The goal of this study was to see how strong the link between teacher self-efficacy, OCB, and teacher service quality was. Teacher self-efficacy is a belief in one's own talents, such as self-assurance, flexibility, cognitive capacities, intelligence, and motivation. Meanwhile, instructors' Organizational Citizenship Behavior (OCB) is a voluntary behaviour in which they educate beyond the school's norms. These two criteria are thought to have an impact on service quality in order to attain high-quality education. To attain this purpose, a survey method was used to conduct research on instructors in Cilegon City. The Scientific Identification Theory to Conduct Operation Research in Education Management (Sitorem) approach is then utilised to determine the relationship between variables and the weight of each indication of each variable. In this study, 179 teachers were used as samples. A proportionate random sampling strategy was employed to select the sample. The findings revealed that the teacher self-efficacy and OCB variables, as well as the teacher service quality variable, had a positive and significant association. (r y1 = 0.626(P0.01)) is the value of the correlation coefficient between teacher efficacy and service quality. Meanwhile, (r y2 = 0.316(P0.01)) is the correlation coefficient between OCB and service quality. According to the findings of the study, teacher self-efficacy and OCB can increase service quality.
Author(s) Details:
Ismatullah .,
Educational Office of Kota Cilegon, Banten, Indonesia.
Please see the link here: https://stm.bookpi.org/CRLLE-V4/article/view/6154
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