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

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Title: Principals' systems thinking and teachers' withdrawal behaviours: The intervening role of school structure and principal–teacher gender (dis)similarity.
Authors: Nadav, Nechama, Benoliel, Pascale, Schechter, Chen
Source: British Educational Research Journal. Apr2023, Vol. 49 Issue 2, p405-426. 22p. 3 Diagrams, 4 Charts, 3 Graphs.
Subjects: Gender differences in education, Job absenteeism, Teacher-principal relationships, School administration, Teachers, Elementary education
Geographic Terms: Israel
Abstract: 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 principal–teacher 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. [ABSTRACT FROM AUTHOR]
Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: <searchLink fieldCode="AR" term="%22Nadav%2C+Nechama%22">Nadav, Nechama</searchLink><br /><searchLink fieldCode="AR" term="%22Benoliel%2C+Pascale%22">Benoliel, Pascale</searchLink><br /><searchLink fieldCode="AR" term="%22Schechter%2C+Chen%22">Schechter, Chen</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22British+Educational+Research+Journal%22">British Educational Research Journal</searchLink>. Apr2023, Vol. 49 Issue 2, p405-426. 22p. 3 Diagrams, 4 Charts, 3 Graphs.
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  Data: <searchLink fieldCode="DE" term="%22Gender+differences+in+education%22">Gender differences in education</searchLink><br /><searchLink fieldCode="DE" term="%22Job+absenteeism%22">Job absenteeism</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher-principal+relationships%22">Teacher-principal relationships</searchLink><br /><searchLink fieldCode="DE" term="%22School+administration%22">School administration</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink>
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  Data: 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 principal–teacher 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1002/berj.3848
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            NameFull: Benoliel, Pascale
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              M: 04
              Text: Apr2023
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