PERAN PERCEIVED ORGANIZATIONAL SUPPORT TERHADAP INNOVATIVE WORK BEHAVIOUR YANG DIMEDIASI OLEH PSYCHOLOGICAL CAPITAL PADA FENOMENA ADOPSI TEKNOLOGI PENDIDIKAN OLEH GURU DI KOTA MAKASSAR

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Penelitian ini bertujuan untuk menganalisis pengaruh Perceived Organizational Support (POS) terhadap Innovative Work Behavior (IWB) melalui peran mediasi Psychological Capital (PsyCap) pada guru di Kota Makassar. Penelitian menggunakan pendekatan kuantitatif dengan desain analisis mediasi. Responden penelitian berjumlah 302 guru yang dipilih menggunakan teknik purposive sampling. Pengumpulan data dilakukan menggunakan The Survey of Perceived Organizational Support, Compound Psychological Capital Scale 12-Revised, dan Innovative Work Behavior Scale. Analisis data dilakukan menggunakan perangkat lunak Jamovi melalui analisis mediasi dengan pendekatan bootstrapping sebanyak 5.000 resampling karena data tidak berdistribusi normal. Hasil penelitian menunjukkan bahwa Perceived Organizational Support berpengaruh positif dan signifikan terhadap Psychological Capital (β = 0,201; p < 0,001). Psychological Capital juga berpengaruh positif dan signifikan terhadap Innovative Work Behavior (β = 0,242; p < 0,001), serta Perceived Organizational Support berpengaruh positif dan signifikan secara langsung terhadap Innovative Work Behavior (β = 0,183; p < 0,001). Analisis mediasi menunjukkan bahwa pengaruh tidak langsung POS terhadap IWB melalui PsyCap tidak signifikan (β = 0,049; p = 0,096), sehingga Psychological Capital tidak berperan sebagai mediator dalam hubungan tersebut. Temuan ini menunjukkan bahwa peningkatan perilaku kerja inovatif guru lebih banyak dipengaruhi oleh dukungan organisasi yang dirasakan secara langsung dibandingkan melalui mekanisme modal psikologis. Oleh karena itu, penguatan dukungan organisasi menjadi strategi yang penting dalam mendorong perilaku kerja inovatif guru pada era transformasi digital Pendidikan

This study aimed to examine the effect of Perceived Organizational Support (POS) on Innovative Work Behavior (IWB) through the mediating role of Psychological Capital (PsyCap) among teachers in Makassar City, Indonesia. This research employed a quantitative approach with a mediation analysis design. A total of 302 teachers were selected using purposive sampling. Data were collected using the Survey of Perceived Organizational Support, the Compound Psychological Capital Scale 12-Revised, and the Innovative Work Behavior Scale. Data were analyzed using Jamovi through mediation analysis with a bootstrapping procedure of 5,000 resamples due to the non-normal distribution of the data. The results revealed that Perceived Organizational Support had a positive and significant effect on Psychological Capital (β = 0.201, p < .001). Psychological Capital also had a positive and significant effect on Innovative Work Behavior (β = 0.242, p < .001), while Perceived Organizational Support directly and positively influenced Innovative Work Behavior (β = 0.183, p < .001). However, the indirect effect of Perceived Organizational Support on Innovative Work Behavior through Psychological Capital was not statistically significant (β = 0.049, p = .096), indicating that Psychological Capital did not mediate the relationship between the two variables. These findings suggest that teachers' innovative work behavior is influenced more directly by perceived organizational support than through psychological capital. Therefore, strengthening organizational support is an essential strategy for fostering innovative work behavior among teachers in the era of digital transformation in education.