THE EFFECT OF TEACHER CERTIFICATION ON ORGANIZATIONAL CITIZENSHIP BEHAVIOR IN ENGLISH LANGUAGE TEACHING PRACTICES AT SMAN BANGKA BARAT
DOI:
https://doi.org/10.31851/t4rgkp03Keywords:
Teacher Certification, Organizational Citizenship Behavior, English Language Teaching, Transformational Leadership, Teacher CompetenceAbstract
In the contemporary Indonesian educational landscape, ongoing initiatives to improve educational quality continue to encounter significant obstacles, particularly in relation to unequal infrastructure and variations in teacher qualifications. This study focuses on identifying the determinants of Organizational Citizenship Behavior (OCB) among English teachers at SMAN Bangka Barat, with particular emphasis on assessing the impact of teacher certification on the manifestation of OCB within English language instruction. Adopting a quantitative explanatory survey approach, the study gathered data from 94 teachers, who were selected through probability sampling techniques from a total population of 189 educators. The research instruments underwent rigorous validity and reliability testing to ensure their accuracy and consistency. For data analysis, the study applied multiple linear regression, alongside classical assumption tests and hypothesis testing procedures. The results indicate that teacher certification has the most substantial effect on OCB, as evidenced by a regression coefficient of 0.522. This finding suggests that certification functions not only as a formal acknowledgment of professional competence but also as a psychological driver that encourages teachers to engage in discretionary, extra-role behaviors. Consequently, the study highlights the critical need to align teacher professional development and certification initiatives with policies that promote effective instructional practices, cultivate positive organizational conduct, and ultimately improve the overall quality of English language education.
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