Organizational Citizenship Behavior (OCB) is a concept that has been a major concern in the study of organizational behavior since the late 20th century. The term was first introduced by Organ (1988), who defined OCB as individual behavior that is voluntary, not directly regulated by the formal organizational system, but overall can increase the effectiveness and efficiency of organizational operations. OCB is extra-role behavior carried out voluntarily by individuals outside of their formal obligations, which supports smooth operations and improves overall organizational effectiveness Caterine & Wahyuningsih, (2023).

Social Exchange Theory (SET) offers a strong framework for understanding why teachers engage in voluntary behaviors beyond their formal duties (Elstad et al., 2011). According to Emerson (1976), SET is based on reciprocity— individuals tend to return the support they receive. When teachers experience organizational support, such as fair treatment, leadership attention, or adequate facilities, they feel compelled to give back through extra-role behaviors (OCB). Studies show that high perceived organizational support (POS) enhances teachers' commitment and willingness to contribute beyond expectations Kristiani et al., 2019 Wahyudi, 2024. A supportive and just school climate thus fosters active teacher participation in advancing the institution.

A number of researchers have developed dimensions of OCB. Smith et al. (1983) identified two main dimensions, namely altruism (direct helping behavior) and compliance (compliance with organizational rules). Organ (1988) expanded this scope by adding courtesy, sportsmanship, and civic virtue. These dimensions were later confirmed by Podsakoff et al. (1990) in a framework of five main categories of OCB. Graham (1989) even proposed a fourdimensional model, which includes interpersonal assistance, individual initiative, personal dedication, and loyalty to the organization. Meanwhile, Williams and Anderson (1991) distinguished OCB into two broad categories, namely OCB-I (which directly benefits other individuals) and OCB-O (which benefits the organization in general) (Sharma and Jain 2014).

Organizational commitment is an individual's emotional attachment and desire to remain with their organization, reflecting a strong sense of belonging and alignment with its goals and values (Harcourt, 2024). It stems from pride in the organization, positive relationships, and value congruence (Meyer & Allen, 1991).

Organizational support is employees' perception of how much the organization values their contributions and cares for their well-being (Farisi et al., 2024). It includes providing facilities, recognizing effort, offering rewards, and enabling professional development, which together foster appreciation and strengthen organizational bonds.

Job satisfaction refers to the positive feelings individuals have toward their work, influenced by factors like recognition, well-being, and workplace relationships (Adnyana & Iswanto, 2021). According to Robbins & Judge (2015) and Widhiandono et al. (2022), it stems from how employees evaluate their job characteristics. When expectations align with reality, job satisfaction increases, promoting positive workplace behavior.

Organizational commitment is an individual's emotional bond to their organization, motivating voluntary behaviors beyond formal duties. This loyalty fosters collaboration and boosts overall organizational effectiveness (Farisi et al., 2024;Caterine & Wahyuningsih, 2023;Planer, 2019). H1: Organizational Commitment has a significant positive effect on Organizational Citizenship Behavior (OCB).

H1: Organizational Commitment has a significant positive effect on Organizational Citizenship Behavior (OCB).

Organizational commitment is an individual's emotional, psychological, and moral attachment to their organization, reflected in their desire to stay and contribute to its goals (Çavuş et al., 2025). Meyer and Allen's (1991) widely used model defines three dimensions: affective commitment (emotional bond), continuance commitment (practical concerns about leaving), and normative commitment (sense of obligation) Yue et al., 2025 Heidari et al., 2022.

Research by Arief (2003) and Firmansyah et al. (2021) shows that strong organizational commitment boosts job satisfaction by aligning employees with organizational goals and fostering belonging. Those with affective attachment remain satisfied despite challenges. In education, committed teachers and staff exhibit higher job satisfaction, driven by intrinsic motivation to support school development (Yue et al., 2025;Estrada & Mamani, 2020). H2: Organizational commitment has a significant positive effect on job satisfaction.

H2: Organizational commitment has a significant positive effect on job satisfaction.

Perceived organizational support-the belief that the organization values employees' well-being and contributions-plays a key role in promoting OCB. When employees feel supported and valued, they are more motivated to voluntarily contribute to organizational success (Farisi et al., 2024). This support fosters psychological security, encouraging extra-role behaviors like helping colleagues and proactively solving problems (Noach et al., 2024). H3: Organizational support has a significant positive effect on Organizational Citizenship Behavior (OCB).

H3: Organizational support has a significant positive effect on Organizational Citizenship Behavior (OCB).

Perceived organizational support (POS) is employees' belief that the organization values their contributions and cares for their well-being (Caterine & Wahyuningsih, 2023). It includes factors like facilities, supervisor attention, career development, recognition, and fair evaluations. Research shows POS positively influences job satisfaction, as supported employees feel valued, involved, and secure (Kristiani et al., 2019;Wahyudi, 2024). POS also fosters loyalty and reduces job stress, boosting satisfaction further Aziz et al., 2021 Weale et al., 2019.

H4: Organizational support has a significant positive effect on job satisfaction

Job satisfaction is a positive emotional state from evaluating work aspects like compensation, environment, relationships, and growth opportunities (Ali & Anwar, 2021;Firmansyah et al., 2021). Satisfied employees tend to have positive attitudes and greater motivation to support organizational success. Research shows job satisfaction boosts OCB, with content employees more likely to initiate and engage in extra-role behaviors (Soelton, 2020). In education, satisfied teachers and staff actively participate in school development, extracurriculars, and peer support (Afifah & Mulyana, 2024;Utari, 2023).

H5: Job satisfaction has a significant positive effect on Organizational Citizenship Behavior (OCB)

Job satisfaction, reflecting employees' positive feelings toward their work, serves as a mediator between organizational commitment and OCB. Employees with strong organizational commitment are more likely to feel satisfied due to their emotional connection to the organization (Harcourt, 2024). This satisfaction, in turn, motivates them to engage in behaviors that contribute to organizational success (Wahyudi, 2024).

H6: Job satisfaction mediates the relationship between organizational commitment and Organizational Citizenship Behavior (OCB).

In addition to mediating the relationship between organizational commitment and OCB, job satisfaction also plays an important role in linking organizational support with OCB. When employees feel that their organization supports their needs and well-being, their level of job satisfaction increases. This, in turn, encourages them to perform additional tasks that are not formally required (Arifin & Narmaditya, 2024). H7: Job satisfaction mediates the relationship between organizational support and Organizational Citizenship Behavior (OCB).

The relationship model between variables described in this study includes:

This research model evaluation covers convergent validity, reliability, and discriminant validity. Convergent validity ensures that indicators accurately represent their construct. Reliability measures the internal consistency of indicators, while discriminant validity confirms that each construct is distinct from others in the model. Table 1 summarizes the results of convergent validity and reliability measurements. While

Table 2. Convergent Validity and Reliability

is a summary of the results of measuring discriminant validity with the Fornell-Larcker criteria.

Table 2. Convergent Validity and Reliability

Convergent validity is assessed based on the loading factor number > 0.7 and AVE value > 0.5 (Hair et al, 2017). While reliability is assessed based on the Composite Reliability (CR) and Cronbach's alpha (CA) > 0.7 (Hair et al, 2017).

Based on Table 1, the results obtained show that the measurements in this study are valid and convergently reliable. Each item is known to produce a loading factor (LF) value greater than 0.60 as well as an AVE value greater than 0.50. Therefore, all indicators are considered valid in measuring latent variables. In addition, Composite Reliability (CR) and Cronbach's alpha (CA) of all research variables are above 0.70 (Hair et al, 2017). With these results, it can be concluded that each variable has high reliability and meets the criteria for Composite Reliability and Cronbach's alpha.

Table 3. Discriminant Validity: Fornell-Larcker

* Notes: Organizational Support (DO), Job Satisfaction (KK), Organizational Commitment (KO), Organizational Citizenship Behavior (OCB).

The discriminant validity of this research model was assessed using the Fornell-Larcker criteria, as shown in Table 2. The results indicate that the criteria are met, with each variable's square root of AVE on the diagonal being higher than its correlations with other variables. Thus, all constructs meet the Fornell-Larcker discriminant validity standard.

Inner model evaluation, or structural evaluation, follows the outer model testing stage and focuses on examining relationships between constructs, significance levels, and the model’s R-square values (Hair et al., 2017). The first step involves assessing the R-square and Q-square values of each dependent variable, as shown in Table 3.

Table 4. R-Square and Q-Square

Table 4. R-Square and Q-Square presents the R-square and Q-square values for the research constructs. The R-square indicates how much of the variation in the dependent variable is explained by the independent variables. For instance, an R-square of

0.515 for Organizational Citizenship Behavior (OCB) means the model explains 51.5% of the variance in OCB, while the remainder is influenced by factors outside this study. The Q-square value assesses the model’s predictive relevance, with values above zero indicating good predictive accuracy. Thus, the results suggest the model has strong explanatory and predictive power.

Table 5. Hypothesis Test

* Notes: Organizational Commitment (KO), Organizational Support (DO), Job Satisfaction (KK), Organizational Citizenship Behavior (OCB).

The final evaluation involves hypothesis testing to assess relationships between variables. A hypothesis is supported if the T-statistic is greater than 1.960 and the P-value is below 0.05 (Hair et al., 2017). As shown in Table 4. R-Square and Q-Square, all relationships have positive path coefficients (β), indicating positive effects.

Based on the findings, organizational commitment has a positive and significant effect on Organizational Citizenship Behavior (OCB) ( = 0.284, p = β 0.014), supporting hypothesis H1. This indicates that teachers and staff with strong organizational commitment are more likely to engage in voluntary behaviors beyond their formal duties, such as helping colleagues, being proactive, and participating in non-formal activities. Feeling valued and a sense of belonging motivates employees to contribute more for mutual success. This aligns with previous studies (Farisi et al., 2024;Caterine & Wahyuningsih, 2023;Planer, 2019) showing that emotional involvement fosters initiative, altruism, and loyalty, enhancing organizational effectiveness.

This study fills gaps in prior research by using the full organizational commitment construct-affective, normative, and continuance commitment (Meyer & Allen, 1991)-rather than focusing only on affective commitment (Caterine & Wahyuningsih, 2023). It also broadens the scope by including both teaching and non-teaching staff, offering a more comprehensive view of school organizational behavior. Additionally, it contributes to the scarce literature on OCB in vocational education, especially in private, non-urban schools like SMK Muhammadiyah Majenang.

Theoretically, this finding supports Social Exchange Theory (Emerson, 1976), which sees employee-organization relationships as reciprocal-when employees feel valued, they respond with prosocial behaviors like OCB. Meyer & Allen's (1991) model also emphasizes that affective commitment, rooted in emotional attachment, drives such behaviors. Practically, for schools like SMK Muhammadiyah Majenang, organizational commitment reflects alignment with school values and loyalty to its mission. Committed teachers and staff take initiative, support peers, mentor students, and uphold the school's reputation -often beyond formal duties and without supervision.

This study finds that organizational commitment significantly and positively affects job satisfaction (β = 0.382; P = 0.000), supporting hypothesis H2. Teachers and staff with stronger emotional bonds and alignment with organizational values exhibit higher job satisfaction, driven by intrinsic motivation and resilience to stress. This aligns with prior research (Yücel, 2012; Ćulibrk et al., 2018; Caterine & Wahyuningsih, 2023) showing committed employees view their work as meaningful contributions rather than mere obligations. Strengthening organizational commitment is therefore crucial for enhancing job satisfaction in educational settings.

This research expands on previous studies that primarily examined the link between organizational commitment and job satisfaction in public or corporate sectors (Yücel, 2012; Ćulibrk et al., 2018). By focusing on private vocational education—which operates under distinct social, structural, and resource conditions—this study offers new insights. Unlike earlier studies that often focus solely on teachers, this research also includes nonteaching staff, providing a more comprehensive view of how organizational commitment influences job satisfaction across all school roles. This contributes to the literature on work behavior in non-urban educational institutions in Indonesia.

This finding supports Meyer and Allen's (1991) Three-Component Model, which identifies affective commitment as the strongest predictor of job satisfaction. When teachers and staff feel aligned with the school's vision and values, they experience greater pride and fulfillment in their roles. Social Exchange Theory (Emerson, 1976) further explains this relationship: when organizations offer support and growth opportunities, employees reciprocate with positive attitudes, including higher job satisfaction.

The practical implication of these findings is that increasing job satisfaction among teachers and staff depends heavily on the school's ability to foster organizational commitment. This can be achieved by involving employees in decision-making, offering fair rewards, and reinforcing institutional values in daily practices. At SMK Muhammadiyah Majenang-the oldest and most prominent vocational school in West Cilacap-there is strong potential to build a cohesive, productive culture. Strengthening organizational commitment can enhance job satisfaction and drive greater contributions toward achieving the school's vocational education goals.

The study shows that organizational support significantly and positively influences Organizational Citizenship Behavior (OCB) ( = 0.235; P = 0.023), β supporting hypothesis H3. When teachers and staff perceive strong organizational support, they develop emotional attachment and a sense of responsibility, leading to voluntary behaviors beyond their formal duties. These findings align with Kristiani et al. (2019) and Noach et al. (2024), highlighting that perceived support fosters security, trust, and loyalty, which encourage extra-role contributions.

This study addresses a gap in the literature by examining organizational support in a private vocational school in a non-urban area-an underexplored context with limited resources. Unlike previous research that focused solely on teachers (e.g., Kristiani et al., 2019), this study includes both teaching and nonteaching staff. It not only replicates prior findings but also broadens the empirical scope and highlights the strategic role of organizational support in fostering sustainable OCB.

This finding aligns with Social Exchange Theory (Emerson, 1976), which views organizational support as a form of reciprocity. When employees receive tangible support-such as adequate facilities, leadership attention, and training-they perceive it as a social investment, prompting them to reciprocate through positive behaviors like OCB. This support fosters psychological security and emotional loyalty, enhancing intrinsic motivation to contribute beyond formal duties.

The Perceived Organizational Support (POS) theory by Eisenberger et al. ( 2001) explains these findings, stating that employees who feel supported develop an affective obligation to help achieve organizational goals, often shown through OCB. Supporting studies by Kristiani et al. (2019) and Noach et al. (2024) confirm that positive perceptions of organizational support are linked to greater employee participation in extra-role behaviors like helping colleagues, engaging in social activities, and fostering a positive work environment.

For schools like SMK Muhammadiyah Majenang, this finding highlights that organizational support is crucial for encouraging voluntary behaviors among teachers and staff. Support need not be financial; recognition, fair policies, development opportunities, and a safe, inclusive environment also foster collaboration and extra-role contributions. Enhancing these perceptions is vital for maintaining education quality and boosting competitiveness in non-urban vocational schools.

The results show that organizational support positively and significantly influences job satisfaction (β = 0.353; P = 0.000), confirming hypothesis H4. Higher perceptions of support—emotional, material, and professional—lead to greater job satisfaction among teachers and staff. This aligns with findings from Islam et al. (2014) and Caterine & Wahyuningsih (2023). Key support elements include training, recognition, open communication, adequate facilities, and fair evaluations, which foster security, value, motivation, and ultimately, higher job satisfaction.

Although the link between organizational support and job satisfaction is well established, prior studies have largely focused on the industrial sector or limited their scope to teachers (Caterine & Wahyuningsih, 2023). This study broadens that scope by examining both teachers and non-teaching staff in a private vocational school in a non-urban area, offering new insights into HR management under resource constraints and operational complexity. It affirms that organizational support plays a vital role in enhancing employee well-being and satisfaction-even in education.

These findings align with Perceived Organizational Support (POS) theory (Eisenberger et al., 1986), which holds that when employees feel valued and supported, they develop stronger emotional ties, greater psychological security, and increased job satisfaction. In education, where workloads are often demanding, such support is especially crucial for staff comfort and motivation.

For SMK Muhammadiyah Majenang, this study highlights that teacher and staff job satisfaction is strongly shaped by their perception of organizational support. Support can take many forms-adequate facilities, training opportunities, clear career paths, and attention to employee well-being. Strengthening these perceptions fosters a more supportive work environment, builds loyalty, and reduces conflict or low morale. Ultimately, strong organizational support also motivates teachers and staff to engage more actively in programs aimed at improving educational quality.

The results show that job satisfaction significantly and positively affects Organizational Citizenship Behavior ( = 0.342, P = 0.003), so hypothesis H5 is β accepted. Satisfied teachers and staff are more likely to engage in extra-role behaviors-helping colleagues, participating in activities beyond work hours, and fostering a harmonious environment. This supports Soelton's (2020) findings that job satisfaction encourages voluntary contributions beyond formal duties. Job satisfaction arises from factors like manageable workload, good relationships, career growth, and recognition, motivating employees to support organizational success.

According to Ali & Anwar (2021) and Ćulibrk et al., (2018), job satisfaction reflects a positive evaluation of various aspects of the job, including workload balance, interpersonal relationships, career development opportunities, and the reward system. Although the link between job satisfaction and OCB has been widely discussed in various studies, most of the previous research still focuses on the industrial sector or for-profit organizations, and is limited to the teaching profession in public schools or in urban areas. This study extends the scope by exploring the relationship between job satisfaction and OCB in a private vocational school setting in a non-urban area, and involves teachers and nonteaching staff simultaneously. As such, this study provides a new empirical contribution in understanding how job satisfaction is an important driver in shaping a proactive and collaborative work culture in vocational education institutions.

This finding supports Social Exchange Theory (Emerson, 1976), which sees work relationships as reciprocal-employees who feel valued tend to reciprocate with voluntary behaviors, reflecting loyalty and affective commitment. For SMK Muhammadiyah Majenang, job satisfaction is crucial in building a collaborative, quality-focused environment. Satisfied staff are more likely to go beyond formal roles, such as joining extracurriculars, mentoring students, or fostering industry ties. In vocational schools, where soft skills and networks are essential, such behaviors are key to sustaining program quality and boosting competitiveness.

The research findings show that job satisfaction mediates the relationship between organizational commitment and Organizational Citizenship Behavior (OCB) (β = 0.131; P value = 0.038), so hypothesis H6 is accepted. This finding indicates that teachers and staff who have a high commitment to the organization tend to feel more satisfied with their jobs, and this job satisfaction encourages extra-role behaviors, such as helping colleagues, taking initiatives, and showing loyalty to the organization. This finding is also consistent with a number of previous studies. Research by Yue et al., (2025) found that high organizational commitment contributes to increased job satisfaction, which in turn has an impact on OCB behavior in educational organizations. Studies by Ćulibrk, et al., (2018) and Firmansyah, et al., (2021) show that job satisfaction positively and significantly strengthens the relationship between emotional attachment to the organization and employee voluntary contributions.

Research by Sari & Muhammad (2019) and Saepudin & Djati (2019) shows that teachers with strong commitment and job satisfaction tend to demonstrate OCB through voluntary involvement and social harmony. In value-driven schools like SMK Muhammadiyah Majenang, such behaviors are often driven by moral motivation rather than material rewards. While many studies link organizational commitment to OCB, few examine job satisfaction as a mediator-especially in Indonesian vocational schools (Afifah & Mulyana, 2024). This study addresses that gap, offering insights for resource-limited, non-urban SMKs that depend on voluntary staff contributions.

Meyer & Allen's (1991) Three-Component Model explains that affective commitment-emotional attachment to the organization-positively influences job satisfaction and OCB. When employees share organizational values, work feels more meaningful. Emerson's (1976) Social Exchange Theory further suggests that job satisfaction stems from positive employeeorganization exchanges, where commitment is met with reciprocal voluntary behavior. For SMK Muhammadiyah Majenang, this underscores the importance of strengthening commitment by enhancing satisfaction through open communication, shared decision-making, and recognition-fostering greater voluntary engagement.

This study finds that job satisfaction mediates the relationship between organizational support and OCB (β = 0.121, P value = 0.011), confirming H7. When employees perceive strong organizational support, their job satisfaction increases, which in turn fosters OCB. This aligns with Arifin & Narmaditya (2024), who found job satisfaction mediates the link between support and OCB. The results highlight job satisfaction as a key psychological mechanism bridging support and voluntary behavior. Thus, efforts to boost OCB should not only enhance organizational support but also create work conditions that improve employee satisfaction, loyalty, and commitment—key drivers of OCB (Organ, 1988). For SMK Muhammadiyah Majenang, this means that support efforts must go beyond technical aid to include recognition, strong relationships, career clarity, and open communication to foster satisfaction and drive proactive, loyal behavior.