Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal International Journal of Education, Vocational and Social Science Qudwah Qur'aniyah: Jurnal Studi Al-Qur'an dan Tafsir
Desi Puspitosari
Unknown Affiliation
Religion Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other

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Understanding Teachers’ OCB Beyond Religious Commitment Desi Puspitosari; Sri Setyaningsih; Lina Novita
International Journal of Education, Vocational and Social Science Vol. 5 No. 01 (2026): International Journal of Education, Vocational and Social Science( IJVESS)
Publisher : Cita konsultindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijevss.v5i01.2708

Abstract

This study examines teachers’ Organizational Citizenship Behavior (OCB) beyond religious commitment among civil servant teachers in State Islamic Junior High Schools (MTsN) in West, East, and South Jakarta. OCB is conceptualized as discretionary behavior that goes beyond formal job requirements and contributes to school effectiveness and sustainability. The study aims to analyze the extent to which religious commitment influences teachers’ OCB and to identify the role of other organizational factors, particularly helping behavior, transformational leadership, and work motivation. A mixed-methods approach with a sequential exploratory design was employed using the Modeling and Optimization of Human Resource Strengthening (POP-SDM) framework. The qualitative phase involved in-depth interviews, while the quantitative phase included 220 civil servant teachers and was analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM). The findings reveal that religious commitment has a positive effect on teachers’ OCB but does not serve as the dominant predictor. Transformational leadership emerged as the most influential determinant of OCB, followed by work motivation and helping behavior. These results indicate that teachers’ extra-role behavior in public Islamic schools cannot be explained solely by personal religiosity, but rather requires supportive organizational and leadership contexts. This study contributes to organizational behavior theory by challenging the assumption that religiosity alone drives OCB in faith-based public institutions and offers practical implications for leadership development and human resource management in Islamic education.
Implementing Total Quality Management through the Plan-Do-Check-Act Cycle to Enhance Educational Quality Agus Salim Dasuki; Desi Puspitosari; Mutiara Rizka Ahmad
International Journal of Management, Innovation, and Education Vol 3, No 1 (2024): International Journal of Management, Innovation, and Education
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/ijmie.v3i1.12736

Abstract

Improving the quality of higher education requires a systematic and integrated management approach. This study explores the implementation of Total Quality Management (TQM) through the Plan-Do-Check-Act (PDCA) cycle as a continuous improvement strategy at Universitas Darma Persada (UNSADA), Jakarta. The research emphasizes how PDCA serves as an effective operational framework for realizing the principles of TQM within an educational context, focusing on planning, implementation, evaluation, and corrective actions. The integration of the PDCA method enables the university to strengthen quality assurance mechanisms, promote organizational restructuring, and foster a culture of excellence aligned with Japanese management philosophy. Using a descriptive qualitative approach, the study examines data collected from institutional reports, policy documents, and interviews with quality assurance units and academic leaders. The findings indicate that consistent PDCA implementation enhances administrative efficiency, teaching effectiveness, and stakeholder engagement. Continuous improvement initiatives and quality standardization have also contributed to better accreditation outcomes and stronger institutional collaboration with industrial partners such as Toyota. The study concludes that embedding PDCA-driven TQM practices fosters sustainable quality development, institutional agility, and accountability in higher education management.
Co-Authors Agus Salim Dasuki Lina Novita Mutiara Rizka Ahmad Sri Setyaningsih