Extra-Role Behaviour in Educational Organisations in Southern Ethiopia: Some Implications for School Effectiveness

This study examines teachers' perceptions of extra-roles in school organisational contexts. The participants are 319 (234 male and 85 female) primary and secondary school teachers in Sidama Zone, Southern Ethiopia. The study employed a multi-dimensional extra-role behaviour (ERB) scale. Univariate, bivariate and multivariate statistical analyses procedures are used to answer the questions. The findings reveal that female teachers are generally more willing to volunteer for extra-roles towards the team (or co workers) than do males. Rural teachers, however, are less enthusiastic about involvement in extra roles towards the student and the organisation compared with their urban and suburban counterparts. In addition, job-related personal characteristics (i.e. personal teaching efficacy and job satisfaction) are observed to be significant predictors of all dimensions of ERB with a marginal contribution of socio-demographic variables. Implications of the findings for school effectiveness are adequately discussed.