Analysis of teachers’ task and extra-role performance under different autonomy regimes

Abstract

Purpose – Teachers constitute one of the largest groups of knowledge workers. The purpose of this paper is to examine the antecedents and outcomes of teachers’ task and extra-role performance (ERP) under two different autonomy regimes in charter and regular public schools. A special emphasis was given to the ERP of teachers. Both the predictors and outcomes of teacher work performance were comparatively investigated in these two different school environments. Design/methodology/approach – By applying a social-cognitive perspective and a causal comparative design, the study comparatively tested the reciprocal relationships among the study variables in public and charter schools. The clustered sample included 812 public school teachers and 112 charter school teachers. Findings – The findings revealed that the predictors and outcomes of teachers’ task and ERP have differing dynamics in these two distinct types of public schools. The School Type, which represented the differences in school autonomy between public and charter schools, appeared to be the strongest differentiating factor across two groups of schooling. Both types of teacher performance (task and extra role) in charter schools outweighed their counterparts in public schools. Similarities and differences were observed on the predictors and outcomes of teacher work performance. Originality/value – The current study contributed to the scant literature on the effects of school autonomy on teacher task and ERP. A clear understanding on the predictors and outcomes of teacher work performance under two different school autonomy regimes may guide practitioners and policymakers in their efforts to bring public schools to a more competitive edge.

Students’ Perceptions of Their Teachers’ Performance in Teaching Engineering Drawing in Nigerian Tertiary Institutions

“…This result of the study is in line with [5,25] who found a significant relationship between teachers' instructional tasks performance and students' academic performance.…”

“…Other studies cite teacher competence or subject mastery as necessary for educational effectiveness through the lens of student ratters [4,11]. Even though there are many studies that have been conducted and opinions made on the perception of students relating to teachers' performance in teaching, there still exist conflicting views of students' perceptions about teachers performance in teaching their courses [53,25,13]. It evident that limited or no attention was directed on students' perceptions in the field of technical education and engineering drawing in particular.…”

“…Researchers have generally concluded that there is a significant positive relationship between student's perception of teachers' knowledge, attitude and teaching skills as predictor of teachers' performance in teaching [25,2,21]. Student's perception of teachers' performance has also been regarded as an important factor in predicting teachers' performance and student learning [22,54,21,23] such as teachers' knowledge, attitude and teaching skills and academic achievement.…”

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“…The research conducted by Pavalache-Ilie (2014) showed that self-efficacy has connection with the occurrence of extra-role behavior. Other research results of Duyar, Ras, and Pearson (2015); Caesensa and Stinglhamberb (2014) also proved the same thing. Therefore, the statement about the inter-relationship between these two variables is that selfefficacy has positively influenced toward extra-role behavior.…”

Student’s Perception of Teachers’ Knowledge, Attitude and Skills in the Teaching of Technical Drawing in Edo and Delta States, Nigeria

“…They went further to opine that while opinions on these matters are not direct measure of teachers or course effectiveness, they are legitimate indicators of students' satisfaction, and there is substantial research linking students' satisfaction to effective teaching. In this same vein, authors [1,9,15] supporting this idea states that research studies provide the strongest evidence for the validity of students' ratings since these studies investigated the relationship between student ratings and student learning and there is consistently high correlation between students' ratings of the "amount learned" in the course and their overall ratings of the teachers and the course. Those who learn more gave their teachers high ratings [5].…”