Leadership style, occupational perception and organizational citizenship behavior in the Arab education system in Israel

Abstract

Purpose The field of educational systems has witnessed an increase in studies of organizational citizenship behavior (OCB) as it contributes to the effectiveness and success of schools and achieving their objectives and goals. The purpose of this paper is to examine the relationships between principals’ leadership style, occupational perceptions and OCB. Design/methodology/approach The research hypothesis holds that the leadership style (transformational or transactional) have a direct and indirect effect on OCB (through occupation perception). These hypotheses have been tested on data collected from 620 Arab Israeli teachers. Findings The results reveal that: transformational and transactional leadership have no direct effect on OCB, an indirect effect of occupational perception on the relationship between transformational leadership and OCB, occupational perception did not mediate the effect between transactional leadership and OCB. Originality/value The results of the study contribute to the understanding of the way leadership style and OCB interact in schools, and the importance of teachers’ occupational perception in explaining this relationship. Future research should further investigate the teachers’ occupational perceptions and its effect on their performance as little research has been conducted to date.

School Leaders’ Cognitive Complexity: Impact on the Big 5 Model and Teachers’ Organizational Citizenship Behavior

“…First, the current findings contribute to the OCB literature with respect to its relationship with levels of differentiation and integration ability. Recent research on OCB has emphasized leadership style, such as transformational (Arar & Abu Nasra, 2019), charismatic (Babcock-Roberson & Strickland, 2010), or ethical (Li et al, 2010). This research adds another cognitive trait to the examination of OCB by taking into consideration levels of CC in their effect on OCB.…”

Compromiso e influencia del equipo directivo desde la resiliencia socioeducativa

“…Figura 6. Liderazgo directivo como potenciador de la resiliencia educativa Es así como el líder directivo resiliente utiliza la creación de confianza del capital social como instrumento de mediación para la ejecución del proyecto educativo a través de la capacidad de generar motivación y compromiso por parte del plantel docente y el alumnado (Arar y Abu Nasra, 2019;Li et al, 2016).…”

“…En el sector de la Educación, la selección de directivos en Chile depende del sistema de Alta Dirección Pública (ADP), cuyo objetivo es dotar profesionales con las competencias necesarias para la dirección de establecimientos educacionales con dependencia estatal (Agencia de Calidad de la Educación [ACE], 2017), estableciendo en su mandato institucional la búsqueda de directivos con capacidades (individuales) de liderazgo, relacionadas al ejercicio administrativo y no enfocadas en la capacidad de motivación y en el desarrollo de un alto nivel de compromiso con el proyecto educativo, sin usar el ejercicio de prácticas coercitivas (Arar y Abu Nasra, 2019).…”

The Role of Transformational and Transactional Leadership as Predictors of Organizational Citizenship Behavior in Education System

“…Investigations of the leadership issues in the education field have found strategies for better human resources management and improving employee performance. Some related research has shown an increasing interest in the effect of transformational leadership (TFL) and/or transactional leadership (TAL) of management on the outcomes and efficiency of staff in schools environments (Abu Ali et al, 2014;Arar and Abu Nasra, 2019;Massoudi, 2020;Nahum-Shani and Somech, 2011;Raewf and Thabit, 2015). Leaders following TFLs would inspire the confidence, loyalty, and respect of dependents and motivate them to participate in organizationfriendly conduct that exceeds expectations (Bass, 1985); in contrast, TAL leaders are subject to pre-determined targets based on rewards and contingent incentive strategies and outstanding management (Bass and Avolio, 1990;.…”