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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 study is to explore the mediating role of workplace attitudes: professional identity and career aspirations between perceptions of principals’ authentic leadership and teacher behaviors: intent to leave, organizational citizenship behavior, counterproductive work behavior, lateness and intention to leave among teachers.

The sample was composed of 605 teachers, randomly selected, nested in 41 Israeli elementary, junior high and high schools. Data analysis was based on multi-level structural equations.

The findings indicated that the more the school was perceived by the teachers as having an authentic leader, the professional identity of the teachers was higher and was negatively associated with counterproductive work behavior toward colleagues in the school, while the teachers’ career aspirations were higher and negatively associated with counterproductive work behavior toward the organization.

This study shows the importance of teachers’ individual and collective perceptions and their impacts on teacher behaviors. The practical contribution may include encouraging principals to promote high standards of authentic leadership, to raise teachers’ professional identity and their career aspirations and reduce teachers’ counterproductive work behavior and intention to leave.

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 an integrative model which includes specific intentions that may explain the contradictory citizenship behaviors and misbehaviors among superintendents in Israel.

In total, 518 superintendents from seven Israeli Ministry of Education district offices were randomly selected. Based on sequence theory, the study examined motivational perceptions of authentic leadership, psychological empowerment and collective efficacy, and their relationships toward intentions to engage in organizational citizenship behavior (OCB) and organizational misbehavior (OMB) which may lead to OCB and OMB. The research combined self-reports and computer records. The model was analyzed using Mplus statistical packages.

The authors found that intentions to be late positively predicted lateness, while intentions to leave predicted OMB. In addition, the study indicates several mediating relationships. For example, intentions to engage in OCB-organization and OCB-individual fully mediated the relationship between “self-determination” of psychological empowerment and OCB. In addition, intention to leave mediated the relationship between authentic leadership and lateness.

Across nationalities, superintendents greatly impact the educational processes in their districts. Their high status in the educational system makes them role models. Therefore, it is important to investigate their behaviors and motivations. The findings may contribute toward developing an integrative approach that can predict the superintendents’ behaviors by suggesting specific intentions that can explain corresponding behaviors. This model may also help in developing educational policies for reducing the superintendents’ OMB and increasing their OCB.

The purpose of this paper, three-study research project, is to establish and validate a two-dimensional scale to measure teachers’ and school administrators’ accountability disposition.

The scale items were developed in focus groups, and the final measure was tested on various samples of Israeli teachers and principals. Real-life accountability scenarios, individual work characteristics and performance evaluation were used for the validation. Correlational as well as multi-level statistical procedures were employed.

Confirmatory factor analysis confirmed the two-dimensional structure: external and internal. Study 1 confirmed the convergent validity of the scale vis-à-vis accountability scenarios in teachers’ work. Study 2 confirmed its construct validity vis-à-vis related individual work characteristics such as goal orientation, work ethic and conscientiousness, using school principals as participants. Study 3 confirmed the scale’s predictive validity vis-à-vis teacher work performance.

The scale developed in this study may be used to enhance research on the personal aspect of accountability, contributing to a better understanding of educational systems operating in an accountability environment.

The study offers researchers a tool to measure accountability from an individual perspective. The two-dimensional scale developed in this study may help to point out individual differences in teacher accountability disposition.

The ability to assess personal accountability may contribute to society’s concern with school accountability and its effect on educators’ work.

Educational research in recent years is replete with studies on school accountability, but relatively little has been written on accountability at the individual level of analysis. Few scales exist that measure educators’ self-report accountability.

The purpose of this paper is to present the successful school and principal (SSP) model, which has developed over 13 years of Israeli involvement in the ISSPP study.

This is a conceptual paper summarizing the findings of more than 20 case studies of successful, coasting and low-performing schools and their principals, into the SSP model. In all the cases, ISSPP protocols were used to collect the data, and the findings were analyzed in accordance with the organizational approach and organizational routine theory.

The explanatory SSP model comprises three cyclical phases that explain cause–effect relationships and presents intervention points for school improvement toward success. The first phase is an organizational restructuring of two core routines: the school schedule routine and the school tracking routine, which shape and affect school staff behavior. The second phase is the priorities and values revealed in these behaviors and which shape the school as a learning environment. The third phase in school improvement is the institutional legitimacy derived from and reflecting the school’s priorities and values. All these phases are based on the principal as a crucial key player who turns the wheel.

Theoretically, the SSP model explains cause–effect relationships and indicates possible interventions and improvements. Practically, the SSP model can influence principal preparation programs, novice principal mentoring and serve as a roadmap for school improvement.

The purpose of this paper is to examine what factors affect student achievement in reading and mathematics. The research questions addressed the perceptions of school principals and background characteristics related to student achievement in Korea and the USA with respect to differences among students in low, middle and high quantiles.

Data were taken from the Program for International Student Assessment 2012. Scores in the reading and mathematics were analyzed in conjunction with a principal survey. The Quantile Regression method was used for data analysis with three quantile points. T-statistics were used to test for significance. The predictor set consisted of seven school-leadership variables, and four to six additional covariates.

The most important finding for the USA was a relationship between organizational hindrance (HND) and low student achievement for the middle and upper quantiles in mathematics and for all quantiles in reading. The (HND) variable included poor teacher-student relations, low expectation of students, overly strict enforcement of rules, lack of attention to student needs, resistance to change, lateness to class, and lack of preparation. The most important finding for Korea was that there were significant associations across all groups between teacher attitude (TCHATT) and student reading achievement and with the low group in mathematics.

This study adds to knowledge about school capacity and suggests that the leadership role of the principal is to overcome negative environmental factors and create a positive organization.

The non-Gaussian approach of regression analysis allowed us to identify significant differences that we otherwise might not have found.

This study aims to develop and validate a measure of a specific attitude toward teachers’ absenteeism that predicts this behavior more accurately than other general measures of job attitudes.

Participants were 443 teachers from 21 secondary schools in Israel. In the first phase, the teachers answered anonymous questionnaires related to their general attitudes and their specific attitude through “absenteeism acceptance”. In the second phase, each teacher submitted copies of his half‐year absenteeism records six months after the end of the first phase.

The authors used CFA to cross‐validate the different job attitudes measures. They confirmed the construct validity of “absenteeism acceptance” through convergent and discriminant validity, finding relatively weak negative relationships between “absenteeism acceptance” and the general job attitudes. The criterion validity and predictive validity of the new measure was confirmed by intercorrelations that were found to be relatively stronger between “absenteeism acceptance” and the two measures of absenteeism (frequency, duration) than between the general job attitudes and these two measures. Quasi‐Possion regressions indicated that “absenteeism acceptance” emerges as a better predictor for both of the absenteeism measures than other general job attitudes.

This new measure will benefit schools and principals by allowing them to identify potential absenteeism antecedents and enable early intervention.

Whereas past research on work absence focused primarily on general attitude antecedents, the present study addresses a specific “absenteeism acceptance” measure. This measure can be advantageous in both understanding and predicting voluntary absenteeism more accurately than general attitude measures.