Quranic Commitment as a Bridge between Job Satisfaction and Teacher Organizational Citizenship Behavior (OCB)
DOI:
https://doi.org/10.31538/munaddhomah.v7i3.3116Keywords:
Job Satisfaction, Organizational Commitment, Organizational Citizenship Behavior, Quranic Values, Inclusive EducationAbstract
Previous studies have rarely examined organizational commitment in inclusive schools through a Quranic ethical perspective. This study tests the relationship between job satisfaction and Organizational Citizenship Behavior (OCB) among teachers in inclusive public junior high schools in Bogor Regency, West Java, Indonesia, and asks whether organizational commitment mediates that relationship. Data were collected from 325 teachers selected through proportional random sampling using validated questionnaires, then analyzed with Structural Equation Modeling (SEM) in SmartPLS 4.0. Job satisfaction affects both commitment (β = 0.557, t = 12.211) and OCB (β = 0.404, t = 4.210). Commitment also affects OCB (β = 0.300, t = 3.263) and mediates the relationship between job satisfaction and OCB (β = 0.167, t = 2.811), so the mediation is partial rather than full. Read through a Quranic ethical frame, the mediating role of commitment is interpreted through trustworthiness (amanah), steadfastness (istiqamah), and excellence in conduct (ihsan), suggesting that commitment among teachers in this predominantly Muslim community carries a moral weight that psychological attachment alone does not capture. The study extends the three-component model of commitment by showing that, in religiously grounded schools, its normative element functions as a covenantal obligation rather than a debt owed to the employer. For school management, the results give principals a concrete basis for designing teacher training, workload policy, and recognition systems in inclusive settings.
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