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The purpose of this paper is to examine the impact of prior absenteeism, demographic variables, and work attitudes (job satisfaction, perceptions of health, and work commitments forms) on absenteeism and turnover intentions.

This study is a longitudinal survey. The questionnaire used established scales of the research instruments. The sample was composed of 119 female employees working in five long term nursing facilities in northern Israel.

The findings showed a strong effect of prior absenteeism on later absenteeism. They also showed that among work attitudes, job satisfaction is a strong predictor of absenteeism, while commitment forms, particularly organizational commitment, are related to turnover intentions.

Using a survey questionnaire for collecting most of the data might cause common method error.

The findings of this study shed some more light on important work outcomes in general and in the health care industry in particular. Increasing job satisfaction and organizational commitment seem to be good strategies for reducing absenteeism and turnover intentions, as the findings here suggested. A higher rate of absenteeism provides an early indication of a withdrawal process among employees, and the organization should treat such information as more than just data on absence rates.

Very few papers have used a longitudinal design examining the effect of both prior absenteeism and work attitudes on turnover intentions and actual absenteeism.

The study explores characteristics of strong school cultures through principals' exploitation of additional resources within implementation of a national reform.

An interpretive approach was utilized to analyze qualitative data from semi-structured interviews with 35 Israeli high school principals who implemented a national reform in state and religious-state schools from all school districts.

The article presents four types of cracking cultures led by the principals: (1) a school values-based culture, such as respect; (2) a caring culture based on trust and a positive atmosphere; (3) a maintenance achievement-oriented culture; and (4) a creative culture that supports the teachers and takes risks in using resources beyond their intended purpose.

Exploring principals' exploitation of resources within a cracking culture may promote school improvement and innovation during national reform implementation.