Transformational Leadership, Psychological Empowerment, and Teacher Trust in Improving Work Engagement and Organizational Citizenship Behavior of Junior High School Teachers in Buton Regency

Abstract

This study aims to analyze the role of psychological empowerment and teacher trust in mediating the influence of transformational leadership on work engagement and organizational citizenship behavior (OCB) of junior high school teachers in Buton Regency. The study used a quantitative approach with a survey method. The study population was 1,048 junior high school teachers, while a sample of 92 respondents was determined using the Slovin formula with a precision level of 10 percent. Data analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM) through the SmartPLS application. The results showed that transformational leadership had a positive and significant effect on psychological empowerment and teacher trust, but did not have a significant direct effect on work engagement or organizational citizenship behavior. Conversely, psychological empowerment and teacher trust had a positive and significant effect on work engagement and organizational citizenship behavior. In addition, both variables were proven to fully mediate the effect of transformational leadership on work engagement and organizational citizenship behavior. These findings indicate that the effectiveness of transformational leadership in increasing teacher work engagement and organizational citizenship behavior depends on the leader's ability to build psychological empowerment and teacher trust as the main mechanisms that encourage positive work behavior in the school environment.