<![CDATA[Early Childhood Education (ECE) teachers play an important role in supporting the quality of educational services through voluntary behaviors that contribute to organizational effectiveness. Psychological Capital is considered a positive psychological resource that may be associated with the emergence of Organizational Citizenship Behavior (OCB) among ECE teachers. This study aimed to examine the effect of Psychological Capital on Organizational Citizenship Behavior among non-formal ECE teachers in Bandung Regency. This study employed a quantitative approach with a cross-sectional survey design. The participants consisted of 76 non-formal ECE teachers selected using a convenience sampling technique based on accessibility and willingness to participate. Data were collected through a Google Form using Likert-scale instruments and analyzed using Structural Equation Modeling-Partial Least Squares (SEM-PLS) with SmartPLS software. The results showed that Psychological Capital had a positive effect on Organizational Citizenship Behavior (β = 0.724; R² = 0.524; p < 0.001). These findings indicate that teachers with higher levels of Psychological Capital tend to demonstrate better voluntary work behaviors in early childhood education settings. This study highlights the importance of strengthening Psychological Capital as a psychological factor associated with improved Organizational Citizenship Behavior among non-formal ECE teachers in Bandung Regency.]]>
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