Israeli male versus female teachers' intent to leave work

Abstract

Purpose

The purpose of this paper is to identify the factors that may reduce teachers' intent to leave. The paper examines differences between Israeli male and female teachers in their perceived organizational justice, perceived organizational commitment, and intent to leave work.

Design/methodology/approach

Participants are 1,016 school teachers from 35 high schools in Israel. Series of mixed‐model regression analyses are used to test for mediated relationships.

Findings

Multilevel analysis reveals that among female teachers, organizational commitment (affective and normative) fully mediated the relationship between intent to leave and distributive justice (fairness regarding employee outcomes), whereas among male teachers this relationship is only partially mediated. The negative relationship between intent to leave and procedural justice (fairness regarding procedures) is higher among females than among males.

Research limitations/implications

Although some precautions are used, the self‐reported measures may likely reflect same‐source bias, calling for further safeguards in future studies.

Practical implications

Schools should become aware of differences between male and female teachers' perceptions and should build an equitable school climate that considers fair rewards, opportunities, and programs to increase teachers' commitment and reduce their intent to leave.

Originality/value

This paper sheds light on the possible reasons for male and female teachers' turnover intentions through examining teachers' justice perceptions and their work commitment.

Citation

Shapira‐Lischshinsky, O. (2009), "Israeli male versus female teachers' intent to leave work", Gender in Management, Vol. 24 No. 7, pp. 543-559. https://doi.org/10.1108/17542410910991818