MANAGEMENT STYLES

Management Styles



Management Styles

Introduction

The current study on intent to leave work focused on differences between male and female teachers, who have previously been shown to hold different perceptions regarding their organizations (Costa , 2001; Feingold, 1994; Nelson, 2005; Russ and McNeilly, 1995). Although male-female differences were suggested as predicting employees' intent to leave, prior research revealed inconsistent findings (Al-Omari , 2008; Barrick and Zimmerman, 2005).

Some researchers found no significant differences between males' and females' intent to leave work (Nelson, 2005; Weisberg and Kirscenbaum, 1993); others reported that males intend to leave more than females (Lachman and Diamant, 1987; Russ and McNeilly, 1995; Tsui , 1992); and others showed that females intend to leave more than males (Foley , 2005; Lambert and Hogan, 2009; Lilly , 2006; Tipton, 2002). Further investigation of differential causes for male and female teachers' intent to leave their school could help educational systems implement necessary changes to prevent turnover of valuable educators.

Theoretical background

Schneider's (1987) attraction-selection-attrition model, which focuses on values and perceptions, may further understanding of why teachers intend to leave schools. Individuals' level of attraction to a particular organization is determined by their assessment of the congruence between their own and their organization's goals, perceptions, and values. Selection relates to an organization's ability to select those individuals who offer a good fit with its values, perceptions, and other attributes. Attrition occurs when individuals leave an organization where they do not fit (Al-Omari , 2008; Schneider , 1995). Therefore, the present study investigated whether teachers' ethical perceptions and attitudes (organizational justice and organizational commitment) concerning their schools relate to their intent to leave. Each of these constructs will be discussed next.

Male-female differences in the intent to leave work

Research on societal norms for perceptions of sexual roles clearly shows that females and males are expected to perform some tasks differently (Huang , 2004; Lewis , 2003; Lilly , 2006; Wayne , 2004). Therefore, males and females may be expected to demonstrated differences in their intent to leave work. One main theoretical explanation suggests that because females are expected to handle more responsibility for family issues than males, females tend to perceive their careers differently to reduce work-family conflict, for example by ignoring unjust work situations like lower promotion opportunities or salaries. As a result, their intent to leave is lower than males' (Batt and Valcour, 2003; Greenhaus , 2001; Williams, 2000).

This difference in career perceptions may be even more pronounced in the teaching profession, which many females choose primarily because its working conditions (e.g. working hours and holidays that match their children's schedules) suit traditional female roles (Cushman, 2005). By contrast, males may choose the teaching profession as a means of social mobility (Ladebo, 2005), therefore increasing males' intent to leave work.

These arguments led to the first hypothesis:

H1. In Israel, male teachers will demonstrate a higher level of intention to leave school than will female teachers.

Male-female differences in perceived organizational justice as related to intent to leave

Several mechanisms may explain male-female differences in perceptions ...