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To investigate relationships between teamwork, trust and teacher team commitment.

Research has confirmed the value‐added effects of organizational commitment in terms of job performance, organizational effectiveness, and employee retention. This study focused on teacher teams as the unit of analysis, and posited associations between teamwork, viewed as team skills, trust and teacher team commitment. Data were derived from responses of elementary school teachers to an instrument including established measures of teamwork component skills, affective‐ and cognition‐based trust, and team commitment.

Teamwork was found to be a significant predictor of teacher team commitment. Respondents showing higher levels of teamwork skills perceived higher levels of team commitment. Results, while not entirely confirmatory, suggested the importance of trust in the commitment equation.

This research was limited by the study sample of elementary schools. Future research should test initially confirmed associations in different school contexts with substantially dissimilar teacher demographics, and include consideration of dispositional antecedents that may impact teacher perceptions.

School leaders concerned with teacher commitment and related implications for teacher retention should consider strategies to strengthen performance‐enhancing teamwork and support satisfying teaming processes.

This study provides an initial understanding of teacher teamwork and affects on commitment in the context of teams viewed as building blocks of organization in locally‐managed schools.

Faculty expectations for non‐academic staff participation in systems of shared authority (governance) define the parameters of legitimate interests. Delineates and analyses role sender (faculty) views of non‐academic staff participation in organizational governance. Studies four issue areas (academic affairs, financial and personnel affairs, institutional affairs, and student affairs). There was considerable support for non‐academic staff participation in governance. Results suggest limited roles in governance for non‐academic employees in complex organizations where faculty are primary role senders, and no support for the significant redistribution of legitimate faculty rights and authorities.

Empowered teachers participate in critical decisions that directly affect teaching and learning. Empowering work environments may enhance professionalism, facilitate teacher leadership, improve the quality of work life, and enable effective implementation of school reform. Process‐based views of empowerment suggest associations between school organizational structures and teacher empowerment, while psychological perspectives on empowerment suggest potential relationships between the phenomenon and cognitive and affective outcomes. Empowerment is considered in terms of teams and teamwork in schools, and relationships between empowerment and commitment to the school are examined.

Site‐based management depends on collaboration and teamwork among teachers, administrators, and parents. Collaborative decision making in educational systems is frequently characterized by conflict and disagreement, given differing perspectives and opinions among participants, and differing interests in the status quo. School principals, charged with facilitator roles in locally managed schools, are challenged to address resulting conflicts in ways that yield functional synergies and constructive outcomes which enable schools to respond to community needs. The purpose of this study is to develop a profile of preferred conflict management behaviors and strategies of a sample of principals in a large, urban school district who work in site‐based managed schools. Results reflect these principals’ preference for solution‐oriented conflict strategies. Findings are discussed in terms of the changing leadership responsibilities of principals in site‐based managed schools.

To investigate relationships between teacher empowerment and interpersonal level trust in the principal.

Trust is a fundamental element in well‐functioning organizations. Studies of empowerment, a motivational construct, have suggested that empowering employees is a key factor in managerial and organizational effectiveness. An instrument was constructed to measure perceived teacher empowerment and level of interpersonal trust in the principal. Established measures of psychological empowerment and affect‐and cognition‐based trust were adapted for use in the study. Elementary school teachers in an urban school district in the USA completed the survey instrument.

Teachers who perceived that they were empowered in their work environments had higher levels of interpersonal trust in their principals. Teachers who found their work personally meaningful, and who reported significant autonomy and substantial influence in their work environments had higher levels of interpersonal trust in principals.

This investigation was delimited by the study sample. Research on the empowerment‐trust relationships should be extended to include middle and high schools, and schools in different regions with a broader range of demographics.

Principals should consider suggested strategies that can strengthen teachers’ perceptions of empowerment, reinforce trustworthy behaviors, and support beliefs in the honesty, integrity, and reliability of supervisors.

The study compliments the limited base of data‐driven research in education and the non‐profit sector that focuses on significant intervening variables associated with trust in organizations.

To explore associations between employee empowerment and interpersonal trust in managers.

An online survey designed to assess empowerment and trust was administered to a random sample of 2,000 salaried employees at a Fortune 500 manufacturing organization in the USA.

Results, bounded by sample and focal organizational characteristics, indicated that employees who feel empowered in their work environment tend to have higher levels of interpersonal‐level trust in their managers.

Implications for managers are discussed in terms of enabling employee empowerment, strengthening interpersonal trust, and increasing organizational effectiveness.

Highlights how increments in empowerment and trust can mitigate effects of organizational complexity, reduce transaction costs, strengthen relational systems within flatter organizational structures, and diminish the need for supervisory oversight, unproductive controls, and measurement systems that negatively impact productivity and the capacity to succeed in highly competitive markets.

Intergenerational programs and practices refer to a wide range of initiatives which aim to bring people of different generations together to interact, educate, support, and provide care for one another. Insofar as there is such rapid growth in intergenerational program activity taking place at the national and international levels, it is pertinent to wonder how we can cultivate innovative, effective leaders in a variety of professional roles and settings. This article explores various conceptions about how to prepare and inspire intergenerational professionals. Beyond focusing on the set of skills and knowledge that practitioners need to function effectively, we argue that there are certain personal dispositions that are integral to leadership in this field. To illustrate how passion, what the authors call the p-factor, contributes to exemplary intergenerational practice, several examples are provided of intergenerational professionals who emanate this quality. Implications for preparing future intergenerational leaders are considered.

The purpose of this paper is designed to test a conceptual model founded on the theoretical background generated above, and to evaluate the latent factor structure of organisational commitment among frontline employees in Jordanian organisations.

Principal component analysis has been used to determine the underlying factor structures for exploratory factor analysis. A test of the model uses a path analytic approach with LISREL 8.80 for confirmatory factor analysis.

The results indicated that the data relationships are consistent with the causal model of organisational commitment and contribute to understanding the attitude of the employees. Also, the current results emphasize the need for a practical approach in examining organisational commitment level as employers can control the individuals' perceptions in accordance with the business settings.

This paper contributes to theory with respect to organisational commitment and employee attitudes. The findings encourage Jordanian organisations to focus more on employee perceptions and commitment, by providing a better understanding of the motivational factors at work.

This paper contributes to the knowledge in several grounds. First, it validates the structure of organisational commitment in a non-Western context. Second, it contributes to the knowledge of the topic of commitment in Jordan.