Teachers' extra role behaviour: relation with self-efficacy, procedural justice, organisational commitment and support for training

Self-efficacy and job satisfaction as antecedents of citizenship behaviour in private schools

“…TSE and OCB have been related in previous studies with orientation towards results. For example, higher selfefficacy among teachers acts as a catalyst to enhance organisational effectiveness (Canrinus and Helms-Lorenz, 2011;Srivastava, 2017). Other studies have emphasised that individuals that perceive themselves as capable of contributing to the organisation (Schaufeli and Salanova, 2007) make extra efforts to be highly productive, share a positive culture and tend to focus on organisational success (Corzo and Teresa, 2006;Nie et al, 2008;Woolfolk Hoy et al, 2009).…”

“…In the current study, TSE and job satisfaction will be tested to identify if they influence citizenship behaviour. The contribution of this study is not to find a relationship between TSE and job satisfaction with the OCB, or to identify the relationship between OCB with CCB, given that all such hypothesis have been tested before (Yang and Hwang, 2014;Abdullah et al, 2016;Chan et al, 2017;Srivastava, 2017). The intention of the present study is to confirm if variables like TSE and job satisfaction could encourage or precede citizenship behaviour represented in OCB and PCB, a set of relationships not yet been fully explored.…”

“…Citizenship behaviour is a variable that has received much attention in recent research (Abdullah et al, 2016;Encinas Orozco and Cavazos Arroyo, 2016;Chan et al, 2017;Srivastava, 2017). Two kinds of citizenship behaviours are organisational citizenship behaviour (OCB) and customer citizenship behaviour (CCB).…”

“…2 Literature review 2.1 Self-efficacy Self-efficacy refers to the belief that one has the power to produce desired results (Corzo and Teresa, 2006;Bandura et al, 2007). It originated from the social learning theory of Rotter (1966) and from the socio-cognitive theory of Bandura (1989), who explain that when individuals perceive themselves as capable of performing an assignment, they prepare themselves for related risks and uncertainties (Somech and Drach-Zahavy, 2000;Srivastava, 2017). When an individual is self-assured of his own abilities, he takes risks by experimenting new strategies, faces adverse situations confidently (Bandura, 1993), exhibits positive work behaviour and helps organisations to succeed in the long run.…”

“…Teachers with higher self-efficacy set more ambitious standards for themselves (Nie et al, 2008). It has been shown that teacher's perceptions about their effectiveness predicts success in the implementation of school curricula and aids to identify less effective schools from the most effective ones (Cakiroglu et al, 2012;Srivastava, 2017). Tschannen-Moran and Hoy (2001) propose a TSE's model defined by the abilities to use educational strategies, manage the classroom effectively and engage students in the learning process.…”