Increasing Proactive Work Behavior Among Teachers in Islamic Senior High School: The Role of Ethical Work Climate and Perceived Organizational Support

Abstract

Educational institutions, such as Islamic high schools, face challenges in managing teacher performance, particularly in promoting proactive behavior. This study aims to explore the impact of an ethical work climate characterized by principles of caring, instrumental independence, service, rules, and codes, as well as perceived organizational support (POS), on teachers' proactive behavior in Islamic senior high schools. The study includes a one-month convenience sampling period, with 104 teachers from Medan, North Sumatra, participating as respondents. Primary data was collected through the perceptions of the respondents and analyzed using a PLS-based SEM. Findings highlight that an ethical work climate has a greater influence on teachers' proactive behavior compared to POS. While perceived organizational support remains important, the unique cultural and religious context of Islamic schools may elevate the significance of an ethical work climate. Teachers may perceive ethical guidelines and values as integral to their role and mission within the Islamic educational setting, leading to a more profound impact on their proactive engagement compared to the general perception of organizational support. The study concludes that the ethical work climate in Islamic senior high schools plays a crucial role in influencing teachers' proactive behavior, emphasizing the importance of fostering and maintaining an ethical work environment to support teachers in their professional endeavors.