Analysis of Teachers’ Task and Extra-Role Performance Under Different Autonomy Regimes

• In Event: Roundtable Session 13
  In Roundtable Session: Understanding the Influences of Social Relationships on School Community and Learning

Abstract

The purpose of this study was to comparatively examine the determinants and outcomes of teachers' task and extra-role performances in regular and charter public schools, which experience distinct autonomy regimes. The determinants work performance included teachers' self-efficacy, collective efficacy, and perceived organizational support. The outcomes were three career aspirations of teachers: staying in teaching, moving to administration, and changing career. The participants included random samples of 812 public and 112 charter school teachers. By applying a social-cognitive perspective, the study comparatively tested the reciprocal relationships among the study variables in regular and charter schools. The findings showed that the determinants and outcomes of teacher task and extra-role performances have differing dynamics in these two school environments with varying autonomy regimes.

Authors

• Ibrahim Duyar, University of Arkansas at Little Rock

• Carolyn Pearson, University of Arkansas at Little Rock

• Nancy Lee Ras, Walden University

• Turker Kurt, University of Wisconsin-Madison

• Bronwyn MacFarlane, University of Arkansas at Little Rock