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Relying on the principles of the social exchange theory, the current study is aimed at investigating the impact of team-member exchange relationships (TMX) among school management team (SMT) members on school outcomes (organizational citizenship behavior [OCB], job satisfaction and innovation) via the mediating role of leader-member exchange (LMX) relationships between principals and SMTs.

Data were collected from multiple sources in 86 elementary and junior high schools to avoid one-source bias: 86 principals, 357 SMT members and 683 schoolteachers who were not members of the management teams.

The results revealed a positive relationship between TMX and teachers' job satisfaction and OCB, but no significant link between TMX and innovation. LMX partially mediated the relationship between TMX and OCB and between TMX and teachers' job satisfaction. Full mediation was found in TMX-innovation relationship.

The findings carry a message for school principals and policymakers regarding the importance of developing and maintaining high-quality horizontal and vertical exchange relationships among the SMT members for their positive influence on school outcomes.

To the best of the authors' knowledge, this is the first study to examine the link between TMX and LMX as a team phenomenon, and specifically in the educational setting. The finding that there is a positive link between the two constructs may imply that SMTs contribute to school success not only directly by exhibiting high-quality TMX but also indirectly through the high-quality LMX.

Previous studies have examined the empowerment of individual teachers, while neglecting the fact that such a phenomenon might grow within a team. Building on the crossover model and social exchange theory, the aim of this study is to explore whether team empowerment among school management teams (SMTs), is transmitted to the school level and affects schoolteachers' job satisfaction and thereby schoolteachers' organizational citizenship behavior (OCB). Furthermore, we explored whether those relationships are moderated by team-member exchange (TMX) relationships.

Data were collected from 86 principals, 357 SMT members and 683 schoolteachers from 86 schools.

Results confirmed the mediating role of schoolteachers' job satisfaction, showing a positive relationship between SMT empowerment and schoolteachers' job satisfaction, and between job satisfaction and OCB. The moderation of TMX and the overall moderated mediation hypotheses were not supported.

The nature of data collected in the current study precludes any inference concerning the direction of casual links among the study constructs. Therefore, longitudinal studies could be designed, aimed at confirming the direction of links among the variables.

The findings reinforce the impact of schoolteachers' job satisfaction on achieving OCBs. Hence, SMT members carry the responsibility to cultivate satisfied schoolteachers through schools' support mechanisms and guidance in order to achieve schoolteachers' OCB.

The study identifies SMT empowerment as a key factor that may indirectly encourage schoolteachers to invest in OCBs through positive attitudes of schoolteachers' job satisfaction.

The purpose of this paper is to analyze two parallel processes in the Israeli educational system: first, the idea of school autonomy, exploring its origins and its pedagogical implications and effectiveness; and second, the development of the progressive education evident mainly in the cognitive domain of twenty-first century skills (21st CS), focussing on fostering “deep knowledge” and children’s thinking skills. The manuscript explores the various “waves” of progressive pedagogies that have taken place in the Israeli school system over the years, describing and analyzing the processes that characterize them.

Based on a historical perspective, the paper describes chronologically the main developments related to school autonomy and 21st CS policy initiatives, based on a literature review and analysis of policy documents.

The review indicates that the Israeli educational system is still caught in the “centralization trap,” inhibiting major changes in the patterns of central control and degrees of freedom granted to school-level educators. As for school pedagogy, it is evident that most of the changes in pedagogy suggested by the numerous policy documents over the years have not resulted in sustainable, system-wide change. In both issues a large disparity is evident between declarations about innovative pedagogies and school autonomy and their actual implementation.

The review reflects the idiosyncratic articulation of policy plans conducted by the Ministry of Education, producing discrepancies and incongruences at the school level. Some implications of the “declarative culture” created are further discussed.

Little is known about the impact external Viva examiners coming from the international community of scholars have on the quality of PhD research. This study aims to argue that the encounter between local and international examiners (IEs) is subject to various complexities, raising doubts about whether IEs’ participation and approval of the Viva may indicate for the quality of PhD research, and, therefore, serve to promote a university’s prestige.

A qualitative analysis of interviews conducted with IEs who served as examiners in six European countries, two African countries, two South American countries and one in the Commonwealth of Australia.

Findings show that structural features, cultural qualities and personal contacts restrict IEs’ ability to introduce significant changes in students’ research, turning the Viva into a ritual with confined academic significance.

The findings reveal that the Viva is mostly a ritual confined by structural and cultural barriers. While rituals are considered significant due to their consolidating and socializing functions, it appears that a Viva is mostly a ceremonial event that has little impact on the quality of PhD research or on shaping the research culture of the hosting universities according to international standards. Implications are further discussed.

The paper aims to investigate the mediating effect of teacher empowerment on the relationship between teachers' perception of their school support and their intrinsic and extrinsic job satisfaction.

Data were collected from a sample of 2,565 teachers affiliated with 153 Israeli elementary schools. A path analysis procedure was employed to test the mediating effect of teacher empowerment on the relation between perceived organizational support and job satisfaction.

The results reveal that teacher empowerment mediated the relations between perceived organizational support and satisfaction, adding more than 30 per cent to the explained variance of each of the satisfaction types. Teacher empowerment shows different relationships when intrinsic versus extrinsic type of satisfaction is considered. The most influential dimension of empowerment predicting teacher intrinsic satisfaction is self‐efficacy, a psychologically oriented variable, while the most powerful dimension of empowerment predicting extrinsic job satisfaction is earned status and respect, a sociologically oriented variable.

The results reinforce the notion that both types of job satisfaction are two different entities that should be addressed differently. Taking a theoretical perspective, it appears that teacher empowerment should be conceived as a multi‐dimensional scale, where its various components are differently associated with the two types of satisfaction.

Moreover, it seems that teacher empowerment has a much stronger impact on teacher satisfaction when it takes place in an organizational context that supports individuals. Hence, school leaders need to focus on different qualities of teacher empowerment, depending on the qualities of satisfaction that they wish to promote.

Little is known about perceived organizational support in the educational realm. Studying it in relation with teacher empowerment and job satisfaction, key concepts in the school arena, is unprecedented.

The purpose of this paper is to examine the extent to which leadership attributes, masculinity, risk taking and decision making affect perceived crisis proneness.

The paper draws mainly on the literature about gender, leadership and organizational crisis to explore whether masculinity predicts crisis proneness, and the extent to which leadership attributes as well as risk‐taking and decision‐making style are efficient predictors of perceived crisis preparedness (CP). Utilizing pertinent literature and concepts, the paper evaluates a database of 231 female and male managers.

As hypothesized, masculinity is positively associated, whereas transformational leadership is inversely associated with perceived crisis proneness. Both participative decision making and passive management predict higher degree of perceived crisis proneness and so does risk taking.

More in‐depth research as well as larger and more diverse sample is required to explore more definitively why and how masculinity is positively associated with crisis proneness.

The paper provides preliminary evidence regarding the merits of feminine leadership traits as facilitators of CP This finding does not, however, preclude the usefulness of masculine attributes in managing actual organizational crises. The findings appear particularly relevant given the current turbulent business environments and the increasing frequency and magnitude of corporate crises.

The paper synthesizes evidence on CP proneness and gender, and the evidence of feminine attributes as an important antidote to perceived crisis proneness. The paper outlines reasons for this phenomenon and implications for placement of managers in current business arenas.

Organizational citizenship behavior (OCB) has received much attention in the past decade as scholars have recognized its significant impact on the success of organizations. The current study seeks to enrich our understanding of citizenship behavior in the school setting by identifying the main factors that may enhance this behavior among teachers.

Specifically, the paper examines the direct effect of teachers' participation in decision making (PDM) on their OCB, and the impact of teacher empowerment, as a mediating variable, on this relationship. Data were collected from 983 teachers in 25 junior and 27 senior high schools in Israel.

Hierarchical regression analyses revealed that teacher empowerment played an important role in mediating the relationship between teachers' PDM and OCB. Involvement in decision‐making processes induces teachers to take on new roles and have a more direct impact on school life, which in turn might lead them to invest extra efforts in achieving school objectives. Principals and school administrators should acknowledge the importance of empowerment to teachers, and involve teachers in decision making within the managerial arena too.

The results of the study contribute to our understanding of the way PDM and OCB interact in schools, and the importance of teachers' sense of empowerment in explaining this relationship. Future research should further investigate the organizational citizenship within schools as little research has been conducted to date.

Investigates the views of university researchers towards their industrial sponsors. Faculty at five American universities completed a mailed questionnaire in which they were asked about their perceptions of the rewards and costs associated with collaboration with commercial organizations. Suggests that researchers who are highly dependent on private industry support tend to indicate, on the average, more rewards and fewer costs associated with that source than do their colleagues who do not receive such support. Discusses implications of the findings from the points of view of the university administrators, the academic researchers, and the funding sources.