Articles

Exploring the Relationship Self-Efficacy, Academic Achievement, Perceived Behavioral Control, and Student’s Sustainable Behavior: An Empirical Study

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This study investigates the relationship between self-efficacy, academic achievement, perceived behavioral control (PBC), and sustainable behavior among students in an educational context. Self-efficacy refers to individuals’ belief in their ability to succeed in academic tasks, while PBC pertains to individuals’ perception of their control over their behavior. Sustainable behavior of students encompasses actions that support sustainable learning and environment. The study includes a sample of students from different educational levels and collects data through surveys to measure self-efficacy, PBC, sustainable behavior, and academic achievement. The findings highlight the significant role of self-efficacy in predicting sustainable behavior, and sustainable behavior as a mediator between self-efficacy and academic achievement. Additionally, PBC has an influence on both self-efficacy and sustainable behavior of students. These findings contribute to a better understanding of the psychological factors related to improved academic achievement. The practical implications of this study provide insights for educators and policymakers to develop strategies that enhance self-efficacy, PBC, and sustainable behavior among students, ultimately leading to enhanced academic achievement.

The Influence of Principal Servant Leadership, Self-Efficacy and Teacher Work Involvement on Organizational Citizenship Behavior (OCB) in Improving Teacher Work Performance at the Yayasan Abdi Karya Elementary Education Level

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This study aims to analyze the influence of the principal’s servant leadership, self-efficacy, and teacher work involvement on organizational citizenship behavior (OCB) in improving teacher work performance. The object of this research is the teacher who teaches at the basic education level of the Abdi Karya Foundation. The study used a survey method by distributing questionnaires. The number of respondents who filled out the questionnaires was 141 teachers, both classroom teachers, and subject teachers, and samples were taken using the Slovin formula from a total population of 146 from all teachers Yayasan Abdi Karya elementary education level. This research was conducted from January 15 to May 15, 2021. The data were analyzed using the SmartPLS (Partial Least Square) analysis application. The results of this study indicate that the servant leadership aspect has a positive and significant effect on organizational citizenship behavior (OCB), self-efficacy has a positive and significant effect on organizational citizenship behavior (OCB), and work engagement has a positive and significant effect on organizational citizenship behavior (OCB), and servant leadership, self-efficacy, and teacher work involvement simultaneously have a positive and significant effect on organizational citizenship behavior (OCB). While organizational citizenship behavior (OCB) has a positive and significant effect on improving teacher work performance.