From principal cognitive complexity to teacher intent to leave: Exploring the mediating role of school absorptive capacity and teacher commitment

Rima’a Da’as, Chen Schechter, Mowafaq Qadach

Research output: Contribution to journalArticlepeer-review

12 Scopus citations

Abstract

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.

Original languageEnglish
Pages (from-to)227-245
Number of pages19
JournalJournal of Educational Administration
Volume58
Issue number2
DOIs
StatePublished - 23 Mar 2020

Bibliographical note

Publisher Copyright:
© 2019, Emerald Publishing Limited.

Keywords

  • Absorptive capacity
  • Principals cognitive complexity
  • Teachers affective commitment
  • Teachers intent to leave

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