Abstract

The objectives of this study are as follows: 1. To determine the description of organizational commitment, Organizatinal Citizenship Behaviour (OCB), and teacher job satisfaction. 2. To determine the effect of organizational commitment on teacher Organizatinal Citizenship Behaviour (OCB). 3 To determine the effect of Organizatinal Citizenship Behaviour (OCB) on teacher job satisfaction. This study used a library research design and field research. The study population comprised of 82 employees. Qualitative and quantitative data were used. Primary and secondary data were used as the data sources. The data were collected through interviews, documentation, and questionnaires. Validity and reliability tests were used as research instruments. The data analysis technique consisted of a normality test, a qualitative descriptive analysis, and a quantitative descriptive analysis. The conclusions of this study are as follows: 1. Teachers’ organizational commitment and Organizatinal Citizenship Behaviour (OCB) are good, and teachers’ job satisfaction is high. 2. There is a positive influence between organizational commitment on teacher Organizatinal Citizenship Behaviour (OCB). Likewise, the positive influence of Organizatinal Citizenship Behaviour (OCB) on teacher job satisfaction. 3. There is a moderately and positive relationship between teachers’ organizational commitment and Organizatinal Citizenship Behaviour (OCB). Likewise, there is a moderately high and positive relationship between Organizatinal Citizenship Behaviour (OCB) and teacher job satisfaction. H0 was rejected, meaning that there is a positive and significant influence between organizational commitment and teacher Organizatinal Citizenship Behaviour (OCB), as well as the influence of Organizatinal Citizenship Behaviour (OCB) on teacher job satisfaction