Journal section "Young researchers"

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

Klimov A.A.

6 (36), 2014

Klimov A.A. Extra-role performance behavior of teachers: the role of identification with the team, of experience and of the school as an educational organization. Economic and Social Changes: Facts, Trends, Forecast, 2014, no. 6 (36), pp. 253-269. DOI: 10.15838/esc/2014.6.36.19

DOI: 10.15838/esc/2014.6.36.19

Abstract   |   Authors   |   References
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 extrarole 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. Enhancement of performance, R2=0.21) and with behavior toward colleagues (Model 4. Helping the colleagues,R2=0.19). The predictive capacity (partial R2) of predictors turned out different: for work experience – 0.10, for affiliation with a particular school – 0.06, for identification with the school staff – 0.02 . Extra-role performance behavior of teachers in Vologda is more pronounced in comparison with the standardization sample. Newcomers are much less likely to display such behavior since they do not have opportunities to influence the school organization and help colleagues. The low degree of satisfaction with group membership as a component of identification with the school team can be caused by significant work-load. We assume that when work-load increases, it is extra-role performance behavior that suffers in the first place, and this leads to decrease in work performance and provokes various unproductive compensatory strategies: burnout; slowdown of professional development. Because newcomers and experienced teachers manifest this behavior to a different extent, the effect for beginners will be delayed. It is necessary to consider the influence of the environment, because extra-role performance behavior depends on where and with whom an individual works


extra-role performance behavior, identification with the organization, work experience, “good teacher”, labor efficiency, educational organization, modernization of education

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