Training comprehensiveness: construct development and relation with role behaviour

Abstract

Purpose – This study aims to develop the scale for perception of training comprehensiveness and attempts to examine the influence of perception of training comprehensiveness on role behaviour: teachers’ efficacy as a mediator and job autonomy as a moderator. Design/methodology/approach – Through the steps for a generation, refinement, purification and validation of the scale, the measures of training comprehensiveness are defined, followed by an exploratory factor analysis. In all, 961 primary school teachers and 323 principals participated in the study. Teachers rated their perception of training comprehensiveness, self-efficacy and job autonomy, while principals rated the role behaviour of teachers, to avoid self-reporting biases. Findings – Regression analysis showed that training comprehensiveness affects teachers’ self-efficacy, higher teachers’ efficacy increases the teachers’ role behaviour, training comprehensiveness indirectly influences role behaviour and job autonomy moderated the channel of teachers’ efficacy and role behaviour. These results indicated that in primary schools specifically in rural areas of India, individual perception of training, skill development and human resource development practice induces teachers’ role behaviour via raising their efficacy to combat with adverse situations. Job autonomy on an independent basis moderates the positive relationship between self-efficacy and role behaviour. Practical implications – This study also provides various practical and research-based implications. Originality/value – The scale for training comprehensiveness has been developed, and its impact on behavioural attributes like efficacy and role behaviour is examined for a sample of teachers.

Examining Correlates between School Teacher’s Self-Efficacy and Their Job Involvement

“…They sense less interest in teaching students with enthusiasm and zeal, try to escape from extra role behavior and restrict themselves to formal lines of behavior (Srivastava and Dhar, 2015). The correlation estimate is represented in Table 2.…”

“…When teachers perceive human resource practices as comprehensive, they sense an increment in their skills and knowledge and aim at attaining professional excellence. Such feeling raises their efficacy towards problem-solving and managing work effectively, thus making them internally strong so as to give more efforts in teaching (Srivastava & Dhar, 2015). Based on the selfefficacy theory given by Bandura (2001), we argue that self-efficacy among teachers is related to their job involvement.…”

“…the educational development and mental growth of children as they impart knowledge upon them in their most impressionable manner (Srivastava & Dhar, 2015). The success of school depends on the degree of teacher's belief in their own capabilities and on the degree of their involvement in job (Srivastava, 2017).…”

“…Schools are the key source to country's socio economic development. With the motto for education for all, importance of schools in developing society has been raised to manifolds (Srivastava & Dhar, 2015).…”

“…Based on the selfefficacy theory given by Bandura (2001), we argue that self-efficacy among teachers is related to their job involvement. With respect to schools, it has been found that higher efficacy, both self and collective, among teachers, influences their everyday teaching responsibilities and acts as the chief cause of their behaviors exhibited in the classroom (Tschannen-Moran & Hoy, 2001; Bandura, 1997).Sense of collective self-efficacy in teachers show the extent to which they have the capabilities to get the expected results by encouraging and inspiring student achievement, making classroom environment stress free and tackling students with low morale and low motivation (Srivastava & Dhar, 2015).Moreover, it encourages their tendency to perform well and involves themselves in overall activities of the institution, thus improving their job involvement levels. Job involvement among teachers is of great importance as it motivates their intention to perform, ability to grow, both professionally and personally and get higher job satisfaction (Ebrahimi & Mohamadkhani, 2014).…”