Exploring School Principals’ Systems Thinking Activities

Nadav, Nechama; Benoliel, Pascale; Shaked, Haim; Schechter, Chen

doi:10.1080/15700763.2020.1734208

Cited by 9 publications

(10 citation statements)

References 70 publications

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“…Research has indicated that a bureaucratic structure negatively affects communication, promotes dissent and hampers change and teachers' creativity (Chingara & Heystek, 2019). Principals' systems thinking is a holistic perspective that involves open communication and encourages openness to school members' opinions (Nadav et al, 2021). A bureaucratic structure, which focuses on formalised policy-level decisions, is likely to limit communication and prevent open discussions among school members.…”

Section: Bureaucratic Structurementioning

confidence: 99%

Principals' systems thinking and teachers' withdrawal behaviours: The intervening role of school structure and principal–teacher gender (dis)similarity

Nadav

Benoliel

Schechter

2022

British Educational Res J

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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 members and 109 teachers (220 participants in total) randomly chosen from elementary schools in Israel. Hierarchical regression analyses showed that principalteacher dissimilarity and a bureaucratic school structure moderate the relationship between PST and teachers' withdrawal behaviours. These findings indicate that the organisational conditions under which principals practise systems thinking can affect teachers' withdrawal behaviours. Therefore, this study may advance theory and practise regarding the implications of PST on withdrawal behaviours, which are an important determinant of teachers' performance and a school's success.

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Section: Bureaucratic Structurementioning

confidence: 99%

Principals' systems thinking and teachers' withdrawal behaviours: The intervening role of school structure and principal–teacher gender (dis)similarity

Nadav

Benoliel

Schechter

2022

British Educational Res J

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“…A growing body of research shows that PST offers a variety of potential benefits to the overall school organization and to its employees. In this regard, PST was found to create a positive work environment for school staff facilitating job satisfaction and organizational commitment (Benoliel et al , 2019; Nadav et al , 2020).…”

Section: Theoretical Background and Hypothesesmentioning

confidence: 99%

“…PST includes four major activities, namely adopting a multidimensional view, openness to a variety of opinions, leading wholes and evaluating significance , through which principals apply systems thinking (ST) in their schools. Several studies have demonstrated how PST can yield a number of positive effects, including school change and effectiveness as well as improved attitudes toward their job among teachers (Benoliel et al ., 2019; McGurk and Pearson, 2018; Nadav et al ., 2020; Shaked et al ., 2018). Yet, educational leadership research has stressed that leadership is not solely embedded in formal roles but often emerges from relationships between individuals (Lu and Hallinger, 2018).…”

Section: Introductionmentioning

confidence: 99%

Principals' systems thinking attribute: exploring a principal–middle leader relational demography perspective

Benoliel

Shaked²,

Nadav

et al. 2020

JEA

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PurposeRelying on information processing and attribution theories, which relate to the formation of leadership perceptions and attributes, the current study seeks to examine the relationship between demographic variables and principals' systems thinking (PST) in an integrated model. The present study purpose was threefold: first, the study seeks to examine whether attributions middle leaders make about PST may show substantial and systematic variance in a management team. Second, the study seeks to investigate the influence of principal–middle leaders’ relational demography variables (gender, education and tenure) (dis)similarity on middle leaders’ PST attribute. Finally, the study seeks to explore the moderating role of duration of principal- principal–middle leader acquaintance in the relationship of demographic (dis)similarity to PST.Design/methodology/approachData were collected from 305 dyads (middle leaders and their principals) from 101 schools. MANOVA analysis and hierarchical regression analyses were used to test the hypothesis.FindingsFindings showed that it is both appropriate and important to examine group-level effects when studying PST effects. Also, PST levels were higher in gender-similar relationships than in gender-dissimilar ones. Finally, duration of acquaintance was found to moderate the relationship between principal–middle leaders’ gender (dis)similarity and PST appraisal.Originality/valueFocusing on principal–middle leader relationships, which are explicitly relational, with a consideration for level relationships may potentially highlight the need to consider multiple levels of analysis in order to understand how PST attribution occurs. This focus can help us to capture the core of PST social dynamics among the dyad, as well as highlighting the distinction, if any, between in-groups and out-groups. Acknowledging that school faculty are motivated by their interpersonal relationships with their principals and how such relationships are contingent upon demography (dis)similarity and the duration of acquaintance between dyads may help to broaden the understanding regarding potential antecedents of middle leaders' PST attribution and its implication for school organizations.

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“…Although not specifically regarding active learning methodologies, previous studies by Berger, Reupert, and Hasking [74], Swanson and Gettinger [75], Kuyini, Desai, and Sharma [76], Henriksen and Aas [77], and Touloupis and Athanasiades [78] also indicated that principals' attitudes and knowledge are strongly related, according to these studies, in aspects such as educational inclusion or attention to diversity. As Barnett and Monda-Amaya [79], Watkins, Anthony and Beard [80], and Nadav, Benoliel, Shaked and Schechter [81] pointed out, this phenomenon may be because in the field of education, increased knowledge in a field of study usually leads to an increase in a positive attitude towards that subject. However, this does not apply to beliefs.…”

Section: Discussionmentioning

confidence: 99%

Principals' Attitudes, Knowledge, and Beliefs Regarding Active Learning Methodologies in Spain

Miravet¹,

Alegre²

2020

ujer

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Exploring School Principals’ Systems Thinking Activities

Cited by 9 publications

References 70 publications

Principals' systems thinking and teachers' withdrawal behaviours: The intervening role of school structure and principal–teacher gender (dis)similarity

Principals' systems thinking and teachers' withdrawal behaviours: The intervening role of school structure and principal–teacher gender (dis)similarity

Principals' systems thinking attribute: exploring a principal–middle leader relational demography perspective

Principals' Attitudes, Knowledge, and Beliefs Regarding Active Learning Methodologies in Spain

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