The Influence of Self-Efficacy on Organizational Citizenship Behavior (OCB) Through Commitment Among Inclusive Public Junior High School Teachers in Bogor Regency

This study aims to examine the influence of self-efficacy on Organizational Citizenship Behavior (OCB), both directly and indirectly through commitment, among teachers at inclusive public junior high schools in Bogor Regency. The research employs a quantitative approach using a survey method with a sample of 325 teachers selected through proportional random sampling. Data were collected via validated questionnaires and analyzed using Structural Equation Modeling (SEM) with the help of SmartPLS 4.0 software. The findings reveal that self-efficacy has a significant positive effect on both commitment and OCB. Moreover, commitment significantly influences OCB and acts as a mediating variable in the relationship between self-efficacy and OCB. These results indicate that teachers with higher self-efficacy tend to demonstrate stronger emotional attachment to their work and organization, which in turn enhances their willingness to engage in extra-role behaviors that benefit the school environment. This study highlights the importance of developing self-efficacy and organizational commitment as strategic efforts to improve teacher performance beyond formal job responsibilities. It also offers theoretical insights into the role of psychological and organizational factors in promoting OCB among educators in inclusive educational settings