Teacher's withdrawal behavior: examining the impact of principals' innovative behavior and climate of organizational learning
International Journal of Educational Management
ISSN: 0951-354X
Article publication date: 13 June 2020
Issue publication date: 3 August 2020
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.
Keywords
Acknowledgements
No potential conflicts of interest was reported by authors.Funding: This research with no funding.
Citation
Da'as, R., Watted, A. and Barak, M. (2020), "Teacher's withdrawal behavior: examining the impact of principals' innovative behavior and climate of organizational learning", International Journal of Educational Management, Vol. 34 No. 8, pp. 1339-1355. https://doi.org/10.1108/IJEM-12-2019-0449
Publisher
:Emerald Publishing Limited
Copyright © 2020, Emerald Publishing Limited