הקשרים בין תפיסות מורים בנוגע למנהיגות האותנטית של מנהל בית הספר ותחושת העצמתם הפסיכולוגית לבין התנהגויות נסיגה והתנהגות אזרחית

This study examines the relationship between perceptions regarding authentic leadership, psychological empowerment organizational citizenship behaviors (OCB) and withdrawal behaviors among teachers. Study participants included 366 Israeli teachers from 23 schools (16 elementary, and 7 middle schools). The research combined self-reports with school records from regular time intervals recording three withdrawal behaviors: lateness, absenteeism and intent to leave. The data analysis is based on Sobel tests, Structural Equation Modeling (SEM), and bootstrapping. We found that the two dimensions of psychological empowerment – "self-determination and impact," and "meaning and competence," mediated the relationship between authentic leadership and OCB. The "self-determination and impact" measurement was found to mediate the relationships between authentic leadership and lateness, and between authentic leadership and intent to leave. This model was found valid for both elementary and middle schools. Nevertheless, the elementary teachers' mean scores were found to be higher than those of the middle school teachers. This finding can be explained in light of the principal's relationship with the teachers, which tended to vary according to school levels. Findings should contribute to designing a model that emphasizes the importance of authentic leadership by principals as contributing to the professional empowerment of teachers. This, in turn, will increase teacher OCB and promote student achievement and opportunities.