Hubungan Antara Perceived Organizational Support Dengan Perilaku Inovatif Pada Guru

The Relationship Between Perceived Organizational Support and Innovative Behavior Among Teachers.

Tujuan dari penelitian ini adalah untuk mengetahui hubungan antara perceived organizational support dan perilaku inovatif di kalangan guru. Metodologi penelitian ini menggunakan metode penelitian kuantitatif berkorelasi. Pengambilan sampel dalam penelitian ini menggunakan teknik sampling jenuh dengan seluruh anggota populasi berjumlah 60 guru. Penelitian ini menggunakan kuesioner dengan skala perceived organizational support dan skala perilaku inovatif. Data yang diperoleh dianalisis menggunakan uji korelasi pearson product moment menggunakan software SPSS 25.0 for Mac. Hasil analisis data menunjukkan bahwa terdapat hubungan antara perceived organizational support dengan perilaku inovatif pada guru. Hal ini dibuktikan dengan tingkat signifikansi sebesar 0,000 (p<0,05) dengan koefisien korelasi sebesar 0,709. Berdasarkan hasil analisis tersebut dapat disimpulkan bahwa terdapat hubungan yang signifikan dan positif antara perceived organizational support dengan perilaku inovatif. Hal ini menunjukkan bahwa jika angka perceived organizational support semakin tinggi maka semakin tinggi pula tingkat perilaku inovatif pada guru. Hal ini berlaku juga sebaliknya, jika angka perceived organizational support cenderung rendah maka perilaku inovatif pada guru juga akan rendah.

This study aimed to determine the relationship between perceived organizational support and innovative behavior among teachers. This research methodology uses correlated quantitative research methods. This study used a saturated sampling technique with all population members totalling 60 teachers. This study uses a questionnaire with a perceived organizational support scale and an innovative behavior scale. The data obtained were analyzed using the Pearson product-moment correlation test using SPSS 25.0 for Mac software. The results of data analysis show that there is a relationship between perceived organizational support and innovative behavior in teachers. This is evidenced by a significance level of 0.000 (p <0.05) with a correlation coefficient of 0.709. Based on the analysis results, it can be concluded that there is a significant and positive relationship between perceived organizational support and innovative behavior. This result shows that the higher the perceived organizational support, the higher the level of innovative behavior in teachers. This result also applies to the contrary, if the number of perceived organizational support tends to be low, the innovative behavior of teachers will also be low.