Dimensions of Organizational Justice as Predictor Organizational Citizenship Behavior: A Study of Junior High School Teachers in West Kotawaringin District
Abstract
This study investigates whether three dimensions of organizational justice (procedural justice, distributive justice, and interactional justice) have a significant effect on organizational citizenship behavior (OCB) among junior high school teachers in Kotawaringin Barat Regency, Central Kalimantan. OCB refers to voluntary work behaviors that exceed formal job requirements, such as helping unprompted colleagues, safeguarding the school's reputation, or showing initiative beyond what is mandated. The three justice dimensions encompass: (1) fairness in school decision-making processes; (2) fairness in the distribution of outcomes such as salary, benefits, and promotion opportunities; and (3) fairness in how principals treat teachers on a day-to-day basis. Data were collected from 147 teachers across six sub-districts using a five-point Likert-scale questionnaire and analyzed through Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that procedural justice and distributive justice had no significant effect on OCB. Interactional justice, however reflected in principals' respectful communication, willingness to listen, and transparency in decision-making emerged as the dominant predictor. Collectively, the three justice dimensions accounted for approximately 26% of the variance in teachers' OCB. These findings suggest that in semi-urban schools outside Java, the interpersonal quality of the principal–teacher relationship is a stronger driver of voluntary work behavior than formal procedures or material rewards. Practically, school principals should prioritize open communication, recognized treatment of teachers, and honest reasoning in decision-making as the most effective strategy for fostering sustained OCB.
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DOI: https://dx.doi.org/10.30659/jrbi.v23i2.53023
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