Judge and fury: instrumentality, feedback formats and turnover intention in schools

IF 1.6 Q2 Business, Management and Accounting Evidence-based HRM-A Global Forum for Empirical Scholarship Pub Date : 2023-03-24 DOI:10.1108/ebhrm-01-2022-0026
D. Dahle, Sivert Skålvoll Urstad
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Abstract

PurposeIn the deregulated public sector upper secondary school field in Oslo, Norway, turnover among teachers is found to be high. The purpose is to examine whether instrumental practices like control-oriented HRM, performance appraisal and heteronomy directly or indirectly lead to turnover intention, as a crucial pre-stage to turnover. Another purpose is to examine whether this varies with feedback format.Design/methodology/approachThe present study is based on a survey (N = 1,055) carried out among upper secondary school teachers in Norway. Data were analyzed with path analysis, and mediation and moderation analyses were performed.FindingsThe study shows that control-oriented HRM, PA dissatisfaction and heteronomy are antecedents to turnover intention for teachers receiving feedback in three different feedback formats. The effect of control-oriented HRM and PA dissatisfaction on turnover intention was generally not stronger among numerically rated than among those rated otherwise. For most feedback format groups, leader–member exchange mediated between turnover intention and PA dissatisfaction and heteronomy, respectively, but not between turnover intention and control-oriented HRM. For teachers rated with text, figures or colors, LMX moderated between control-oriented HRM and turnover intention.Research limitations/implicationsThe paper advances that introduction of instrumental practices will be seen as breaches of the psychological contract, but this does not apply to all feedback format groups, for example those receiving numerically rating. Limitations involve self-reported measures, direction of causality issues and a relatively low sample size for some groups.Practical implicationsPractitioners should note that both control-oriented HRM, performance appraisal and little autonomy may cause teachers to consider leaving their jobs. Practitioners should also be aware of the importance of the relationship between employee and leader, as negative responses to instrumentality may work through the leader–employee relationship, leading to turnover intention and, possibly, turnover.Originality/valueThe present study is among the first to examine whether and how antecedents to turnover intention vary with feedback format. A rare interaction between HRM and LMX is uncovered. Few other studies have analyzed the relationship between instrumental practices and turnover intention in light of psychological contract theory.
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评判与愤怒:学校的工具性、反馈形式与离职意向
目的在挪威奥斯陆放松管制的公立高中领域,发现教师的流动率很高。目的是研究工具实践,如控制导向的人力资源管理,绩效考核和他律是否直接或间接导致离职意向,作为一个关键的前期人员流失。另一个目的是检查这是否随反馈格式而变化。设计/方法/方法本研究基于对挪威高中教师进行的调查(N = 1,055)。采用通径分析对数据进行分析,并进行中介和调节分析。研究发现,在三种不同的反馈形式中,控制型人力资源管理、PA不满和他律是教师离职意愿的前因。控制型人力资源管理和PA不满意对离职倾向的影响在数字评分者中普遍不强于其他评分者。在大多数反馈格式组中,领导-成员交换分别在离职意愿与PA不满和他律之间起中介作用,而在离职意愿与控制型人力资源管理之间不起中介作用。对于用文字、数字或颜色评价的教师,LMX在控制型人力资源管理与离职倾向之间存在调节作用。研究局限/启示本文提出,引入工具练习将被视为违反心理契约,但这并不适用于所有反馈格式群体,例如那些接受数字评级的群体。局限性包括自我报告的测量、因果关系问题的方向以及某些群体的样本量相对较低。实践者应该注意到,以控制为导向的人力资源管理、绩效评估和缺乏自主权都可能导致教师考虑离职。实践者也应该意识到员工和领导之间关系的重要性,因为对工具性的消极反应可能会通过领导与员工的关系起作用,导致离职意图,甚至可能导致人员流失。原创性/价值本研究是第一个考察离职倾向的前因是否以及如何随反馈格式而变化的研究。揭示了HRM和LMX之间罕见的交互。很少有研究从心理契约理论的角度分析工具性实践与离职倾向之间的关系。
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来源期刊
CiteScore
2.70
自引率
6.20%
发文量
39
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