Magnitude of Role-Breadth Self-Efficacy in Teacher Proactive Work Behaviour

Abstract

Proactive behaviour at work (PWB) is aimed at bringing about change within the organization, such as by improving work methods, voicing ideas or concerns, and taking action to prevent problems from reoccurring (Strauss & Parker, 2014). PWB can add to organizational effectiveness (Axtell et al., 2000;Griffin et al., 2007;Rank, Pace, & Frese, 2004) and is especially important in school setting when teachers come into contact with students proactively and make them understand what is being taught clearly (Devonport, Biscomb, & Lane, 2010;Sheard & Carbone, 2008). Proactive behaviour in daily work is the quality that teachers must possess in order to make the education system more successful. Strauss (2015) highlighted that, in 21 st century teaching and learning practices that emphasis flexibility, innovation and adaptation to changes. School organizations are rapidly looking for competencies and behaviours in teachers who can facilitate and adapt to new educational challenges. Teacher role-breadth self-efficacy (RBSE) is specifically important to meet the current demand in education and help teachers to prepare for future challenges. RBSE is more substantial in academic world today as teachers are expected to take a proactive role to the extent to feel confident and able to carry out broader role that is beyond the traditionally described self-efficacy (Parker,

Triple mediation of attitude to bridge transformational leadership on organizational citizenship behavior

“…Furthermore, individuals with higher levels of JS will show more pro-social behavior, such as OCB. OCB is known to provide dimensions that are considered quite passive or reactive in their orientation, such as compliance with organizational procedures [ 43 ]. Thus, individuals with higher JS will lead to OCB which refers to individual behavior that is influenced by an interpersonal trust that is able to facilitate organizational operations by performing tasks outside the organizational prerequisites, which are not directly recognized by the formal reward system.…”

Are job satisfaction and role breadth self-efficacy the links to proactive work behavior?

“…RBSE refers to employees' belief on their ability to engage in proactive, social, and integrative activities beyond their standardized tasks (Parker, 1998). RBSE can inspire each individual to believe that they can perform a broader and more proactive role, one that goes beyond the usually specified technical criteria, resulting in PWB (Peariasamy et al, 2020). As indicated earlier by Parker et al (2006) that there are two crucial attributes of Proactive Behavior in the workplace: proactive enactment of ideas and problem solving.…”

Teachers' proactive behaviour: Interactions with job characteristics and professional competence in a longitudinal study

“…In this regard, teachers who innovate and design modern learning environments are crucial for schools' adaptability, innovative capacity and ability to support students in meeting the challenges of our times (Morad et al., 2021; Paniagua & Istance, 2018). Consequently, individual teachers' personal initiative for school improvement is frequently named as decisive for schools' current and future quality (Hubers, 2020; Paniagua & Istance, 2018) as well as for adaptability and innovativeness inside and outside the classroom (Binnewies & Gromer, 2012; Peariasamy et al., 2020). Still, while employees' proactive behaviour is well studied as a central factor for organizational success in other professions, teacher research on this topic is rare (Peariasamy et al., 2020).…”

“…Consequently, individual teachers' personal initiative for school improvement is frequently named as decisive for schools' current and future quality (Hubers, 2020; Paniagua & Istance, 2018) as well as for adaptability and innovativeness inside and outside the classroom (Binnewies & Gromer, 2012; Peariasamy et al., 2020). Still, while employees' proactive behaviour is well studied as a central factor for organizational success in other professions, teacher research on this topic is rare (Peariasamy et al., 2020). The few existing studies show that teachers differ in their proactive behaviour (Binnewies & Gromer, 2012; Cerit, 2017), but little is known about why some teachers show more personal initiative than others (Peariasamy et al., 2020).…”

“…Still, while employees' proactive behaviour is well studied as a central factor for organizational success in other professions, teacher research on this topic is rare (Peariasamy et al., 2020). The few existing studies show that teachers differ in their proactive behaviour (Binnewies & Gromer, 2012; Cerit, 2017), but little is known about why some teachers show more personal initiative than others (Peariasamy et al., 2020).…”