Israeli Teachers’ Perceptions of Lateness: A Gender Comparison

Shapira‐Lishchinsky, Orly

doi:10.1007/s11199-007-9246-9

Cited by 17 publications

(7 citation statements)

References 86 publications

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“…However, previous studies have indicated that organizational commitment affects ethical perceptions and withdrawal behaviors such as lateness and absence among other professions (e.g., Shapira-Lishchinsky, 2007;Shapira-Lishchinsky and Rosenblatt, 2010;Podsakoff et al, 2007). This, then, provides the basis for using the Kenny et al (1998) method of measurement, in addition to simple correlations, in order to examine the mediating effect of organizational commitment upon the relationship between ethical perceptions and other withdrawal behaviors such as lateness and absence (in addition to intent to leave).…”

Section: Resultsmentioning

confidence: 99%

Withdrawal Behaviors Syndrome: An Ethical Perspective

Shapira‐Lishchinsky

Even-Zohar

2011

J Bus Ethics

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Section: Resultsmentioning

confidence: 99%

Withdrawal Behaviors Syndrome: An Ethical Perspective

Shapira‐Lishchinsky

Even-Zohar

2011

J Bus Ethics

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“…Future studies should explore whether accountability is related to other withdrawal behaviors, such as work lateness. Because absence and lateness behaviors are both associated with organizational ethics (Rosenblatt et al, 2010;Shapira-Lishchinsky, 2007), and because accountability is linked to work ethics (Study 2 above), accountability may well predict a spectrum of withdrawal behaviors other than absence.…”

Section: Personal Accountability In Educationmentioning

confidence: 99%

Personal accountability in education: measure development and validation

Rosenblatt

2017

JEA

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Purpose The purpose of this paper, three-study research project, is to establish and validate a two-dimensional scale to measure teachers’ and school administrators’ accountability disposition. Design/methodology/approach The scale items were developed in focus groups, and the final measure was tested on various samples of Israeli teachers and principals. Real-life accountability scenarios, individual work characteristics and performance evaluation were used for the validation. Correlational as well as multi-level statistical procedures were employed. Findings Confirmatory factor analysis confirmed the two-dimensional structure: external and internal. Study 1 confirmed the convergent validity of the scale vis-à-vis accountability scenarios in teachers’ work. Study 2 confirmed its construct validity vis-à-vis related individual work characteristics such as goal orientation, work ethic and conscientiousness, using school principals as participants. Study 3 confirmed the scale’s predictive validity vis-à-vis teacher work performance. Research limitations/implications The scale developed in this study may be used to enhance research on the personal aspect of accountability, contributing to a better understanding of educational systems operating in an accountability environment. Practical implications The study offers researchers a tool to measure accountability from an individual perspective. The two-dimensional scale developed in this study may help to point out individual differences in teacher accountability disposition. Social implications The ability to assess personal accountability may contribute to society’s concern with school accountability and its effect on educators’ work. Originality/value Educational research in recent years is replete with studies on school accountability, but relatively little has been written on accountability at the individual level of analysis. Few scales exist that measure educators’ self-report accountability.

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“…Avoidable lateness (stable periodic lateness) occurs when student's thinks they have better or more important activities to do than arrive on time for a particular lesson or class and in most cases this happens with mathematics classes. Finally, unavoidable lateness is due to factors beyond the student's control, such as transport problems, bad weather, illness and accident (Shapira-Lishchinsky, 2007).…”

Section: Conceptualizationmentioning

confidence: 99%

The Causes of Late Coming among High School Students in Soshanguve, Pretoria, South Africa

Maile

Olowoyo

2017

Pedagogical Research

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Late coming to school has become a major problem in many schools, particularly township schools with serious consequences. Current research has demonstrated that many schools in South Africa are performing badly due to inefficient use of the teaching and learning time. In this article, we argue that while major administrative interventions are undertaken to improve the quality of learning and teaching, it seems that very little attention is paid to late-coming. Late-coming has become a cancer that saps away big interventions and strays the performance of selected township schools in a different direction. The purpose of this research is to investigate the causes of late-coming among high school students in selected secondary schools of Shoshanguve. A qualitative approach was used to draw data from high school students in selected secondary schools of Shoshanguve. The findings reveal that late-coming is common among learners in selected secondary schools of Shoshanguve. It happens every day for varying reasons. We recommended practical solutions ranging from administrative improvement to learner behavioural change.

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Israeli Teachers’ Perceptions of Lateness: A Gender Comparison

Cited by 17 publications

References 86 publications

Withdrawal Behaviors Syndrome: An Ethical Perspective

Withdrawal Behaviors Syndrome: An Ethical Perspective

Personal accountability in education: measure development and validation

The Causes of Late Coming among High School Students in Soshanguve, Pretoria, South Africa

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