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Principals' Systems Thinking and Teachers' Withdrawal Behaviours: The Intervening Role of School Structure and Principal-Teacher Gender (Dis)Similarity
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Nadav, Nechama; Benoliel, Pascale; Schechter, Chen – British Educational Research Journal, 2023
Relying on the contingency theory, the present study examines the influence of school characteristics and principal-teacher gender (dis)similarity on the relationship between principals' systems thinking (PST) and teacher withdrawal behaviours of absenteeism and intent to leave. Data were collected from two sources: 111 school management team…
Descriptors: Principals, Administrator Attitudes, Systems Approach, Teacher Administrator Relationship
School Principals' Skills and Teacher Absenteeism during Israeli Educational Reform: Exploring the Mediating Role of Participation in Decision-Making, Trust and Job Satisfaction
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Da'as, Rima'a – Journal of Educational Change, 2021
The current study deals with the question of whether affective trust among the teaching staff and teacher participation in decision-making (PDM) might influence the relationship between principals' skills (cognitive and interpersonal) and organizational outcomes (job satisfaction and teacher absenteeism) during the first year of educational reform…
Descriptors: Foreign Countries, Principals, Leadership Qualities, Teacher Administrator Relationship
Professional Identity and Career Aspirations as Mediators between Principals' Authentic Leadership and Teachers' Intentions and Behaviors
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Tsemach, Sigalit; Shapira-Lishchinsky, Orly – Journal of Educational Administration, 2021
Purpose: The purpose of this study is to explore the mediating role of workplace attitudes--professional identity and career aspirations between perceptions of principals' authentic leadership and teacher behaviors: intent to leave, organizational citizenship behavior, counterproductive work behavior, lateness and intention to leave among…
Descriptors: Professional Identity, Occupational Aspiration, Principals, Leadership Styles