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Participation in Decision Making and Affective Trust among the Teaching Staff: A 2-Year Cross-Lagged Structural Equation Modeling during Implementation Reform
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Da'as, Rima'a – International Journal of Educational Reform, 2020
The research investigated whether teachers' participation in decision-making (PDM) contributes to the development of affective trust during school reform over time, or vice versa. A model including principals' interpersonal skills was tested during implementation of the organizational reform. Teachers (n = 1,482) from 113 Israeli elementary…
Descriptors: Foreign Countries, Teacher Participation, Participative Decision Making, Trust (Psychology)
Implicit Leadership Theory: Principals' Sense-Making and Cognitive Complexity
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Da'as, Rima'a; Ganon-Shilon, Sherry; Schechter, Chen; Qadach, Mowafaq – International Journal of Educational Management, 2021
Purpose: This conceptual paper explores a novel model explaining teachers' perceptions of their effective leader through the lens of implicit leadership theory (ILT), using the concepts of school principals' sense-making and cognitive complexity (CC). Design/methodology/approach: The sense-making framework and CC theory were used to explain ILT,…
Descriptors: Principals, Administrator Attitudes, Instructional Leadership, Teacher Attitudes
School Principals' Skills and Teacher Absenteeism during Israeli Educational Reform: Exploring the Mediating Role of Participation in Decision-Making, Trust and Job Satisfaction
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Da'as, Rima'a – Journal of Educational Change, 2021
The current study deals with the question of whether affective trust among the teaching staff and teacher participation in decision-making (PDM) might influence the relationship between principals' skills (cognitive and interpersonal) and organizational outcomes (job satisfaction and teacher absenteeism) during the first year of educational reform…
Descriptors: Foreign Countries, Principals, Leadership Qualities, Teacher Administrator Relationship
Instructional Leadership and Teachers' Intent to Leave: The Mediating Role of Collective Teacher Efficacy and Shared Vision
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Qadach, Mowafaq; Schechter, Chen; Da'as, Rima'a – Educational Management Administration & Leadership, 2020
Keeping experienced and competent teachers in schools is becoming an important challenge for school leadership. Hence, this research tested an innovative model which explored the direct and indirect relationship between principals' instructional leadership, collective teacher efficacy, a shared vision, and a teacher's intent to leave their…
Descriptors: Instructional Leadership, Intention, Faculty Mobility, Correlation
Teachers' Skill Flexibility: Examining the Impact of Principals' Skills and Teachers' Participation in Decision Making during Educational Reform
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Da'as, Rima'a – International Journal of Educational Management, 2019
Purpose: The purpose of this paper is to examine a model linking school principals' strategic, interpersonal skills and teachers' participation in decision making (PDM) to predict teachers' skill flexibility (SF) during the implementation of educational reform. Design/methodology/approach: From 113 randomly selected elementary schools in Israel…
Descriptors: Teaching Skills, Teacher Participation, Educational Change, Foreign Countries
From Principals' Inspirational Vision Content and Potential Absorptive Capacity to Realized Absorptive Capacity: Predicting Teacher Absenteeism
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Da'as, Rima'a; Qadach, Mowafaq – World Journal of Education, 2018
This paper builds upon the theoretical framework developed by Zahra and George (2002) to empirically explore, first, the moderator effect of principals' inspirational vision content as a social mechanism that reduces the gap between potential absorptive capacity (PACAP; the ability to acquire and assimilate external knowledge) and realized…
Descriptors: Foreign Countries, Principals, Elementary School Teachers, Teacher Attendance
From Principal Cognitive Complexity to Teacher Intent to Leave: Exploring the Mediating Role of School Absorptive Capacity and Teacher Commitment
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Da'as, Rima'a; Schechter, Chen; Qadach, Mowafaq – Journal of Educational Administration, 2019
Purpose: The purpose of this paper is to test an innovative model for exploring the direct and indirect relationships between principals' cognitive complexity (CC), schools' absorptive capacity (ACAP), a teacher's affective commitment and a teacher's intent to leave. Design/methodology/approach: Data were collected from a survey of 1,664 teachers…
Descriptors: Principals, Instructional Leadership, Models, Teacher Persistence