Extra-role performance behavior of teachers: the role of identification with the team, of experience and of the school as an educational organization

Extra-role performance behavior of teachers: the role of identification with the team, of experience and of the school as an educational organization

Автор: Klimov Aleksei Aleksandrovich

Журнал: Economic and Social Changes: Facts, Trends, Forecast @volnc-esc-en

Рубрика: Young researchers

Статья в выпуске: 6 (36) т.7, 2014 года.

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The article discusses extra-role performance behavior of teachers and their identification with the teaching staff under the conditions of modernization of the education system and optimization of the network of educational institutions in Russia. The author provides a review of the literature on the subject and specifies the concept of extra-role performance behavior of teachers, what factors cause or promote such behavior, and what it means to be a “good teacher”. Understanding the importance of extra-role performance behavior as an essential component of labor efficiency will help educational organizations’ heads to use it in the recruitment, selection and certification of teachers, and in the development of personnel reserve. The author selects three factors predicting extra-role performance behavior: work experience, the school as an organization, and identification with the school staff. Regression models based on data on school teachers of Vologda (N = 78.6 schools), explained extra-role performance behavior associated with a change in the functioning of the organization (Model 2...

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Extra-role performance behavior, identification with the organization, work experience, "good teacher", labor efficiency, educational organization, modernization of education

Короткий адрес: https://sciup.org/147223675

IDR: 147223675   |   DOI: 10.15838/esc/2014.6.36.19

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