The Implications of the School's Cultural Attributes in the Relationships between Participative Leadership and Teacher Job Satisfaction and Burnout

Autor/inn/en	Benoliel, Pascale; Barth, Anat
Titel	The Implications of the School's Cultural Attributes in the Relationships between Participative Leadership and Teacher Job Satisfaction and Burnout
Quelle	In: Journal of Educational Administration, 55 (2017) 6, S.640-656 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-10-2016-0116
Schlagwörter	Participative Decision Making; Transformational Leadership; School Culture; Teacher Burnout; Job Satisfaction; Teacher Surveys; Teacher Attitudes; Principals; Teacher Administrator Relationship; Cultural Influences; Institutional Characteristics; Elementary School Teachers; Administrator Surveys; Administrator Attitudes; Correlation; Foreign Countries; Measures (Individuals); Statistical Analysis; Israel; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Schulkultur; Schulleben; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Lehrerverhalten; Principal; Schulleiter; Cultural influence; Kultureinfluss; Elementary school; Grundschule; Volksschule; Lehrende; Korrelation; Ausland; Messdaten; Statistische Analyse
Abstract	Purpose: As a result of continuous reforms, increased emphasis has been placed on participative leadership as a means to improving school and teacher outcomes. However, along with the benefits of participative leadership comes the potential for strain and burnout, which stem from work intensification. Applying the implicit leadership theory and the conservation of resources theory, the purpose of this paper is to propose that differences in school's cultural attributes will influence the emergence of participative leaders and their influence on teachers' outcomes of job satisfaction and burnout. Design/methodology/approach: Data were collected by survey from a sample of 367 teachers in Israel. Findings: First, the results of general linear model (GLM) analysis indicated significant differences in the teachers' perceptions of participative leadership between schools characterized by different cultural attributes. Second, the results of GLM indicated significant differences in the effects of participative leadership on teacher burnout across schools characterized by different cultural attributes. Originality/value: This study has implications for policies involving the design and implementation of leadership tools for school management. Although research has emphasized the relationship between stressful job conditions associated with shared decision making and teachers' well-being and job satisfaction, the volume of comparative work in the educational field shedding light on the impact of school's cultural attributes on this question is limited. This study may assist principals in making their schools both more effective and more responsive to teacher expectations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01