To read this content please select one of the options below:

Skill flexibility among schoolteachers: operationalization and organizational implications

Zehava Rosenblatt (Faculty of Education, University of Haifa, Israel)
Batia Inbal (Faculty of Education, University of Haifa, Israel)

Journal of Educational Administration

ISSN: 0957-8234

Article publication date: 1 October 1999

1686

Abstract

This study is an empirical investigation into the effect of skill flexibility on work attitudes and performance and into managerial attitudes toward skill flexibility. Secondary schools in Israel were used as a case in point, and skill flexibility of teachers was operationalized, distinguishing between role flexibility (the combination of teaching and other school roles) and functional flexibility (the combination of several teaching areas). It was found that both role and functional flexibility were associated with improved teachers’ work performance. Role flexibility was also linked to high organizational commitment and low powerlessness. The findings of the study are supported by interviews with principals, who were generally appreciative of skill‐flexible teachers, but raised practical difficulties related to organizational support of skill flexibility.

Keywords

Citation

Rosenblatt, Z. and Inbal, B. (1999), "Skill flexibility among schoolteachers: operationalization and organizational implications", Journal of Educational Administration, Vol. 37 No. 4, pp. 345-367. https://doi.org/10.1108/09578239910285589

Publisher

:

MCB UP Ltd

Copyright © 1999, MCB UP Limited

Related articles