Abstract
The study suggests a moderator–mediation model: teacher organisational commitment mediates the relationship between the interaction of participative decision-making (PDM) and paternalistic leadership (PL) and a school's cultural attributes to school effectiveness (student academic achievement, teachers’ organisational citizenship behaviour, and teachers’ perceived strain). The data were collected through a questionnaire returned by a two-stage clusters random sampling of 245 teachers in Israeli elementary schools characterised by different cultural attributes. Data were collected from two sources, self-reports and test grades measures to minimise measure error. The structural equation modelling and bootstrap results highlight the intervening role of a school's cultural attributes on the relationship between PL and school effectiveness, implying that the implications of PL are context dependant. The findings also showed positive implications of PDM on school effectiveness regardless of a school's cultural attributes. Implications for theory and practise are discussed.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Educational Management Administration & Leadership
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
