PENGARUH KEPIMPINAN SERVAN DAN IKLIM ORGANISASI TERHADAP TINGKAH LAKU KEWARGANEGARAAN ORGANISASI (TKO) GURU SEKOLAH RENDAH DI SABAH

THE INFLUENCE OF SERVAN LEADERSHIP AND ORGANIZATIONAL CLIMATE ON ORGANIZATIONAL CITIZENSHIP BEHAVIOR (OCB) OF PRIMARY SCHOOL TEACHERS IN SABAH

Abstract

Kajian ini meneliti pengaruh kepimpinan servan dan iklim organisasi terhadap tingkah laku kewarganegaraan organisasi (TKO) dalam kalangan guru di Sabah. Seramai 481 orang guru telah terlibat dalam kajian ini. Data dianalisis menggunakan IBM SPSS versi 29 melalui analisis deskriptif, ANOVA sehala dan analisis regresi. Dapatan kajian menunjukkan bahawa pengalaman mengajar mempunyai kesan yang signifikan terhadap TKO. Walau bagaimanapun, analisis regresi mendapati bahawa kepimpinan servan tidak memberi kesan yang signifikan terhadap TKO, manakala iklim organisasi memainkan peranan penting dalam membentuk tingkah laku diskresi guru. Hasil ini menegaskan bahawa iklim organisasi yang positif dan menyokong dapat meningkatkan kesediaan guru untuk melaksanakan tugas di luar tanggungjawab formal mereka, sekali gus mewujudkan persekitaran sekolah yang lebih kolaboratif dan berkesan. Oleh itu, pemimpin sekolah perlu memberi keutamaan kepada pembentukan iklim organisasi yang kondusif bagi memperkukuh TKO dalam kalangan guru, seterusnya meningkatkan prestasi sekolah secara keseluruhan dan hasil pembelajaran murid.

This study explores the impact of servant leadership and organizational climate on teachers' organizational citizenship behavior (OCB) in Sabah. A total of 481 teachers participated in this study. Data were analyzed using IBM SPSS version 29, employing descriptive analysis, one-way ANOVA, and regression analysis. The findings indicate that teaching experience significantly affects OCB. However, regression analysis reveals that servant leadership does not have a significant impact on OCB, whereas organizational climate plays a crucial role in shaping teachers’ discretionary behaviors. These results suggest that a positive and supportive organizational climate enhances teachers’ willingness to go beyond their formal responsibilities, contributing to a more collaborative and effective school environment. Therefore, school leaders should prioritize fostering a conducive organizational climate to strengthen teachers’ OCB, ultimately improving overall school performance and student outcomes.