ABSTRAK

Guru sebagai ujung tombak pendidikan yang memiliki peran strategis dalam upaya peningkatan kualitas layanan dan hasil pendidikan. Guru yang mengajar di sekolah berasrama dituntut untuk bekerja lebih keras dan lebih membimbing di luar jam sekolah dan melebihi tugas utamanya sebagai pengajar disebut kinerja ekstra peran. Tindakan yang tidak disebutkan dalam deskripsi pekerjaan yang berdampak pada meningkatnya kesejahteraan dan fungsi organisasi, ini diprediktori oleh persepsi dukungan organisasi. Penelitian ini bertujuan untuk mengetahui peranan persepsi dukungan organisasi terhadapkinerja ekstra peranguru sekolah berasrama di pondok pesantren Darul Hijrah dan Al-Falah (Putra-Putri). Populasi pada penelitian ini merupakan guru berasrama di pondok pesantren dengan sample sebanyak 150 yang dipilih menggunakan purposive sampling. Penelitian ini menggunakan alat ukur adaptasi, yaitu skala SPOS dan extra role performance scale yang sudah melalui proses adaptasi lintas budaya. Berdasarkan hasil analisis regresi linear sederhana ditemukan terdapat peranan persepsi dukungan organisasi terhadap kinerja ekstra peran. Persepsi dukungan organisasi mempunyai koefisien yang positif terhadap kinerja ekstra peran yang artinya semakin tinggi skor persepsi dukungan organisasi, maka tinggi pula kinerja ekstra perannya, berlaku sebaliknya. Berdasarkan hasil penelitian ini dapat disimpulkan bahwa terdapat peranan persepsi dukungan organisasi terhadap kinerja ekstra peran guru sekolah berasrama di pondok pesantren Darul Hijrah dan Al-Falah (putra-putri).

Kata kunci : Guru berasrama, persepsi dukungan organisasi, kinerja ekstra peran

ABSTRACT

Teachers as the spearhead of education have a strategic role in the efforts of improving the quality of services and educational outcomes. Teachers who teach in boarding schools are required to work harder outside of school hours and exceed their main duties as teachers, which is called extra-role performance. Actions not mentioned in job descriptions that have an impact on improving organizational well-being and functioning are predicted by perceived organizational support. This study aims at investigating the role of perceived organizational support towards extra-role performance in boarding school teachers at Darul Hijrah and Al-Falah Islamic boarding schools (Male-Female). The population in this study was boarding school teachers at Islamic boarding schools with a sample of 150 persons which were selected using the purposive sampling technique. The adapted measurement instruments consisted of the SPOS scale and the extra-role performance scale which had gone through a cross-cultural adaptation process. Based on the results of the simple linear regression analysis, it was found out that there was a role of perceived organizational support towards extra-role performance. Perceived organizational support had a positive coefficient on extra-role performance, which means that the higher the perceived organizational support score, the higher the extra-role performance, and vice versa. Based on the results of this study, it can be concluded that there is a role of perceived organizational support towards extra-role performance in boarding school teachers at Darul Hijrah and Al-Falah Islamic boarding schools (male and female).