Explicating the Complexity of Participative Management: An Investigation of Multiple Dimensions

By A. Somech. 2002

114 citations recorded by the source corpus.

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In Education

Citations in the corpus

Participative Decision Making in Schools: A Mediating-Moderating Analytical Framework for Understanding School and Teacher Outcomes (2010, background): “…multilevel model, teachers Participative decision making (PDM) is still a central theme of research, policy, and practice in business organizations (e.g., Chen & Tjosvold, 2006) as well as in schools (Leithwood & Duke, 1998; Pounder, 1997; San Antonio & Gamage, 2007; Somech, 2002; Walker, 2000).”
Teachers’ organizational citizenship behavior: Examining the boundary between in-role behavior and extra-role behavior from the perspective of teachers, principals and parents (2010, methodology): “These demographic characteristics are similar to those found in comparable studies on teachers and principals in Israel (Bogler & Somech, 2004; Somech, 2002).”
Exploring the link between distributed leadership and job satisfaction of school leaders (2009, background): “Leaders may also feel uncomfortable, as they have to relinquish traditional authority roles and are dethroned by other school members (Liontos and Lashway 1997; Somech 2002).”
The Impact of Participative and Directive Leadership on Teachers' Performance: The Intervening Effects of Job Structuring, Decision Domain, and Leader-Member Exchange (2006, methodology): “The educational literature (e.g., Duke & Gansneder, 1990; Herriott & Firestone, 1984; Somech, 2002) identifies two main domains of decision making in school: the technical, which deals with students and instruction (e.g., instructional policies, classroom discipline policies, resolving learning…”
Relationships of participative leadership with relational demography variables: a multi-level perspective (2003, background): “Tsui and O’Reilly (1989) introduced the term ‘relational demography’ to describe the differences in characteristics of manager and subordinate.”
Teachers’ Personal and Team Empowerment and Their Relations to Organizational Outcomes: Contradictory or Compatible Constructs? (2005, background): “Although many schools declare themselves team-based organizations, significant diversity among them is apparent in actual functioning (Drach-Zahavy & Somech, 2002); therefore, team empowerment might serve as a facilitator for team effectiveness.”
Organizational citizenship behavior in school: How does it relate to participation in decision making? (2005, background): “Regarding teachers’ PDM, most educational scholars (e.g. Duke and Gansneder, 1990; Herriott and Firestone, 1984; Somech, 2002) identify two main domains of decision making in school: the technical domain, which deals with students and instruction (e.”