Training comprehensiveness: construct development and relation with role behaviour
European Journal of Training and Development
ISSN: 2046-9012
Article publication date: 3 August 2015
Abstract
Purpose
This study aims to develop the scale for perception of training comprehensiveness and attempts to examine the influence of perception of training comprehensiveness on role behaviour: teachers’ efficacy as a mediator and job autonomy as a moderator.
Design/methodology/approach
Through the steps for a generation, refinement, purification and validation of the scale, the measures of training comprehensiveness are defined, followed by an exploratory factor analysis. In all, 961 primary school teachers and 323 principals participated in the study. Teachers rated their perception of training comprehensiveness, self-efficacy and job autonomy, while principals rated the role behaviour of teachers, to avoid self-reporting biases.
Findings
Regression analysis showed that training comprehensiveness affects teachers’ self-efficacy, higher teachers’ efficacy increases the teachers’ role behaviour, training comprehensiveness indirectly influences role behaviour and job autonomy moderated the channel of teachers’ efficacy and role behaviour. These results indicated that in primary schools specifically in rural areas of India, individual perception of training, skill development and human resource development practice induces teachers’ role behaviour via raising their efficacy to combat with adverse situations. Job autonomy on an independent basis moderates the positive relationship between self-efficacy and role behaviour.
Practical implications
This study also provides various practical and research-based implications.
Originality/value
The scale for training comprehensiveness has been developed, and its impact on behavioural attributes like efficacy and role behaviour is examined for a sample of teachers.
Keywords
Citation
Srivastava, A.P. and Dhar, R.L. (2015), "Training comprehensiveness: construct development and relation with role behaviour", European Journal of Training and Development, Vol. 39 No. 7, pp. 641-662. https://doi.org/10.1108/EJTD-06-2015-0039
Publisher
:Emerald Group Publishing Limited
Copyright © 2015, Emerald Group Publishing Limited