The mediating effect of LMX in the relationship between school bureaucratic structure and teachers’ proactive behavior

Abstract

Purpose

The purpose of this paper is to examine the mediating effect of leader-member exchange on school bureaucratic structure and teachers’ proactive behavior.

Design/methodology/approach

The study was carried out in elementary schools in Turkey. Classroom teachers proactive behavior was measured using the taking charge scale developed by Morrison and Phelps (1999), school bureaucratic structure was measured using enabling school structure scale developed by Hoy and Sweetland (2000), and LMX quality was measured using the seven-item LMX scale developed by Graen ve Uhl-bien (1995).

Findings

It was found that school bureaucratic structure had both directly and indirectly effect on teachers proactive behavior via leader-member exchange.

Research limitations/implications

This study contributes to complete proactive behavior literature by investigating how such behavior is related to the quality of LMX relationships and school bureaucratic structure. The investigation of these relationships is likely to advance understanding of the consequences of teachers’ proactive behavior.

Originality/value

This research combines prior research streams by jointly exploring bureaucratic school structure and the quality of LMX relationships as predictors of teachers’ proactive behaviors.

Citation

Cerit, Y. (2017), "The mediating effect of LMX in the relationship between school bureaucratic structure and teachers’ proactive behavior", Leadership & Organization Development Journal, Vol. 38 No. 6, pp. 780-793. https://doi.org/10.1108/LODJ-01-2016-0005