Distance in Schools: The Influence of Psychological and Structural Distance from Management on Teachers' Trust in Management, Organisational Commitment, and Organisational Citizenship Behaviour

Autor/inn/en	Thomsen, Maren; Karsten, Sjoerd; Oort, Frans J.
Titel	Distance in Schools: The Influence of Psychological and Structural Distance from Management on Teachers' Trust in Management, Organisational Commitment, and Organisational Citizenship Behaviour
Quelle	In: School Effectiveness and School Improvement, 27 (2016) 4, S.594-612 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2016.1158193
Schlagwörter	Citizenship; Teacher Administrator Relationship; Foreign Countries; Vocational Education; Questionnaires; Vocational Education Teachers; Structural Equation Models; Psychological Patterns; Cognitive Processes; Teacher Attitudes; Trust (Psychology); Organizational Culture; Organizational Communication; Predictor Variables; Psychometrics; Likert Scales; Statistical Analysis; Educational Administration; Vocational Schools; Maximum Likelihood Statistics; Netherlands + Suchen Sie Ihr Suchwort? Staatsbürgerschaft; Ausland; Ausbildung; Berufsbildung; Fragebogen; Ausbilder; Cognitive process; Kognitiver Prozess; Lehrerverhalten; Unternehmenskultur; Prädiktor; Psychometry; Psychometrie; Likert-Skala; Statistische Analyse; Bildungsverwaltung; Schuladministration; Schulverwaltung; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Niederlande
Abstract	This study aimed to examine the relationship between teachers' perceived psychological distance and structural distance from management and teachers' affective organisational commitment (AOC) and organisational citizenship behaviour (OCB). Teachers' trust in management was expected to mediate these relationships. Furthermore, the adequacy and openness of communication and participation in decision making were expected to reduce psychological distance. At 10 Dutch schools for vocational education and training, 884 teachers completed a questionnaire. The data were analysed using structural equation modelling. Teachers' psychological distance had a negative effect on trust in management (supervisor and higher management) and AOC. Trust in management had a positive effect on AOC, and trust in the supervisor had a positive effect on OCB. Structural distance did not influence teacher outcomes. Communication and participation in decision making reduced teachers' psychological distance from management. The discussion focuses on the implications of the findings to improve the effectiveness of schools. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01