The purpose of this paper is to test an innovative model for exploring the direct and indirect relationships between principals’ cognitive complexity (CC), schools’ absorptive capacity (ACAP), a teacher’s affective commitment and a teacher’s intent to leave.,Data were collected from a survey of 1,664 teachers at 107 Arab elementary schools, randomly selected from the database of the Israeli educational system. To test the proposed model, multilevel structural equation modeling was conducted.,The analysis confirmed that schools’ ACAP and a teacher’s affective commitment are prominent mediators between principals’ CC and a teacher’s intent to leave.,Understanding the factors that contribute to a teacher’s intent to leave could help school principals and policy makers retain effective teachers in today’s schools.,This study adds to the body of research directed at identifying school principals’ characteristics, as well as work-related factors, which may decrease a teacher’s intent to leave and are amenable to leadership intervention.

中文翻译：

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从主要的认知复杂性到教师的离职意图

本文的目的是测试一种创新的模型，以探讨校长的认知复杂度（CC），学校的吸收能力（ACAP），教师的情感承诺和教师的离职意图之间的直接和间接关系。根据对107个阿拉伯小学的1664名教师的调查，该调查是从以色列教育系统的数据库中随机选择的。为了验证所提出的模型，我们进行了多级结构方程建模。分析确认，学校的ACAP和教师的情感承诺是校长CC与教师离职意图之间的重要中介。了解造成教师意图的因素离开学校可以帮助学校校长和决策者在当今的学校中留住有效的老师。