The current study deals with the question of whether affective trust among the teaching staff and teacher participation in decision-making (PDM) might influence the relationship between principals’ skills (cognitive and interpersonal) and organizational outcomes (job satisfaction and teacher absenteeism) during the first year of educational reform implementation. The research model was further compared with schools that did not undergo the reform. Participants included 1370 teachers and 106 principals from 106 randomly selected elementary schools in Israel that implemented the “New Horizon” reform; and 1203 teachers from 101 schools which did not implement the reform. Results indicated that in the first year of reform implementation, only principals’ cognitive skills lead to PDM and affective trust among the teaching staff, the latter being positively related to teachers’ job satisfaction, which in turn is negatively related to teachers’ absenteeism during this year. Furthermore, affective trust and job satisfaction mediated the relationship between principals’ cognitive skills and teacher absenteeism in the first year of reform implementation. Regarding the differences between the two groups of schools, the model of schools with no reform implementation showed only a relationship between cognitive skills and PDM. The theoretical and practical implications of the study are discussed.

中文翻译：

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以色列教育改革期间校长的技能和教师缺勤：探索参与决策、信任和工作满意度的中介作用

目前的研究涉及教师之间的情感信任和教师参与决策（PDM）是否会影响校长技能（认知和人际关系）与组织成果（工作满意度和教师缺勤）之间的关系。教育改革实施第一年。研究模式进一步与未进行改革的学校进行了比较。参与者包括来自以色列106所实施“新视野”改革小学的1370名教师和106名校长；未实施改革的101所学校的1203名教师。结果表明，在改革实施的第一年，只有校长的认知技能导致了PDM和教师之间的情感信任，后者与教师的工作满意度呈正相关，而与教师今年的缺勤率呈负相关。此外，在改革实施的第一年，情感信任和工作满意度介导了校长认知技能与教师缺勤之间的关系。关于两组学校的差异，未实施改革的学校模型仅显示认知技能与PDM之间的关系。讨论了该研究的理论和实践意义。在改革实施的第一年，情感信任和工作满意度在校长认知技能和教师缺勤之间起中介作用。关于两组学校的差异，未实施改革的学校模型仅显示认知技能与PDM之间的关系。讨论了该研究的理论和实践意义。在改革实施的第一年，情感信任和工作满意度在校长认知技能和教师缺勤之间起中介作用。关于两组学校的差异，未实施改革的学校模型仅显示认知技能与PDM之间的关系。讨论了该研究的理论和实践意义。