The Impact of participative decision-making and Authoritarian Leadership on Teachers’ Organizational Commitment: The moderator Role of Principal-Teacher Gender (Dis)Similarity

• In Event: Gender, Leadership, and Equity in Education: Power, Perception, and Practice Across Contexts

Proposal

Organizational commitment (OC) has increasingly become a critical focus for school principals and research in the context of school effectiveness (Sabir et al., 2021). Research indicates that teachers with high OC are characterized by higher effectiveness, reduced absenteeism, increased engagement and job satisfaction (Normianti and Suhaimi, 2019). Specifically, research performed in the Arab educational system showed that from a principal's perspective, a teacher's level of OC is crucial for assessing their dedication and involvement in their assigned tasks (Abu-Saad and Haj, 2020). Consequently, this study aims to explore the relationships between principal leadership and OC in the Arab education system in Israel.
The Arab educational system in Israel, which serves 27% of the student population—including Muslims (84%), Druze (8%), and Christians (8%)— characterized by high rates of low SES families (OECD, 2017), faces disparities that impact student achievement and teacher retention (Even & BenDavid-Hadar, 2021). The system reflects high collectivism, power distance, and patriarchal norms that entrench gender roles. Men, as primary breadwinners, often work in remote areas, while women are typically responsible for childcare and domestic tasks, limiting their mobility and leadership opportunities (Massry-Herzallah & Arar, 2019). These norms sustain gender disparities in employment and educational leadership. Therefore, this study explores how gender dynamics among Arab teachers and principals intersect with school-level socioeconomic inequality and leadership styles. Examining how leadership and cultural norms shape these dynamics in under-resourced schools is key to improving teacher stability and school outcomes and equity.
Specifically, the study aims to: (1) investigate whether the gender composition of Arab teachers differs across schools with varying levels of school SES, aiming to assess whether schools with lower SES are more likely to employ male teachers, (2) examine how PDM and authoritarian leadership influence teachers' OC, and (3) investigate whether these relationships are moderated by gender (dis)similarity between principals and teachers. Drawing on the similarity-attraction paradigm (Byrne, 1971) and contingency theory (Graeff, 1997), we conceptualize gender (dis)similarity as a situational factor that may either strengthen or weaken the effect of leadership style on teachers’ psychological attachment to their schools.
This research contributes to the growing literature on leadership, equity, and educational outcomes in minority and disadvantaged communities. By focusing on both structural (SES-based distribution of teachers) and interpersonal (leadership style and gender match) dimensions, the study highlights mechanisms through which gender and economic inequality intersect in educational settings. It also responds to the global discourse on gender-responsive leadership and the need for culturally sensitive school governance practices. The findings may inform professional development programs and leadership training in Arab schools, aimed at fostering inclusive and contextually appropriate management styles.
Data were collected from 350 teachers and their principals in 70 Muslim Arab elementary schools in Israel using two-stage cluster sampling. Teachers completed validated questionnaires on PDM, authoritarian leadership, OC, and demographics. Principal-teacher gender (dis)similarity was dummy-coded and tested as a moderator. Aggregated school-level scores of PDM and leadership were based on 3–4 teacher responses per school, with interrater agreement and ICCs supporting aggregation. A t-test examined whether teacher gender varied by school SES levels. Data was analyzed using PROCESS macro (Model 1) and hierarchical regression. Two models predicted OC from either PDM or authoritarian leadership, with gender (dis)similarity as moderator. Control variables included school size, SES (1 = high, 5 = low), teacher seniority, and education. Significant interactions were proved by Aiken & West (1991).
Regarding the first aim, whether the gender composition of Arab teachers varies across schools with different socioeconomic profiles—the findings revealed a significant disparity: male teachers were more likely to be employed in lower-SES schools (M = 4.17) compared to female teachers (M = 3.68), t(348) = –3.01, p = .003. This difference remained significant under unequal variances, t(68.33)=–3.56, p=.001, confirming a systematic gender-based distribution.
Concerning the second aim, examining the influence of PDM and authoritarian leadership on OC, PDM was found to significantly and positively predict OC (β=.27, p<.001), whereas no direct relationship was observed between authoritarian leadership and OC.
Addressing the third aim, whether principal-teacher gender (dis)similarity moderates these associations, no interaction effect was found between PDM and gender (dis)similarity (p>.01). In contrast, a significant interaction emerged between authoritarian leadership and gender (dis)similarity (β=.26, p<.01). Specifically, when the principal and teacher were of different genders, higher authoritarian leadership was associated with significantly lower OC (β=–.24, t=–2.91, p<.01). However, when principal and teacher shared the same gender, no significant differences in OC were found between high and low levels of authoritarian leadership (p>.05), suggesting that gender alignment buffers the negative impact of authoritarian leadership.
This study highlights two key findings. First, a clear gender-based disparity exists in the socio-economic profiles of schools where Arab teachers work. Male teachers are more commonly employed in lower-SES schools, while female teachers tend to work in better-SES environments. This reflects traditional gender norms in Arab society, particularly in disadvantaged communities where roles remain rigid. Men, seen as primary providers, have greater mobility and are more likely to accept positions in remote, under-resourced areas such as the Negev, where teacher shortages persist. Financial pressure for stable income further supports this trend. In contrast, women are typically constrained by family and cultural responsibilities, such as childcare and household duties, which limit their ability to work in distant schools. As a result, despite rising educational levels and growing leadership aspirations, Arab women continue to face barriers to professional advancement in underserved areas. These parallel trends reflect a society in transition, where ambition coexists with entrenched gender-based constraints.
Second, PDM positively predicts OC, even within a high power-distance, collectivist education system. This effect is especially salient among Arab teachers, particularly women, who increasingly seek involvement in school decision-making as part of their professional development (Authors, 2023). In low-SES schools, where teaching offers stability and respect, PDM fosters inclusion, reinforces professional identity, and strengthens commitment (Masry-Herzallah & Dor-Haim, 2022). These findings underscore the importance of inclusive leadership practices that align with cultural realities and support teacher engagement in resource-constrained settings.

Authors

• Misaa Nassir, Al-Qasemi Academic College of Education

• Pascale benoliel, Bar Ilan University