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

Abstract

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.

Is it your personality, your boundary leadership or both? An integrative approach for the improvement of school management team effectiveness

“…This is in line with leadership literature that has treated leader personality attributes and behavior as independent explanations of a leader's influence on team and organizational outcomes (Antonakis and Day, 2017). In this regard, scholars have emphasized the influence of relational demography variables similarity between leaders and followers on followers' attributes (Benoliel et al, 2020). As the present sample involves mostly female principals, future research can investigate the differential Specifically, first, regarding the association of the principal personality traits and boundary activities, the association between extraversion and principals' external boundary behaviors is worth discussing.…”

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

“…Recent research suggests that PST may influence the SMT as a whole and have an impact on teamwork processes and outcomes (McCaughan and Palmer, 2018). Based on this, researchers have recommended investigating the relationship between PST and various SMT characteristics to avoid making a fallacy of the wrong level in nested data involving individuals embedded in teams and school organizations (Benoliel et al ., 2021).…”

“…A recent study conducted by Benoliel et al . (2021) found that it is both appropriate and important to examine the effects of PST at the group level.…”

“…A recent study conducted by Benoliel et al (2021) found that it is both appropriate and important to examine the effects of PST at the group level. Leadership through SMTs requires principals to play a key role in promoting team effectiveness in order for the team to reach its full potential (Mathieu et al, 2019).…”