The Influence of Organizational Citizenship Behavior, Organizational Culture, and Principals’ Emotional Competence on Teacher Performance
Indonesia Indonesia Indonesia 
Australia 
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Organizational Citizenship Behavior, Organizational Culture, Principals’ Emotional Competence, Teacher Performance
Abstract
Background: Improving education quality in Indonesia depends strongly on teacher performance as the primary actor in learning. However, teacher performance remains suboptimal in instructional innovation, continuous professional development, and the integration of educational technology. Strengthening Organizational Citizenship Behavior (OCB), organizational culture, and principals’ emotional competence is therefore considered essential.
Purpose: This study aimed to examine (1) the effect of OCB on teacher performance, (2) the effect of organizational culture on teacher performance, (3) the effect of principals’ emotional competence on teacher performance, and (4) the simultaneous effect of these three variables on the performance of public elementary school teachers in Paninggaran District, Pekalongan Regency.
Method: This quantitative survey study collected data through a Likert-scale questionnaire. The population comprised 163 teachers, and the sample consisted of 115 teachers. Instrument testing included validity and reliability tests, while prerequisite analyses covered normality, linearity, and multicollinearity. Data were analyzed using correlation, coefficient of determination, t-test, F-test, and regression analysis.
Results: (1) OCB had a positive and significant effect on teacher performance, contributing 54.5% (moderately strong); (2) organizational culture had a positive and significant effect, contributing 59.2% (moderately strong); (3) principals’ emotional competence had a positive and significant effect, contributing 64.6% (strong); and (4) simultaneously, the three variables had a positive and significant effect, contributing 68.3% (strong).
Conclusion: Teacher performance can be improved by strengthening OCB, fostering a positive and supportive organizational culture, and enhancing principals’ emotional competence. These factors play strategic roles in sustainable educational quality improvement. Although earlier studies examined OCB, organizational culture, and leadership separately, few have investigated them simultaneously in public elementary schools in Paninggaran District.
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Copyright (c) 2026 Sigit Setiyo Budi, Ghufron Abdullah, Qristin Violinda, Clara Zhou
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