Understanding extra-role behavior in schools: the relationships between job satisfaction, sense of efficacy, and teachers’ extra-role behavior

Somech, Anit; Drach‐Zahavy, Anat

doi:10.1016/s0742-051x(00)00012-3

Cited by 312 publications

(321 citation statements)

References 32 publications

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“…In a similar manner, in an educational context the job satisfaction experienced byteachers is likewise crucial for schools' successful operation. Job satisfaction has been found to have a positive and significant effect on teaching efficacy (Collie, Shapka & Perry, 2012), student learning (Michaelowa, 2002), student academic performance (Hosseinkhanzadeh et al, 2013), and school effectiveness (Somech et al, 2000). For instance, Horn-Turpin (2009) investigated the job satisfaction levels of 121 teachers from special education and showed that this was positively correlated with their perceived teaching efficacy.…”

Section: Teachers' Job Satisfaction and School Effectivenessmentioning

confidence: 99%

School Culture and School Effectiveness: The Mediating Effect of Teachers’ Job Satisfaction

Duan

2018

IJLTER

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Abstract. This study has investigated the relationship among school culture, teachers' job satisfaction, and school effectiveness. It also explored the mediating effect of teachers' job satisfaction on school culture and school effectiveness. Participants of the study include1, 297 teachers from 6 lower secondary and upper secondary schools in Beijing, China. Quantitative methods were used for data generation, consisting of 3 questionnaire-based surveys to measure, separately, school culture, school effectiveness, and job satisfaction from the teachers' perspective. The results indicated positively significant relationships among school culture, teachers' job satisfaction, and school effectiveness and that teachers' job satisfaction partially mediated the impact of school culture on school effectiveness. In light of these results, limitations and directions for future research are provided, as well as implications for education.

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Section: Teachers' Job Satisfaction and School Effectivenessmentioning

confidence: 99%

School Culture and School Effectiveness: The Mediating Effect of Teachers’ Job Satisfaction

Duan

2018

IJLTER

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“…Teachers' such emotional experience at school is considered precursor of their future behavior because it influences their self identity and motivation (Schutz & DeCuir, 2002;Somech & Drach-Zahavy, 2000). For example, teachers, who are constantly frustrated or sad by disruptive students or ineffective administration, are less intrinsically motivated, express a lack of enthusiasm for cultivating positive relationships with their students and report becoming tolerant, and less caring (Blase, 1986.).…”

Section: Emotionsmentioning

confidence: 99%

The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School

Στεφάνου¹,

Gkavras²,

Doulkeridou³

2013

PSYCH

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This study aimed at investigating a) teachers' job satisfaction, experienced emotions at school, self-efficacy and school collective-efficacy beliefs; b) the influential role of self-efficacy in the school collectiveefficacy beliefs, and in the impact of the school collective-efficacy beliefs on job satisfaction and emotions; and c) the effect of self-and collective-efficacy beliefs on the impact of job satisfaction on emotions. The sample comprised 268 elementary school teachers (113 male, 155 female), who completed the scales at the middle of a school year. The results showed that a) the teachers experienced form moderate negative emotions to moderate positive emotions at school, particularly in the context-task-and self-related emotions; b) teachers' self-efficacy had positive effect on school collective-efficacy beliefs and job satisfaction, and on the impact of collective efficacy on job satisfaction; c) self-efficacy, collective efficacy and job satisfaction, as a group, explained from a small to moderate amount of the variance of the emotions, while the impact of job satisfaction on the emotions was to a significant extent mediated by teachers' perceptions about their school collective efficacy; and d) self-efficacy had direct and indirect effect, through the interaction of collective efficacy and job satisfaction, on the emotions. The findings are discussed for their applications in educational practice and future research.

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“…A commitment to collaboration is more likely to be linked to teacher efficacy when teachers have control of classroom decision making (Moore & Esselman, 1994), and participate in school-wide decisions (e.g., Lee et al, 1992;Raudenbush, Rowan, & Cheong, 1992). Collective teacher efficacy has been linked to teacher influence over school improvement decisions (Goddard, 2002a) and to teachers' willingness to assist each other beyond the formal requirements of the job (Somech & Drach-Zahavy, 2000).…”

Section: Relationship 3:the Effects Of Agency Beliefs On Teacher Commmentioning

confidence: 99%

Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy

Ross

Gray

2006

School Effectiveness and School Improvement

316

303

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Understanding extra-role behavior in schools: the relationships between job satisfaction, sense of efficacy, and teachers’ extra-role behavior

Cited by 312 publications

References 32 publications

School Culture and School Effectiveness: The Mediating Effect of Teachers’ Job Satisfaction

School Culture and School Effectiveness: The Mediating Effect of Teachers’ Job Satisfaction

The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School

Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy

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