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Article
Publication date: 21 March 2024

Nechama Nadav, Pascale Benoliel and Chen Schechter

This study examines the relationship of principals’ systems thinking (PST) to student outcomes of academic achievement and school violence. The investigation relies on the…

Abstract

Purpose

This study examines the relationship of principals’ systems thinking (PST) to student outcomes of academic achievement and school violence. The investigation relies on the contingency theory, according to which effective leadership is contingent on the nature of the situational influences to which managers are exposed. Specifically, the study investigates the influence of school structure – bureaucratic vs organic – on the relationship between PST and student outcomes of academic achievement and school violence after accounting for students’ socioeconomic backgrounds and principals' demographics.

Design/methodology/approach

A three-source survey design with self-reported and non-self-reported data was used, with a sample of 423 participants from 71 elementary schools in Israel. The sample included senior management team members and teachers. The data were aggregated at the school level of analysis.

Findings

Hierarchical regression analyses showed that organic school structure moderates the relationship between PST and student academic achievement, and bureaucratic school structure moderates the relationship between PST and school violence beyond the impact of students’ socioeconomic backgrounds.

Originality/value

This study provides important evidence for the benefits of aligning PST with school structure for improving student outcomes beyond the impact of students’ socioeconomic backgrounds. In addition, the study suggests principal system thinking leadership to achieve effective student outcomes that circumvent the effects of inequality on disadvantaged student groups.

Details

International Journal of Educational Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 10 October 2023

Nechama Nadav, Pascale Benoliel and Chen Schechter

The role of leadership through senior management teams (SMT) has received increasing attention over the past several decades. Such leadership requires principals to play a key…

Abstract

Purpose

The role of leadership through senior management teams (SMT) has received increasing attention over the past several decades. Such leadership requires principals to play a key role in promoting SMT effectiveness. Therefore, according to the input–mediator–outcome model (Ilgen et al., 2005), this study's purpose is to investigate the mediating role of school SMT learning in the relationship between principal systems thinking (PST) and SMT effectiveness after accounting for students' socioeconomic backgrounds and SMT members' tenure.

Design/methodology/approach

A three-source survey design with self-reported and non-self-reported data was used, from a sample of 282 participants from 71 elementary schools in Israel. The sample included principals and SMTs. Data were aggregated at the school level of analysis.

Findings

The results from structural equation modeling and bootstrapping analysis indicated that SMT learning fully mediates the relationship between PST and SMT effectiveness, irrespective of the students' socioeconomic backgrounds.

Originality/value

This study provides important insights into the role of SMT learning as a mediator in the relationship between PST and SMT effectiveness. In addition, the study responds to the call of previous studies to examine the effects of PST on characteristics and outcomes at the group level. Moreover, the proposed integrative model highlights the importance of SMT learning and suggests new ways to encourage it.

Details

Journal of Educational Administration, vol. 61 no. 6
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 11 March 2019

Pascale Benoliel, Haim Shaked, Nechama Nadav and Chen Schechter

Today’s educational complexities require principals to adopt a more systemic perspective toward school management. Although research has emphasized the benefits associated with…

Abstract

Purpose

Today’s educational complexities require principals to adopt a more systemic perspective toward school management. Although research has emphasized the benefits associated with the holistic perspective of systems thinking, research in the educational field has been limited. The purpose of this paper is to investigate the mediating role of principals’ systems thinking (PST) in the relationships between instructional leadership (IL) and subject coordinators’ organizational commitment and job satisfaction.

Design/methodology/approach

Data were collected by surveying a sample of 226 subject coordinators from different elementary schools randomly chosen in Israel. Subject coordinators completed questionnaires on their PST competencies, their principals’ IL, job satisfaction and organizational commitment. Structural equation modeling was used to test the research hypotheses.

Findings

The results confirmed the main hypotheses: PST did facilitate subject coordinators’ organizational commitment and job satisfaction. Findings also showed that PST mediated the relationship between IL and subject coordinators’ organizational commitment and job satisfaction.

Originality/value

By integrating research from both educational and non-educational literature, this study contributes to deepen our understanding regarding the antecedents and consequences of the PST as perceived by their subject coordinators, providing a broader leadership framework on their functions in today’s complex school systems.

Details

Journal of Educational Administration, vol. 57 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

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