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Экстраролевое поведение учителей: роль идентификации с коллективом, стажа и школы
The article describes the current state of school teachers extra-role behavior and identification with the school, in the context of Russian education reform. Literature review concerns what kind of behavior of teacher can be «extra-role», what means to be a "good teacher" or «good soldier» in school, what factors can be the cause or boost this behavior. Extra-role behavior is an essential component of labor efficiency, we propose to pay attention to it in the selection, evaluation and certification of teachers.
Among the many factors boosting extra-role behavior, three predictors were chosen: tenure at particularly school, school itself as grouping variable, identification with the school as organization. Hierarchical regression models based on data from school teachers in Vologda, Russia (N = 78, 6 schools), explained extra-role behavior «changing» behavior (Model 2. Improving the functionality, = 0.21) and behavior directed to peers (Model 4. Help to colleagues,
= 0.20). Partial
of predictors were different: for the tenure is was 0.10, for school grouping variable - 0.06, and to identification with the school team - 0.02.
Extra-role behavior of Vologda teachers is more salient compared to the sample of general organizations. Newcomers (by years in particularly school) show it much less frequently, perhaps, they do not have opportunities to influence the school organization and helpless to colleagues. Low satisfaction of group identification measured with «A Hierarchical (Multicomponent) Model of In-Group Identification» (Leach, 2008), can be caused by a large load or changes.
We assume that the load decreases extra-role behavior, and this leads to reduced work efficiency and provokes various unproductive compensation strategies: psychological burnout, freeze professional development. Newcomers and tenured teachers are varying by degrees by exhibition of such behavior, we assume the delayed effect of changes to beginners. School variation was large enough to consider the impact of context, because where and with whom we work affect our extra-role behavior.