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Teachers’ attitudes towards their school managers and their intent to leave: A gender-moderated model

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Abstract

This study seeks to investigate the moderating role of gender on the relationships among teachers’ tenure, perceived managerial justice (PMJ), perceived managerial support (PMS), their trust in manager, commitment to manager, and intent-to-leave in an educational context. Collected from a sample of 430 primary school teachers in Turkey, data were analyzed through multiple-group structural equation modeling. Results showed that gender is a moderator in the relationships among tenure, commitment to manager, and perceived managerial justice. Gender also moderates the relationships between PMJ and commitment to manager, PMS, and commitment to manager, PMS and intent-to-leave, and trust and intent-to-leave. Gender effects call for a gender-tuned approach to organizational behaviour in schools and an alignment of leadership practices with this gender-differentiated approach. This study contributes to the current evidence by analyzing gender-specific perceptions on various organizational concepts in a single study and by looking at these concepts from a context where women’s participation in the labor force and their formal schooling rate is relatively low.

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Authors and Affiliations

  1. Graduate School of Education, American University in Cairo, Cairo, Egypt

    Mustafa Toprak

  2. Graduate School of Education, Nazarbayev University, Nur-Sultan City, Kazakhstan

    Mehmet Karakus

  3. The Education University of Hong Kong, Tai Po, Hong Kong

    Junjun Chen

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  1. Mustafa Toprak
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Correspondence to Mehmet Karakus.

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Toprak, M., Karakus, M. & Chen, J. Teachers’ attitudes towards their school managers and their intent to leave: A gender-moderated model. Curr Psychol 40, 5919–5933 (2021). https://doi.org/10.1007/s12144-019-00537-x

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