Pascale Benoliel and Anit Somech
Faculty of Education, University of Haifa, Haifa, Israel
Purpose – This study seeks to explore the moderating role of teachers’ personality traits from the Big Five typology on the relationship between participative management and teacher outcomes with respect to performance, satisfaction and strain. The study suggests that participative management may produce different results depending on teachers’ personality factors. Design/methodology/approach – Data were collected from a survey of 153 elementary school teachers and their principals in Northern and Central Israel. Teachers were asked to complete questionnaires about participative management, workplace satisfaction and strain, as well as to ﬁll in the Big Five personality questionnaire. Teacher performance was evaluated by the school principal. Findings – Hierarchical regression analyses show that the personality dimensions of extroversion, agreeableness, conscientiousness and neuroticism served as moderators of the relation between participative management and teacher performance, satisfaction and strain. However, openness to experience was not found to have a moderating impact on those relations. O r ig in a l it y / va l u e – Many educational research studies have emphasized the beneﬁts of participative management practices for school organizations and teachers, while ignoring the potential negative impact of teacher participation in the decision-making process. The present study contributes to understanding and predicting the impact of participative management on teachers in particular and on school organization effectiveness in general. From the practical perspective, this research points to the necessity of including personality factors to better understand the impact of participative management on teacher outcomes and indicates that participative management may not suit all teachers.
Keywords Participative management, Teachers, Personality measurement, Performance measures, Israel
Paper type Research paper
1. Int roductio n
An extensive body of research has shown that participative management – deﬁned as joint decision making or at least shared inﬂuence in decision making by a superior and his or her employees (Koopman and Wierdsma, 1998) – offers a variety of potential beneﬁts to the overall school organization and to its employees (Day et al., 2005; Gebert et al., 2003). Nevertheless, studies (Sato et al. , 2002) have also indicated that teacher involvement in the decision-making process can generate job-related stress and role ambiguity and can create tension and conﬂict among teachers, principals, and administrators. Indeed, for some teachers, job role enhancement may actually be a source of additional stress.
Occupational stress is a growing problem resulting in substantial cost to individual employees and to work organizations (Hart and Cooper, 2001). Hence, organizations have been compelled to show greater concern for workers’ health, and the consensus belief that “healthier-happier employees are power” is becoming widespread (Schaufeli, 2004). Indeed, the huge costs of teacher strain can include impaired health and dysfunctional teacher behavior, with obvious implications upon student learning The current issue and full text archive of this journal is available at www.em eraldinsight.com/095 7-8234.htm
Received December 2008
Revised July 2009
Accepted October 2009
Journal of Educational
Vol. 48 No. 3, 2010
q Emerald Group Publishing Limited
(Dorman, 2003). Moreover, the consequences of teacher stress affect society as a whole in terms of the costs of absenteeism, lost teaching time and turnover (Santavirta et al., 2007). Therefore, the question is: which teachers beneﬁt from a participative management environment, and which do not?...