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

Abstract

The purpose of the present study was to explore the construct of extra-role behavior in schools, and to examine the relationships between extra-role behavior and three factors: job satisfaction, self-efficacy, and collective efficacy. Subjects were 251 Israeli teachers. A factor analysis revealed three distinctive facets of extra-role behavior, corresponding to three levels of the school system: the student, the team, and the organization as a unit. In addition, the results demonstrated positive relations between job satisfaction and extra-role behavior at all three levels of the school system; self-efficacy was positively related to extra-role behavior towards the team and the organization; and collective efficacy was positively related only to extra-role behavior towards the team. These results enhance the multidimensional approach to extra-role behavior, and also emphasize the importance of examining the determinants of each construct separately.