How does school management team empowerment relate to teachers' organizational citizenship behavior? A moderated mediation model

Dalia Birani-Nasraldin, Anit Somech, Ronit Bogler
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Abstract

Purpose

Previous studies have examined the empowerment of individual teachers, while neglecting the fact that such a phenomenon might grow within a team. Building on the crossover model and social exchange theory, the aim of this study is to explore whether team empowerment among school management teams (SMTs), is transmitted to the school level and affects schoolteachers' job satisfaction and thereby schoolteachers' organizational citizenship behavior (OCB). Furthermore, we explored whether those relationships are moderated by team-member exchange (TMX) relationships.

Design/methodology/approach

Data were collected from 86 principals, 357 SMT members and 683 schoolteachers from 86 schools.

Findings

Results confirmed the mediating role of schoolteachers' job satisfaction, showing a positive relationship between SMT empowerment and schoolteachers' job satisfaction, and between job satisfaction and OCB. The moderation of TMX and the overall moderated mediation hypotheses were not supported.

Research limitations/implications

The nature of data collected in the current study precludes any inference concerning the direction of casual links among the study constructs. Therefore, longitudinal studies could be designed, aimed at confirming the direction of links among the variables.

Practical implications

The findings reinforce the impact of schoolteachers' job satisfaction on achieving OCBs. Hence, SMT members carry the responsibility to cultivate satisfied schoolteachers through schools' support mechanisms and guidance in order to achieve schoolteachers' OCB.

Originality/value

The study identifies SMT empowerment as a key factor that may indirectly encourage schoolteachers to invest in OCBs through positive attitudes of schoolteachers' job satisfaction.

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学校管理团队授权与教师的组织公民行为有何关系?调节中介模型
目的 以往的研究主要探讨教师个人的赋权问题,而忽视了这种现象可能在团队中滋生。本研究以交叉模型和社会交换理论为基础,旨在探讨学校管理团队(SMT)中的团队赋权是否会传递到学校层面,并影响学校教师的工作满意度,进而影响学校教师的组织公民行为(OCB)。此外,我们还探讨了这些关系是否会受到团队成员交换(TMX)关系的调节。研究结果结果证实了教师工作满意度的中介作用,显示出学校管理团队授权与教师工作满意度之间以及工作满意度与组织公民行为之间存在正相关。研究的局限性/意义本研究收集的数据的性质排除了对研究构念之间偶然联系方向的任何推断。因此,可以设计纵向研究,旨在确认变量之间的联系方向。因此,学校管理团队成员有责任通过学校的支持机制和指导来培养满意的学校教师,以实现学校教师的OCB.原创性/价值本研究发现,学校管理团队授权是一个关键因素,它可以通过学校教师工作满意度的积极态度间接鼓励学校教师投资于OCB。
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来源期刊
CiteScore
4.30
自引率
8.30%
发文量
72
期刊介绍: The International Journal of Educational Management (IJEM) provides those interested in the effective management of the educational process with a broad overview of developments and best practice in the field, with particular reference to how new ideas can be applied worldwide. As the whole structure and philosophy of education goes through a sea-change, and as budgets are cut, educational managers need to keep abreast of new developments in order to maximize their resources and determine the most appropriate management strategy for their institution. The journal explores research in the following areas: -Innovation in educational management across the spectrum -The development of educational delivery mechanisms -Creation of an environment in which the management of resources provides the most efficient outputs -Sharing of new initiatives, with an international application The International Journal of Educational Management addresses the increasingly complex role of the educational manager, offering international perspectives on common problems and providing a forum for the sharing of ideas, information and expertise.
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