Teachers' extra role behaviour: relation with self-efficacy, procedural justice, organisational commitment and support for training
by Anugamini Priya Srivastava
International Journal of Management in Education (IJMIE), Vol. 11, No. 2, 2017

Abstract: The purpose of this study is to explore the relationship between self-efficacy and procedural justice with teacher's extra role behaviour in Indian school context. Moderating role of support for training and mediating role of organisational commitment have also been examined. Data collected from 643 secondary and primary school teachers and 128 principals of Uttar Pradesh, India, were analysed through regression analysis and confirmatory factor analysis. Findings revealed direct and significant relation between self-efficacy (SE) and procedural justice (PJ) with organisational commitment. It also showed significant moderating impact of perceived support for training on the OC-EXB relation. The data concentrated in a single area of the country restricting the generalisation of results in other regions of the country. The study provided novel approach to relate support for training as a moderator and justified the generalisation of previous proven relations of SE and PJ with OC and extra role behaviour in Indian context.

Online publication date: Fri, 24-Mar-2017

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