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

Nadav, Nechama; Benoliel, Pascale; Schechter, Chen

doi:10.1002/berj.3848

Cited by 3 publications

(2 citation statements)

References 74 publications

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“…It shows that as the culture of error management increases in schools, the level of teachers' psychological withdrawal behavior decreases. Nadav et al (2023) have also reached similar finding that school culture, strictly depending on central authority, has the teachers withdraw from school. In parallel with this finding, Kruse and Wegge (2024) also have found the positive effect of constructive error management culture on employees' taking social responsibility.…”

Section: Discussionsupporting

confidence: 65%

Error management culture in schools and its relationship with teachers psychological withdrawal behaviors

Kurum Tiryakioğlu

2024

JPR

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Error management culture and withdrawal behaviors can be related within the framework of job satisfaction. While job satisfaction is affected by error management culture, it affects withdrawal behaviors. On the other hand, each school has its own culture and teachers' perceptions can be differentiated in terms of school level. This study examined teachers' perception of error management culture and psychological withdrawal behaviors in terms of school level and determined the relationship between them. It was conducted with a correlational research model. The data was collected from a total of 440 teachers working in public schools in Türkiye, selected by convenient sampling. To determine teachers' views on error management culture and psychological withdrawal behaviors, the Error Management Culture Scale in Schools and the Psychological Withdrawal Behaviors Scale were used. The findings reveal that according to the school level variable, teachers' perceptions of error management culture and psychological withdrawal behaviors in schools differ significantly. The results of error management culture and psychological withdrawal were against the teachers working in upper secondary schools. There is a low-level, negative significant relationship between error management culture and psychological withdrawal behaviors. The results suggest that school culture under which school principals practise constructive error management relates to teachers' withdrawal behaviors. Thus, this study may advance theory and practice on the relation between error management culture and withdrawal behaviors, which are crucial determinant of teachers' satisfaction.

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Section: Discussionsupporting

confidence: 65%

Error management culture in schools and its relationship with teachers psychological withdrawal behaviors

Kurum Tiryakioğlu

2024

JPR

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“…First, our research highlights the importance of the principal in facilitating SMT learning, leading to SMT effectiveness. Second, most studies that began addressing PST have examined its role as a preliminary or intervening variable that influences teachers' outcomes such as withdrawal behaviors, job satisfaction and organizational commitment, as well as school outcomes such as school effectiveness (Nadav et al ., 2023a, b; McCaughan and Palmer, 2018). Yet few studies, if any, have investigated the relationship between PST and team-level outcomes.…”

Section: Introductionmentioning

confidence: 99%

Principal systems thinking and senior management team effectiveness: the mediating role of senior management team learning

Nadav,

Benoliel,

Schechter

2023

JEA

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PurposeThe role of leadership through senior management teams (SMT) has received increasing attention over the past several decades. Such leadership requires principals to play a key role in promoting SMT effectiveness. Therefore, according to the input–mediator–outcome model (Ilgen et al., 2005), this study's purpose is to investigate the mediating role of school SMT learning in the relationship between principal systems thinking (PST) and SMT effectiveness after accounting for students' socioeconomic backgrounds and SMT members' tenure.Design/methodology/approachA three-source survey design with self-reported and non-self-reported data was used, from a sample of 282 participants from 71 elementary schools in Israel. The sample included principals and SMTs. Data were aggregated at the school level of analysis.Findings The results from structural equation modeling and bootstrapping analysis indicated that SMT learning fully mediates the relationship between PST and SMT effectiveness, irrespective of the students' socioeconomic backgrounds.Originality/value This study provides important insights into the role of SMT learning as a mediator in the relationship between PST and SMT effectiveness. In addition, the study responds to the call of previous studies to examine the effects of PST on characteristics and outcomes at the group level. Moreover, the proposed integrative model highlights the importance of SMT learning and suggests new ways to encourage it.

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Okul Müdürü Sistem Düşüncesi Ölçeğinin Eğitim Örgütleri Bağlamında Türk Kültürüne Uyarlanması: Geçerlik ve Güvenirlik Çalışması

Oyman Bozkurt,

Kavrayıcı

2024

PUJE

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Çalışmada okul müdürlerinin sistem düşüncelerini belirlemek üzere Shaked ve diğerleri (2018) tarafından geliştirilen Okul Müdürü Sistem Düşüncesi ölçeğinin Türk kültürüne uyarlaması amaçlanmıştır. Ölçek, açıklık, liderlik, değerlendirme ve benimseme olmak üzere dört alt boyut ve 17 maddeden oluşmaktadır. Ölçek, Uşak ilinde görev yapan 374 öğretmene uygulanmıştır. Birinci ve ikinci düzey doğrulayıcı faktör analizi sonuçlarına göre ölçeğin dört faktörlü yapısının iyi uyum değerlerine sahip olduğu görülmektedir. Ölçeğin 17 maddesi için standartlaştırılmış faktör yüklerinin ,769 ile ,908 arasında değiştiği, istatistiksel olarak anlamlı olduğu ve faktöriyel geçerliğinin sağlandığı görülmektedir. Ölçeğin hem iç tutarlık katsayılarının hem de yapısal güvenirlik katsayılarının ,70’den büyük olması ölçme sonuçlarının güvenilir olduğuna işaret etmektedir.

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

Cited by 3 publications

References 74 publications

Error management culture in schools and its relationship with teachers psychological withdrawal behaviors

Error management culture in schools and its relationship with teachers psychological withdrawal behaviors

Principal systems thinking and senior management team effectiveness: the mediating role of senior management team learning

Okul Müdürü Sistem Düşüncesi Ölçeğinin Eğitim Örgütleri Bağlamında Türk Kültürüne Uyarlanması: Geçerlik ve Güvenirlik Çalışması

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