Principals' Systems Thinking and Teachers' Withdrawal Behaviors: A Contingency Perspective

• In Event: Organizational Theory: New Foci, New Agendas

Abstract

Relying on the contingency model theory, the current study examines the moderating role of school attributes and principal-teacher gender similarity on the relationship between Principal System Thinking (PST) and the teacher withdrawal behaviors of absenteeism and intent to leave. Data were collected from 220 participants in Israel: principals, school management team members, and teachers. Results from hierarchical regression analyses showed that with principal-teacher gender dissimilarity, teacher absenteeism was low with high PST. The results also showed that with high bureaucratic school structure, teacher absenteeism was lower with a low level of PST. Finally, with high bureaucratic school structure, teachers' intent to leave was higher with high PST. Implications for theory and practice are discussed.

Authors

• Pascale Sarah Benoliel, Bar-Ilan University

• Nadav Nehama, Bar Ilan University

• Chen Schechter, Bar-Ilan University