tests also showed that principals’ emotional support indirectly affected teachers’ OCB via school climate (T = 2.374, p = 0.018), recognition and appreciation indirectly affected teachers’ OCB via school climate (T = 2.789, p = 0.005), and gotong royong indirectly affected teachers’ OCB via collective spirit (T = 3.128, p = 0.002). SITOREM analysis showed priority improvements in sportsmanship, conscientiousness, courtesy and civic virtue. The study offers a managerial framework that is culturally contextualized and optimization-oriented to enhance teachers’ voluntary engagement beyond formal duties.