Psychological Empowerment as a Mediator between Teachers' Perceptions of Authentic Leadership and Their Withdrawal and Citizenship Behaviors

Autor/inn/en	Shapira-Lishchinsky, Orly; Tsemach, Sigalit
Titel	Psychological Empowerment as a Mediator between Teachers' Perceptions of Authentic Leadership and Their Withdrawal and Citizenship Behaviors
Quelle	In: Educational Administration Quarterly, 50 (2014) 4, S.675-712 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X13513898
Schlagwörter	Foreign Countries; Teacher Empowerment; Teacher Leadership; Citizenship; Teacher Competencies; Withdrawal (Psychology); Teacher Attendance; Employee Absenteeism; Teacher Behavior; Secondary School Teachers; Questionnaires; Factor Analysis; Israel + Suchen Sie Ihr Suchwort? Ausland; Lehrerfunktionsstelle; Staatsbürgerschaft; Lehrkunst; Rückzugsverhalten; Employee; Absenteeism; Absentismus; Teacher behaviour; Lehrerverhalten; Fragebogen; Faktorenanalyse
Abstract	Purpose: This study explores the mediating role of psychological empowerment on authentic leadership, organizational citizenship behaviors (OCB), and a variety of withdrawal behaviors among teachers, using the psychological model of perceptions-attitudes-behaviors. Research Design: A total of 366 teachers from 23 randomly selected Israeli schools participated in the study. The research combined self-reports and school records taken at regular time intervals regarding three withdrawal behaviors: lateness, absenteeism, and intent to leave. The model for the hierarchical data (teachers within schools) that included latent as well as manifest variables was analyzed using the Mplus statistical package applying to multilevel analysis. Findings: "Impact," a dimension of psychological empowerment, was found to mediate the relationship between authentic leadership and OCB, whereas "self-determination, meaning, and competence," the other dimension of psychological empowerment, was found to mediate the relationship between authentic leadership and absence frequency. No mediating relationship was found for psychological empowerment on authentic leadership and the other withdrawal behaviors of lateness and intent to leave. Research Implications: The present study improves the Ajzen and Fishbein model. While most previous withdrawal behavior studies focused on a single dimension of withdrawal behaviors and did not consider OCB, the present study presents an integrative framework, focusing on the mediating role of psychological empowerment as a consistent link between authentic leadership and a spectrum of teachers' withdrawal behaviors and OCB. Practical Implications: These findings should encourage principals to promote high standards of authentic leadership to empower their teachers, increase OCB, and reduce absenteeism among teachers. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10