The Implications of Participative Decision-Making for Teachers’ Organizational Commitment and School Violence

• In Event: AERA Roundtable Session Saturday 9:50 am Four Seasons Ballroom 4
  In Roundtable Session: Interrogating the Lives of Teachers Across Contexts: Organizational Commitments and Cross-Case Analyses (Table 3)

Abstract

School principals play a critical role in the continuous improvement of schools to meet the diverse needs of all students as a leader and advocate for equitable education. Drawing upon Role Theory, this study proposes to examine the direct and indirect relationship (through organizational commitment) between participative decision-making and school violence in the Arab educational system in Israel. The data were collected by randomly sampling 350 teachers randomly chosen from 70 elementary Israeli Arab schools. The Structural Equation Modelling and bootstrap results highlighted that the positive implications of participative decision-making in the Israeli Arab education system. Specifically, teachers’ organizational commitment fully mediates the relationship between participative decision-making and school violence. Implications for theory and practise are discussed.

Authors

• Misaa Nassir, Al-Qasemi Academic College of Education

• Pascale Sarah Benoliel, Bar-Ilan University