Teacher's withdrawal behavior: examining the impact of principals' innovative behavior and climate of organizational learning

Rima'a Da'as*, Abeer Watted, Miri Barak

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

11 Scopus citations

Abstract

Purpose: The study aims to test an innovative model that explores the direct and indirect relationships between principals' innovative behavior, climate of organizational learning and a teacher's intent to leave his or her school and take a voluntary absence. Design/methodology/approach: Data were collected from a survey of 1,529 teachers from 107 Arab elementary schools randomly selected from the database of the Israeli educational system. To test the proposed multilevel model, we conducted multilevel structural equation modeling (ML-SEM). Findings: The analysis confirmed that organizational learning climate is a prominent mediator between principals' innovative behavior and a teacher's intent to leave and his/her voluntary absence. Originality/value: This research advances our understanding of leaders' innovative construct in an educational context and adds to the body of research directed at identifying administrative support and work-related factors that may negatively relate to a teacher's absenteeism or intent to leave and are amenable to leadership intervention.

Original languageAmerican English
Pages (from-to)1339-1355
Number of pages17
JournalInternational Journal of Educational Management
Volume34
Issue number8
DOIs
StatePublished - 3 Aug 2020
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2020, Emerald Publishing Limited.

Keywords

  • Innovative behavior
  • Organizational learning climate
  • Teacher's intent to leave
  • Voluntary absence
  • Withdrawal behavior

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