Effects of Situational Leadership, Organizational Culture, and Organizational Citizenship on Private Elementary Teachers' Job Satisfaction

Yoanna Francisca Sulistyorini (Universitas Pamulang)
Saiful Anwar (Universitas Pamulang)
Ichwani Siti Utami (Universitas Pamulang)

Indonesian Journal of Islamic Economics and Finance
Vol. 6 No. 2 (2026)

Teacher job satisfaction is a crucial factor influencing teacher performance, organizational commitment, and educational quality. Although previous studies have examined situational leadership, organizational culture, and Organizational Citizenship Behavior (OCB) as predictors of job satisfaction, limited research has investigated their combined effects in private elementary schools. This study aims to analyze the partial and simultaneous effects of situational leadership, organizational culture, and OCB on teacher job satisfaction in private elementary schools in Ciputat District, South Tangerang, Indonesia. A quantitative approach with a predictive-exploratory survey design was employed. The sample consisted of 120 teachers selected through proportional random sampling from a population of 172 teachers. Data were collected using a five-point Likert-scale questionnaire and analyzed using multiple linear regression with IBM SPSS Statistics. The results show that situational leadership has a positive and statistically significant effect on teacher job satisfaction (B = 0.417, p < 0.001), while organizational culture also has a positive and statistically significant effect (B = 0.374, p = 0.001). In contrast, OCB has a positive but statistically non-significant direct effect (B = 0.128, p = 0.114), suggesting that extra-role behaviors may not directly enhance job satisfaction when they are perceived as implicit work expectations or additional responsibilities. Simultaneously, the three independent variables significantly explain 80.6% of the variance in teacher job satisfaction (R² = 0.806, F = 160.417, p < 0.001). These findings highlight the importance of adaptive leadership and a supportive organizational culture while demonstrating that the contribution of OCB to teacher satisfaction is context-dependent. The study contributes to educational management literature by providing an integrated organizational perspective on the determinants of teacher job satisfaction in private elementary schools.