TY - JOUR
T1 - From principal cognitive complexity to teacher intent to leave
T2 - Exploring the mediating role of school absorptive capacity and teacher commitment
AU - Da’as, Rima’a
AU - Schechter, Chen
AU - Qadach, Mowafaq
N1 - Publisher Copyright:
© 2019, Emerald Publishing Limited.
PY - 2020/3/23
Y1 - 2020/3/23
N2 - Purpose: The purpose of this paper is to test 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. Design/methodology/approach: 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 proposed model, multilevel structural equation modeling was conducted. Findings: 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. Practical implications: Understanding the factors that contribute to a teacher’s intent to leave could help school principals and policy makers retain effective teachers in today’s schools. Originality/value: 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 and are amenable to leadership intervention.
AB - Purpose: The purpose of this paper is to test 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. Design/methodology/approach: 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 proposed model, multilevel structural equation modeling was conducted. Findings: 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. Practical implications: Understanding the factors that contribute to a teacher’s intent to leave could help school principals and policy makers retain effective teachers in today’s schools. Originality/value: 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 and are amenable to leadership intervention.
KW - Absorptive capacity
KW - Principals cognitive complexity
KW - Teachers affective commitment
KW - Teachers intent to leave
UR - http://www.scopus.com/inward/record.url?scp=85077541830&partnerID=8YFLogxK
U2 - 10.1108/JEA-07-2019-0117
DO - 10.1108/JEA-07-2019-0117
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SN - 0957-8234
VL - 58
SP - 227
EP - 245
JO - Journal of Educational Administration
JF - Journal of Educational Administration
IS - 2
ER -