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

By A. Somech, A. Drach‐Zahavy. 2000

422 citations recorded by the source corpus.

Subfields: Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/dea77cf2d1da8544a5b5c8c6a035e69f8969c1c4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Robert M. Klassen
2. John A. Ross
3. P. Gray
4. G. Devos
5. Wayne K. Hoy
6. Izhar Oplatka
7. A. Somech
8. Virginia M. C. Tze

In Social Psychology

1. G. Devos
2. Izhar Oplatka
3. Hester Hulpia
4. A. Somech
5. John A. Ross
6. P. Gray
7. Robert M. Klassen
8. Virginia M. C. Tze

Citations in the corpus

• Constructive Deviance in Organizations (2013, background): “Therefore, they are more likely to deviate from the norms of a reference group in ways that benefit the group and its members (also see Somech & Drach-Zahavy, 2000).”
• Explicating the Complexity of Participative Management: An Investigation of Multiple Dimensions (2002, background): “The Israeli educational system.”
• The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School (2013, background): “Teachers’ such emotional experience at school is considered precursor of their future behavior because it influences their self identity and motivation (Schutz & DeCuir, 2002; Somech & Drach-Zahavy, 2000).”
• High School Accountability: The Role of Perceived Collective Efficacy (2004, background): “Moreover, the stronger a school’s sense of collective efficacy, the more willing teachers are to assist their colleagues with instruction (Somech & Drach-Zahavy, 2000) and the more teachers tend to influence instructionally relevant school decisions (Goddard, 2002).”
• Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise? (2011, methodology): “…(Evers et al. 2005, p. 40), “I believe I enjoy a good rapport with the administrators at my school” (Friedman and Kass 2002, p. 682), “Few teachers in my school can do a better job than I can” (Somech and Drach-Zahavy 2000, p. 653), and “I feel good about myself” (Tobin et al. 2006, p. 315).”
• The relationship between the perception of distributed leadership in secondary schools and teachers' and teacher leaders' job satisfaction and organizational commitment (2009, background): “On the other hand, the extended role and empowerment of teacher leaders can lead to greater commitment to the school and to job satisfaction (Rinehart & Short, 1994; Somech & Drach-Zahavy, 2000).”
• Promoting Organizational Citizenship Behavior in Schools: The Impact of Individual and Organizational Characteristics (2007, background): “These demographic characteristics were similar to those found in comparable studies on teachers in Israel (Bogler, 2001; Somech & Drach-Zahavy, 2000).”
• Antecedents and Consequences of Teacher Organizational and Professional Commitment (2002, result): “Using a multidimensional approach to OCB as well as to commitment might clarify the inconsistent findings in the literature on OCB (George, 1996; Somech & Drach-Zahavy, 2000).”