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The goal of this study was to explore the mediating role of ‘absenteeism acceptance’ between different leadership styles and school ethical climate (SEC) on organizational citizenship behaviors (OCB) and voluntary absence among Israeli teachers. 304 teachers were randomly selected from 304 different mainstream and special-education schools. The model was analyzed using AMOS 18.0 software. We found that ‘absenteeism acceptance’ partially mediated the relationship between transactional leadership, SEC and OCB, and also found that SEC and transactional leadership positively predict OCB. The theoretical contribution of this study is rooted in its integrative approach. While most previous studies focused on a single leadership style, this study focused on the role of ‘absenteeism acceptance’ as a mediator between ethical aspects such as: SEC; leadership styles; and teachers’ behaviors like voluntary absence and OCB. The practical contribution may include developing school principals’ training programs, focusing on transactional leadership and SEC in order to increase teachers’ OCB in schools. [ABSTRACT FROM AUTHOR]

This study examined the relationships between principals' leadership, school climate, and teachers' sense of self-efficacy. Drawing on existing scales, this study examined six aspects of principal leadership (professional interaction, participatory decision-making, individual support, intellectual stimulation and moral perspective) and four school climate factors (staff collegiality, goal consensus, work pressure, resource adequacy, and staff freedom). The participants included 604 Indonesian teachers drawn from 27 high schools. The data were analysed using Structural Equation Modeling. The results indicated statistically significant and positive relationships between leadership style, school climate, and teacher self-efficacy. With the exception of individual support, the relationships between principal leadership and teacher self-efficacy were largely indirect, mediated through staff collegiality and goal consensus. [ABSTRACT FROM AUTHOR]

Transformational approaches to leadership have increasingly been advocated for schools. Research evidence suggests that the effect of leadership on student learning outcomes is mediated by school conditions such as goals, structure, people, and school culture. Using the combined approach of multilevel analysis and structural modeling, this study investigated the relationships of leadership with school learning culture. Data were collected from a random sample of 373 teachers. The results suggested relationships between leadership and school learning culture did exist, and they highlight the importance of individual principal-teacher relationships in schools. [ABSTRACT FROM AUTHOR]