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This paper aims to offer a theoretical framework for linking school ethical climate with teachers' voluntary absence. The paper attempts to explain this relationship using the concept of affective organizational commitment.

Participants were 1,016 school teachers from 35 high schools in Israel. Data were collected by self‐report questionnaires and tested against archival data. The GENMOD procedure of SAS was applied. This procedure enables regression models for variables which are not necessarily normally distributed – such as absence – to be fit and also to account for the intraclass‐correlations within schools. Absence was measured by frequency of absence events, and ethical climate was measured by two dimensions: caring and formal.

Results show that caring and formal ethical climates are both related to teacher absence. Affective commitment was found to mediate the relationship between formal ethical climate and absence frequency. This is not true for the ethical climate of caring.

School principals may reduce voluntary absence by creating an ethical climate focused on caring and clear and just rules and procedures.

Whereas past research on work absence focused primarily on personal antecedents, the present study addresses factors embedded in school ethics. The results contribute to knowledge of the influence of organizational context on absence behavior.

Using structural equations modeling, this study explored the association between school ethical climate (characterized by values of caring, rules and a professional code) and two types of parental involvement: cooperation‐based and conflict‐based. The mediating effects of perceived parental influence and trust and parents’ socioeconomic (SES) level were considered as well. School‐level data were obtained from 157 teachers representing 20 elementary schools in Israel, and individual‐level data were obtained from 936 parents. Results showed that an ethical climate characterized by rules and a professional code was more common and more strongly related to parental involvement than a caring climate. Different patterns were detected for the two SES groups: high‐SES parents tended to be less involved (both cooperation‐wise and conflict‐wise) than low‐SES ones when the school climate was perceived as more ethical. Results have implications for research on school values and school culture.

The article aims to investigate the relationships between different dimensions of organizational ethics and different withdrawal symptoms – lateness, absence, and intent to leave work.

Participants were 1,016 school teachers from 35 high schools in Israel. A joint model of Glimmix procedure of SAS was used for this analysis, which simultaneously measures lateness using the negative binomial distribution, absence using the Poisson distribution, and intent to leave using the normal distribution.

Findings indicate that the different dimensions of organizational ethics were related to one another. Formal climate and distributive justice were found to be negatively related to lateness, while a caring climate was found to be negatively related to absence frequency, and procedural justice was found to be negatively related to intent to leave. The results indicate certain differences between ethical predictors, which may arise from extrinsic motivation factors and those that may arise from intrinsic motivation factors. As regards socio‐demographic predictors, women teachers exhibit more absence and less intent to leave than men. Teachers with high seniority at their school prefer to respond with absence and a reduced intent to leave, and as the teacher's age rises, the lower are lateness and absence frequency.

School leadership should develop an integrative approach which includes ethics and socio‐demographic factors in order to reduce teachers' withdrawal behaviors. Such an approach may be achieved through training programs, developing clear rules, incentives and delegation of power.

The results offer an integrative framework by simultaneously considering various aspects of ethics, withdrawal behaviors, and socio‐demographic predictors.

The purpose of this paper is to investigate the differential relations between two teacher withdrawal behaviors: work absence and lateness, and two types of school ethics: organizational justice (distributive, procedural) and ethical climate (formal, caring), all in the context of school turbulent environment.

Data were collected from 1,016 teachers in 35 Israeli high schools. The GLIMMIX procedure was used to consider simultaneously the hierarchical structure of the data, as well as the two dependent variables (absence and lateness).

The results showed that lateness was negatively related to two relatively short-term aspects of school ethics: distributive justice, in particular for women, and formal ethical climate. Absence was negatively related to a relatively long-term aspect of school ethics: caring climate, in particular for low- to medium-level seniority teachers.

The paper’s theoretical contribution is to explicate the unique relation of each temporal withdrawal behavior to specific dimensions of the school ethical constructs studied.

In order to reduce teachers’ temporal withdrawal behaviors, school management may need to attenuate policy that taps into organizational ethics, while considering the effects of school culture and turbulent environment.

This study offers a time perspective, which fine-tunes understanding of teachers’ lateness and absence behaviors, while pointing out the unique relations of lateness and absence to school ethical within educational policy context.

The purpose of this paper is to explore the mediating effect authentic leadership (AL) has on professional identity (PI), ethical climate (EC) and organizational citizenship behaviors (OCB) and political behavior (PB) among elementary school principals in Israel.

Four hundred and ten elementary principals from various Israeli districts participated in the study. The research is based on principals' self-report questionnaires. The analysis focused on SEM using AMOS software.

Results indicated that AL fully mediates the relationships between PI and OCB and PB while partially mediates the relationships between EC and OCB and PB.

This study could contribute to the design of an integrative model not previously researched, while exploring relationships between behaviors perceived as mutually opposite. This study suggested that to increase OCB and decrease PB, authentic leadership among elementary school principals should be enhanced by educational leaders.

The new model is likely to help school principals to deal with political behaviors while fostering citizenship behaviors during their work. Educational leaders may design professional training for principals in order to encourage the development of the positive aspects of OCB and PB.

This study aims to investigate the whistle-blowing behaviour in Ugandan public procurement by using whistle-blowing supporting institutions, procuring and disposing entity (PDE) ethical climate and whistle-blowing expectancy.

A quantitative cross-sectional survey was conducted using a sample of 118 drawn from a population of 179 central government (PDEs). Data were collected using self-administered questionnaires, resulting in 222 usable questionnaires from 70 PDEs, representing a response rate of 62.71 per cent.

The results reveal that the whistle-blowing supporting institutions and PDE ethical climate are significant predictors of whistle-blowing intentions and behaviour, accounting for 30.2 per cent of the variance. The authors therefore recommend that whistle-blowing supporting institutions, like the Whistle Blowers Protection Act, should be reviewed and strengthened to promote whistle-blowing intentions and behaviour. This could be done through reviewing the Act to make it enforceable, giving power to the whistle-blowers, strengthening policies, developing safeguards against retaliation by making every chief executive officer in the public sector accountable, increasing whistle-blowing incentives and providing whistle-blowing hotlines for anonymous whistle-blowers. PDEs should also create conducive ethical climates that encourage people to voice their concerns internally or externally, and ethical committees should be established within PDEs and other bodies such as the Inspector General of Government for ensuring that whistle-blowing systems are in place and promoted. There is a need to increase whistle-blowing expectancy through the effective handling of reported cases to their conclusion and the use of role models.

Indian banking sector is facing a number of challenges, and increasing number of corporate frauds and employee turnover are among the top list. Literature reveals that gaining insights about ethical climate may provide a possible solution and relief from the challenges being faced. This paper aims to contribute to the understanding of the prevalent various ethical climate types in the Indian banking industry. Furthermore, it presents interesting results by investigating the effect of five theorized ethical climate types on organizational commitment along with its three components in the banking sector.

This empirical research encompasses a descriptive research design. Sample uses 266 respondents from four prime banks of the Indian banking industry.

Statistical analyses unveiled that all five conceptualized ethical climate types are prevalent in the Indian banking industry. However, the perception of employees for caring climate was the highest among all others. In contrast to the results reported by Western studies, this research reveals a strong negative impact of instrumental climate on affective commitment. Furthermore, it has been seen that instrumental climate is a significant predictor for the three components of commitment (affective, continuance and normative). However, it fails to predict the overall organizational commitment construct. Likewise, opposed to findings of Western countries, law and code, rules and independent climate types have shown significant relationship and impact on organizational commitment for Indian banking sector employees. It has been found that different commitment components are predicted by a diverse mix of climate types in India.

Findings highlight varying strength of relationship and predictive ability of different ethical climate types with commitment. This helps in elucidating that managers and top executives should focus on building an ethical work environment to warrant high-level commitment among employees. Congruence between employee, manager and organizations’ perception of ethics is a pre-requisite for maintaining a long-term relationship among the parties. This study will enable understanding the role of ethical climate in reducing corporate frauds and employee turnover.

This research addresses a significant gap in literature by exploring the relationship between ethical climate and organizational commitment. The study uses data from the Indian banking industry which contributes to expanding knowledge of the relationship in the Indian context.