Organizational Citizenship Behavior (OCB) plays a critical role in both professional and personal domains, particularly for educators operating within school environments. This study explores and proposes a novel empirical model that examines the mediating role of compensation in the relationship between visionary leadership and teachers’ OCB. Using a quantitative survey method, data were collected from 230 private junior high school teachers across three Indonesian provinces: Jakarta, West Java, and Banten. Participants responded to Likert-scale questionnaires, and the data were analyzed using Structural Equation Modeling (SEM). The findings reveal a significant direct impact of visionary leadership on both compensation and OCB, as well as a notable indirect effect mediated by compensation. These results contribute theoretically and practically by offering a fresh perspective on enhancing teacher engagement and discretionary behaviors through leadership and reward systems. The proposed model provides valuable insights for educational policymakers and school administrators aiming to foster a more motivated and committed teaching workforce