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Principals indirectly impact the achievement of school goals and the development and improvement of the school. Drawing upon Role Theory, this study proposes to examine the direct and indirect relationship (through organizational commitment) between participative decision-making and school violence in the Arab educational system in Israel. The data were collected through a questionnaire returned by a two-stage cluster random sampling of 350 teachers randomly chosen from 70 elementary Israeli Arab schools. Data were collected from three sources: self-reporting (teachers and students) and non-self-reporting to minimize measure error. The structural equation modeling and bootstrap results highlighted the positive implications of participative decision-making on teachers’ organizational commitment in the Israeli Arab education system. The findings also showed teachers’ organizational commitment was correlated to school violence. That is, teachers’ organizational commitment fully mediates the relationship between participative decision-making and school violence. Implications for theory and practice are discussed. [ABSTRACT FROM AUTHOR]

This paper studies how participation in decision procedures affects people’s reactions to the deciding authority. In our economic experiment, having voice, i.e., the opportunity to state one’s opinion prior to a decision, significantly increases subordinates’ subsequent kindness towards the authority. These positive effects occur irrespectively of the decisions’ content. The experimental findings stress the positive effects of voice when subordinates and authorities interact. Our results suggest that in organizations, but also in the legal and political arena, participative decision-making can be used to guide people’s actions after decisions have been made. [ABSTRACT FROM AUTHOR]

The implementation of educational innovations by teachers seems to benefit from a team approach and team learning. The study's goal is to examine to what extent transformational leadership is associated with team learning, and to investigate the mediating roles of participative decision-making, team commitment, task interdependence and teachers' proactivity in this association. Data were analysed using multilevel structural equation modeling ( N = 992 teachers, 92 teams). Results show that transformational leadership had direct and indirect positive associations with team learning through all mediators. These results provide insights into how transformational leaders can have a positive influence on team learning. [ABSTRACT FROM AUTHOR]

The study suggests a moderator–mediation model: teacher organisational commitment mediates the relationship between the interaction of participative decision-making (PDM) and paternalistic leadership (PL) and a school's cultural attributes to school effectiveness (student academic achievement, teachers’ organisational citizenship behaviour, and teachers’ perceived strain). The data were collected through a questionnaire returned by a two-stage clusters random sampling of 245 teachers in Israeli elementary schools characterised by different cultural attributes. Data were collected from two sources, self-reports and test grades measures to minimise measure error. The structural equation modelling and bootstrap results highlight the intervening role of a school's cultural attributes on the relationship between PL and school effectiveness, implying that the implications of PL are context dependant. The findings also showed positive implications of PDM on school effectiveness regardless of a school's cultural attributes. Implications for theory and practise are discussed. [ABSTRACT FROM AUTHOR]

This article studies the influence of the procedural justice resulting from participation in decision-making on employees’ affective commitment in social enterprises. It also examines whether any potential link between participation and commitment is due to social exchange, as is the case with for-profit companies. The study is based on data from employees of French work integration social enterprises. The results confirm the positive relationship between procedural justice and affective commitment and the mediating role of perceived organizational support and leader–member exchanges. Managerial recommendations are then given to best maintain or increase employees’ involvement in the decision-making processes of social enterprises. [ABSTRACT FROM AUTHOR]

This article examines the question of control in participative decision- making (PDM). Control poses a particular problem in organizations today, as organizational survival is arguably dependent on the contributions of subordinates, whose viewpoints may diverge from existing organizational premises. The question of what kind of management control, if any, is exercised in PDM, becomes relevant. Yet, despite the heavy emphasis on the importance of language and communication in facilitating PDM, there is a lack of empirical research on the discourse features of facilitative management. The present article attempts to fill this gap by analyzing the pragmalinguistic patterns of facilitation in PDM sessions in three banks in Hong Kong. The findings indicate that facilitation follows distinctive patterns, using discourse strategies quite different from those of gatekeeping control. Linguistic features such as modals, pronouns etc. correspondingly exhibit a different pattern of use. However, facilitative discourse also displays certain features commonly found in the discourse of authoritative control, such as the use of questions, rephrasing etc. While control is evident in the guidance provided, the facilitative manager may come to a point where positional power has to submit to the unfolding PDM process. The patterns observed can be accounted for by the particular organizational and cultural contexts of the management discourse. [ABSTRACT FROM AUTHOR]