No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
Women as participative leaders: Understanding Participative Leadership from a Cross-Cultural Perspective
... Third, as mentioned earlier regarding the general organizational literature, a relatively small proportion of the educational literature employed systematic empirical investigations-either qualitative or quantitative-with identifiable questions for inquiry, specified methodologies, and collection and analysis of original data. In addition to Smylie et al. (1996) explanations, previous studies (e.g., Somech, 2005Somech, , 2006 have suggested that the effect of PDM might be criterion dependent. For example, Somech (2006) found that PDM has a positive effect on innovation but no significant effect on performance. ...
... In addition to Smylie et al. (1996) explanations, previous studies (e.g., Somech, 2005Somech, , 2006 have suggested that the effect of PDM might be criterion dependent. For example, Somech (2006) found that PDM has a positive effect on innovation but no significant effect on performance. ...
... This capacity will be higher when teachers participate in decision making (Kahai, Sosik, & Avolio, 1997;Peterson, 1997;West, 2002). Teachers in participative environments can increase the pool of ideas, materials, and methods (Somech, 2006). Participation in the decisionmaking process might also encourage teachers to experiment with innovative practices in curriculum and pedagogy (Firestone & Pennell, 1993). ...
Incl. abstract, bibl. The increasing emergence of participation in decision making (PDM) in schools reflects the widely shared belief that flatter management and decentralized authority structures carry the potential for promoting school effectiveness. However, the literature indicates a discrepancy between the intuitive appeal of PDM and empirical evidence in respect of its sweeping advantages. The purpose of this theoretical article is to develop a comprehensive model for understanding the distinct impacts of PDM on school and teachers' outcomes. The proposed analytical framework is set within contingency theory and is aimed to predict the distinct impacts of PDM on school outcomes: innovation, organizational citizenship behavior (OCB), and productivity; and on teacher outcomes: job satisfaction and strain. It contains mediator-moderator components, where the mediator factors explain the relationship between PDM and school and teacher outcomes and the moderator factors influence the strength and/or the direction of these relationships. Specifically, the framework suggests that two mechanisms, one motivational and one cognitive, serve as mediators in the PDM-outcomes relationship. Then, by taking a multilevel perspective, the author posits moderators that may facilitate or inhibit the PDM effect: teacher personality (the Big Five personality characteristics) at the individual level, principal-teacher exchange (leader-member exchange; LMX) at the dyadic level, structure (bureaucratic/ organic) at the school level, and culture (individualism/collectivism) at the environmental level.
... Despite the above barriers in implementation, scholars have been arguing for employee participation in government agencies (Waldo, 1977). A growing literature shows that employee participation in public organizations contributes to job satisfaction (Benoliel & Somech, 2010;Fernandez & Moldogaziev, 2013a;Kim, 2002;Lee, Cayer, & Lan, 2006;Wright & Kim, 2004), high performance (Benoliel & Somech, 2010;Fernandez & Moldogaziev, 2011, 2013a, employee retention (Grissom, 2012), innovation (Fernandez & Moldogaziev, 2013b;Fernandez & Pitts, 2011;Somech, 2006), and employee commitment (Cheung & Wu, 2011;Nyhan, 2000). However, the findings of participation's effects are not conclusive. ...
... Wagner (1994) found through a meta-analysis of literature that the effects of participation on performance and satisfaction are so small that they hardly have any practical significance. Somech (2006) found that participation contributes to innovation but not to performance. ...
The current literature has deepened our understanding of the participation-job satisfaction relationship in public organizations. However, employee participation has various forms and each form may produce different effects on job satisfaction. The literature often fails to account for the effects of different forms of participation. This article fills this gap by specifically examining the effects of informal participation and the possible moderating effects of interpersonal relationships and career development support. Based on a survey of civil servants in Beijing, the article finds that informal participation has positive and statistically significant influence over job satisfaction. The effects are positively moderated by interpersonal relationships and negatively moderated by career development support. The results help us to gain a fine-grained understanding of the effects of informal participation and may serve as a starting point for more research on different forms of employee participation.
... Participative and consultative approaches to team/organization-level decision-making motivate employees for incremental innovation and also provide them self-belief to put forth new ideas. Somech (2006) found direct link between participative management approach and innovative practices at school and class levels. Firestone and Pennell (1993) argued that participative decision-making may also motivate teachers to try innovative practices in their curriculum and pedagogy. ...
... Self-determination at job and organizational levels has only direct effect on employees' innovative behavior and no indirect effect through job involvement. Our findings supported the earlier studies linking autonomy (De Jong & Kemp, 2003;Ramamoorthy et al., 2005) and participative decision-making (Firestone & Pennell, 1993;Somech, 2006) to innovative behavior but did not support the relation between self-determination and job involvement (Elloy et al., 1991;Kanungo, 1982;Siegel & Ruh, 1973) The flexibility available to teachers to incorporate innovative practices in their work depends on leadership style, organizational culture, and organizational processes for employee participation and decisionmaking. Participative decision-making processes are critical for both levels of self-determination. ...
Past studies have established the importance of psychological empowerment in fostering innovative behavior. This paper broadens the conceptual understanding by exploring the mechanisms of this linkage through dimensional analysis. The study also examines the mediating role of job involvement in this relationship. In this study of 401 women primary school teachers in India, the dimensions of psychological empowerment were self-rated whereas innovative behavior and job involvement were assessed by colleagues. Our findings show partial mediation for the meaning dimension and complete mediation for the non-work domain control dimension. Self-determination at job and organization levels have a direct effect on employees’ innovative behavior but no effect through job involvement. Competence and impact has no direct or indirect effect on innovative behavior.
... There may also be schools with an individualistic ideology and high power distance, such as urban schools in Western societies characterised by strict disciplinary policies and surveillance (Deakin et al., 2018;Golann, 2018). In such schools, a participative strategy might function as a manipulative tactic to reduce students' (or their parents') potential resistance to certain decisions and foster their commitment to implement them (Somech, 2006). Cases of schools with a collectivistic ideology and low power distance may include democratic (progressive) schools in Arab or East Asian countries or schools in an Israeli Kibbutz. ...
The study of student participation in decision making has been characterised by conceptual vagueness and an absence of empirical tools to compare participatory practices in various contexts and to determine when they achieve their goals. This study presents an integrative theoretical model grounded in the organisational literature on participative decision making (PDM) – particularly on teacher participative decision making – as well as in the children’s participation literature. The model focuses on decisions having collective implications made by a group of students or a group of students and adults. It views student participative decision making as a multidimensional structure that emerges within a context. Specifically, the model suggests that the rationales behind promoting student participative decision making (pragmatic, moral, or developmental/pedagogical) will determine its dimensions, which, in turn, will affect student, teacher and school outcomes. It posits that the school organisational culture will shape the patterns of these relationships. The model answers repeated calls in the children’s participation literature for frameworks that are more attentive to diverse cultural environments. It provides an empirical foundation for comparative studies to explore how student participative decision making is interpreted, perceived and implemented in different organisational cultures.
Although cross-national evidence suggests that decentralization of educational governance is positively related to student achievement, related research often fails to recognize the separate roles and influences of governments, school boards, principals, and teachers. We use data from the 2015 Programme for International Student Assessment to examine school leaders’ perceptions of governance arrangements across 68 countries and to assess whether differences in perceived governance patterns are significantly related to differences in student achievement. We find that although school governance arrangements vary substantially across countries, increases in teacher decision-making responsibilities are consistently and positively related to student achievement in math, reading, and science, all else equal. Furthermore, controlling for school principals’ leadership style does not fundamentally change the positive and significant relationships between teacher decision making and student achievement, suggesting that the impact of teachers may be independent of school principals’ attitudes and actions.
Purpose
This paper aims to examine the explanatory roles of organizational justice (OJ) and learning goal/need satisfaction (LGS/LNS) in the relationship between participation in decision-making (PDM) and turnover intention (TI) of employees. OJ was expected to mediate the relationship of PDM with LNS and TI. Further, LNS was expected to mediate the relationship of PDM and OJ with TI.
Design/methodology/approach
This study used a rigorous design with 192 responses collected with temporal separation using snowball sampling technique. Responses on PDM, OJ and LNS were taken at one point of time, whereas responses on TI were taken at another point of time. Analysis was done using structural equation modeling approach in IBM SPSS AMOS 20.
Findings
OJ partially mediates PDM and LNS relationship but fully mediates PDM and TI relationship. Further, LNS partially mediates OJ and TI relationship but fully mediates PDM and TI relationship. PDM does not have a direct effect on TI.
Research limitations/implications
Ensuring participation of employees on programs and policies including those on human resources by itself may not be able to reduce TI of employees. It is when employees are able to experience fairness for themselves and/or they are able to add value for themselves by enhancing relevant knowledge base that PDM has an impact on TI. Therefore, organizations must ensure all three aspects of concern to employees; ensuring participation, fairness and individual growth of the employees to address TI.
Originality/value
Although there are studies relating TI separately with PDM, fairness and satisfaction, this study is able to contribute by specifying two-stage explanatory mechanism between PDM and TI. In addition, the authors believe that this study has brought in so far unexplored nuance of relevance of individual quest for learning in explaining TI. Further, through the use of robust design, the study contributes in corroborating research findings on TI.
Participaram da pesquisa 263 trabalhadores que atuam na Região Sudeste do Brasil (Rio de Janeiro e São Paulo) em organizações não governamentais, públicas e privadas. Como instrumento para coleta de dados, foi utilizado um questionário de autopreenchimento composto de três escalas que mediram as variáveis da pesquisa. O estudo se propôs a apresentar, interpretar e discutir as relações entre as variáveis, como também, testar as hipóteses referentes ao modelo conceitual proposto, por meio de uma pesquisa de natureza transversal com abordagem quantitativa, cujos dados coletados foram analisados por aplicação de técnicas estatísticas. O tratamento e análise dos dados foram realizados pelo software estatístico Statistical Package for the Social Sciences – SPSS. Os resultados obtidos demonstraram que a variável “percepção de suporte organizacional” exerce forte e significativo impacto sobre comprometimento organizacional afetivo, enquanto que a variável “estilos de liderança” não consegue aumentar nem diminuir a força. A pesquisa possibilitou concluir que a variável “estilos de liderança” é um moderador frágil da relação entre percepção de suporte organizacional e comprometimento organizacional afetivo.
ResearchGate has not been able to resolve any references for this publication.