<![CDATA[Organizational citizenship behavior (OCB) is essential to school effectiveness because it reflects teachers’ voluntary contributions beyond formal role requirements. This study examines a conceptual model linking principals’ transformational leadership and teachers’ professional competence with OCB through job satisfaction among public junior high school teachers in Padang Pariaman Regency, Indonesia. A quantitative correlational design was employed, with a target sample of 314 teachers selected through proportional and cluster-based random sampling. Data were collected using five-point Likert instruments representing transformational leadership, professional competence, job satisfaction, and OCB. Before structural testing, the instruments were piloted with 30 teachers and evaluated using Pearson item–total correlations and Cronbach’s alpha. The reported results show strong measurement readiness: 35 of 36 OCB items, all 39 transformational-leadership items, 18 of 26 professional-competence items, and 34 of 35 job-satisfaction items met the validity criterion (r > 0.361). Internal-consistency coefficients were very high for OCB (α = 0.955), transformational leadership (α = 0.989), professional competence (α = 0.907), and job satisfaction (α = 0.968). These findings establish a sufficiently valid and internally consistent measurement foundation for subsequent path analysis of the proposed direct and mediated relationships. Practically, the validated instruments can support evidence-based diagnosis of leadership, competence, satisfaction, and extra-role behavior in secondary-school management, although structural-effect claims require the full path-analysis results to be reported.]]>
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