Almanda Dyah Ayu Pangestu, Endang Iryanti

Pengaruh Beban Kerja dan Work-Life Balance Terhadap Organizational Citizenship Behavior (OCB) dengan Kepuasan Kerja sebagai Variabel Intervening pada Guru di SMP Negeri XYZ Surabaya

Introduction

Pengaruh beban kerja dan work-life balance terhadap organizational citizenship behavior (ocb) dengan kepuasan kerja sebagai variabel intervening pada guru di smp negeri xyz surabaya. Kaji dampak beban kerja dan work-life balance pada OCB guru SMP di Surabaya, dengan kepuasan kerja sebagai intervening. Work-life balance signifikan pengaruhi OCB, beban kerja tidak.

Abstract

This study aims to examine the influence of workload and work-life balance on Organizational Citizenship Behavior (OCB), with job satisfaction as an intervening variable among teachers at SMP Negeri XYZ Surabaya. Workload and work-life balance are factors that have the potential to affect teachers' job satisfaction and organizational behavior. The research method used is quantitative. Data were collected through questionnaires distributed to teachers at SMP Negeri XYZ Surabaya and analyzed using Partial Least Square Structural Equation Modeling (PLS-SEM) analysis techniques. The results show that workload does not affect OCB, either directly or through job satisfaction. Meanwhile, work-life balance has a significant effect on OCB, both directly and through job satisfaction. This research contributes to the development of theory and human resource management practices in schools.

Review

This study, titled "Pengaruh Beban Kerja dan Work-Life Balance Terhadap Organizational Citizenship Behavior (OCB) dengan Kepuasan Kerja sebagai Variabel Intervening pada Guru di SMP Negeri XYZ Surabaya," addresses a pertinent topic within organizational psychology and human resource management in educational settings. The research aims to explore the relationships between workload, work-life balance, job satisfaction, and Organizational Citizenship Behavior (OCB) among teachers. The explicit focus on job satisfaction as an intervening variable adds depth to the proposed theoretical model, making the investigation relevant for understanding factors that drive teachers' extra-role behaviors. Methodologically, the research adopts a quantitative approach, utilizing questionnaires for data collection and employing Partial Least Square Structural Equation Modeling (PLS-SEM) for analysis. This robust analytical technique is well-suited for examining complex causal relationships and mediating effects. The findings present a clear distinction between the impacts of the two independent variables: workload was found to have no significant effect on OCB, either directly or indirectly through job satisfaction. In contrast, work-life balance emerged as a critical factor, demonstrating a significant positive influence on OCB, both directly and indirectly via job satisfaction. These results offer specific insights into the dynamics within the studied population. The study makes a valuable contribution by empirically demonstrating the strong link between work-life balance and OCB among teachers, mediated by job satisfaction. This highlights the importance of fostering a supportive environment that promotes work-life harmony for enhancing desirable organizational behaviors. While the robust analytical method is a strength, the study's limitation to a single school in Surabaya may affect the generalizability of the findings to broader educational contexts. Future research could consider expanding the sample to multiple institutions or regions, and perhaps explore factors that might moderate the relationship between workload and OCB, given the null effect observed here. Nevertheless, the practical implications for school HR management, particularly regarding work-life balance initiatives, are well supported by the research outcomes.

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