Purpose

Research suggests that cultural dimensions affect teachers' perceptions and behaviors. Based on Hofstede's cultural dimensions and organizational innovation climate literature, we examined the effects of the cultural values of collectivism, masculinity, power distance, uncertainty avoidance and short-term orientation on teachers' perceptions of school innovative climate and their affective commitment.

Design/methodology/approach

Arab and Jewish Israeli teachers studying toward their MA degree (N = 268) were randomly selected from three colleges to fill out questionnaires pertaining to these cultural values, innovative climate and their affective commitment.

Findings

Only the cultural value of collectivism positively affected perceptions of innovative climate. Negative relationships were found between the latter and uncertainty avoidance, as well as masculinity. Perception of innovative climate, in turn, related positively to teachers' affective commitment.

Originality/value

This study adds to the body of research directed at identifying antecedents to affective commitment as well as to studies examining cultural effects on innovation.

中文翻译：

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文化价值观，学校创新氛围和组织情感承诺：对以色列教师的研究

目的

研究表明，文化层面会影响教师的观念和行为。基于霍夫斯泰德的文化维度和组织创新气候文献，我们研究了集体主义，男性气概，权力距离，避免不确定性和短期取向的文化价值观对教师对学校创新气候及其情感承诺的看法的影响。

设计/方法/方法

 从三所大学中随机选择阿拉伯和犹太以色列教师攻读硕士学位（N = 268），以填写有关这些文化价值，创新气候及其情感承诺的调查表。

发现

只有集体主义的文化价值才对创新气候的观念产生积极影响。后者与不确定性回避以及阳刚之气之间存在负相关关系。反过来，对创新氛围的认识与教师的情感投入有着积极的关系。

创意/价值

这项研究增加了针对确定情感承诺的先决条件的研究机构，并研究了文化对创新的影响的研究。