Principal's Cognitive Complexity to Teacher's Intent to Leave: Mediating Role of Absorptive Capacity and Commitment

• In Event: Marriott Roundtable Session 14
  In Roundtable Session: Sense-Making and Sense-Giving: Roundtable

Abstract

The research tested an innovative model for exploring the direct and indirect relationships between principals' cognitive complexity (CC), schools' absorptive capacity (ACAP), a teacher's affective commitment and a teacher's intent to leave. Data were collected from a survey of 1,664 teachers at 107 Arab elementary schools, randomly selected from the database of the Israeli educational system. To test the model, multilevel structural equation modeling was conducted. The analysis confirmed that schools' ACAP and a teacher's affective commitment are prominent mediators between principals' CC and a teacher's intent to leave. This study adds to the body of research directed at identifying school principals' characteristics, as well as work-related factors, which may decrease a teacher's intent to leave.

Authors

• Rima'a Da'as, The Hebrew University of Jerusalem

• Chen Schechter, Bar-Ilan University

• Mowafaq Qadach, Ono Academic College and Al-Qasemi Academic College of Education, Israel