Abstract

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.

pdf

Additional Information

ISSN
1684-4173
Print ISSN
1027-1775
Pages
pp. 15-37
Launched on MUSE
2005-08-09
Open Access
No
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.