Distance in schools: the influence of psychological and structural distance from management on teachers’ trust in management, organisational commitment, and organisational citizenship behaviour

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.

The Levels of Transformational Leadership (TL) Practice and its Impact on the Organizational Health (OH) of School Teachers in Selangor and Perak: A Systematic Review

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The Social and Organisational Determinants of School Commitment of Expatriate Teachers

“…Both Price’s (2012) and Bogler and Nir’s (2015) studies suggest that a principal’s relationship with staff is a significant predictor of teacher job satisfaction and commitment. Thomsen, Karsten, and Oort’s (2016) analysis indicates that teachers’ trust in management has a positive effect on affective organisational commitment. Several studies also show that teacher collegiality and teacher-student relationships significantly predict teacher commitment (Collie et al, 2011; Fransson and Frelin, 2016).…”

Measuring the Information Needs of Teachers in their Organizational Context: A Preliminary Adaptation Study for the Portuguese Population

“…Despite previous studies identifying the need for more research on communication in school organizations (e.g. Tourish & Hargie, 1998;Hunt, Tourish, & Hargie, 2000; Thomsen, Karsten, & Oort, 2016;De Nobile & McCormick, 2008), this field still requires greater research impetus. Little is currently known about how, and in what ways, teachers perceive their communicative role as key players in their organizational milieu (De Nobile, 2017).…”