Ronit Bogler
Biographic Data
| ID | 5848597 |
|---|---|
| NAME | Ronit Bogler |
| GIVEN NAMES | Ronit |
| FAMILY NAME | Bogler |
| SIGNATURE | BOGLER R |
| AFFILIATIONS | Open University of Israel |
| ORCID | 0000-0001-9484-974X |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 40 |
| WORKS AS AUTHOR | 16 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Resilient leadership in schools
This study examined how school leaders’ resilience promotes team innovation and schoolteachers’ job satisfaction through its influence on school management team (SMT) empowerment. To minimize single-source bias, data were gathered from 86 elementary and junior high schools, including 86 school leaders, 357 school management team members, and 683 teachers who were not part of the school management team. Findings indicated significant positive asso…
Charismatic Leadership and Team Strain
Charismatic leadership has long been noted as a driving force behind effective teams, though its benefits are not always guaranteed. This study explores the implications of charismatic leadership, examining how different styles-personalized and socialized-affect team dynamics, specifically in relation to team citizenship pressure (CP) and its impact on team strain. It also explores how coping strategies can moderate these effects, offering a deep…
How does school management team empowerment relate to teachers' organizational citizenship behavior? A moderated mediation model
Purpose Previous studies have examined the empowerment of individual teachers, while neglecting the fact that such a phenomenon might grow within a team. Building on the crossover model and social exchange theory, the aim of this study is to explore whether team empowerment among school management teams (SMTs), is transmitted to the school level and affects schoolteachers' job satisfaction and thereby schoolteachers' organizational citizenship be…
Promoting 21 st century pedagogy
Public schools are expected to ensure that students who graduate the kindergarten (for 5-6 year olds) through twelfth grade (for 17-18 year olds) system are adept in 21 st century skills to be successful in the new workforce landscape.Hence, schools need to establish progressive teaching and learning processes that significantly differ from the traditional ones.Since learning environments designed for knowledge construction promote self-regulated…
Organizational citizenship behavior (OCB) above and beyond
Conceptualising the mediating paths linking effective school leadership to teachers’ organisational commitment
The present study is a developmental review that aims to conceptualise, using empirical data, the mediating paths connecting effective school leadership (i.e. transformational leadership and distributed leadership) to teachers’ affective and normative organisational commitment. The review is based on empirical studies on teachers’ organisational commitment published in peer-review journals during two decades. Data analysis resulted in an integrat…
The pressure to go above and beyond the call of duty
DESCP factors
Policymakers often overestimate the power of agentic players in the system and their own as the causes for the successes and failures of reforms. These are but a small part of the powers in play. The article sheds light on contextual factors that are underestimated when planning and implementing reforms in education. The study utilises a case study method to explore three failed reforms in public education to identify the influence of DESCP (i.e.…
Leadership attributes, masculinity and risk taking as predictors of crisis proneness
Purpose – The purpose of this paper is to examine the extent to which leadership attributes, masculinity, risk taking and decision making affect perceived crisis proneness
The antecedents of teacher satisfaction with professional development programs
Influence of teacher empowerment on teachers’ organizational commitment, professional commitment and organizational citizenship behavior in schools
Antecedents and Consequences of Teacher Organizational and Professional Commitment
The purpose of the present study was to examine the distinctive relationships of teacher professional and organizational commitment with participation in decision making and with organizational citizenship behavior (OCB). The data were collected through questionnaires from a sample of 983 teachers at 25 middle schools and 27 high schools in Israel. The results of the structural equation model confirmed the main hypotheses and depicted distinctive…
Two profiles of schoolteachers
The Influence of Leadership Style on Teacher Job Satisfaction
The article examines the effects of principals’ leadership style (transformational or transactional), principals’ decision-making strategy (autocratic versus participative), and teachers’occupation perceptions on teacher satisfaction from the job. More specifically, it attempts to find out how much of the variation in teachers’job satisfaction can be attributed to their perceptions of their occupation, as compared to their perceptions about their…
Rewards and costs
Rewards and costs
Influence of teacher empowerment on teachers’ organizational commitment, professional commitment and organizational citizenship behavior in schools
The pressure to go above and beyond the call of duty
The antecedents of teacher satisfaction with professional development programs
Two profiles of schoolteachers
Organizational citizenship behavior (OCB) above and beyond
Leadership attributes, masculinity and risk taking as predictors of crisis proneness
Purpose – The purpose of this paper is to examine the extent to which leadership attributes, masculinity, risk taking and decision making affect perceived crisis proneness
Rewards and costs
Rewards and costs
The Influence of Leadership Style on Teacher Job Satisfaction
The article examines the effects of principals’ leadership style (transformational or transactional), principals’ decision-making strategy (autocratic versus participative), and teachers’occupation perceptions on teacher satisfaction from the job. More specifically, it attempts to find out how much of the variation in teachers’job satisfaction can be attributed to their perceptions of their occupation, as compared to their perceptions about their…
Antecedents and Consequences of Teacher Organizational and Professional Commitment
The purpose of the present study was to examine the distinctive relationships of teacher professional and organizational commitment with participation in decision making and with organizational citizenship behavior (OCB). The data were collected through questionnaires from a sample of 983 teachers at 25 middle schools and 27 high schools in Israel. The results of the structural equation model confirmed the main hypotheses and depicted distinctive…
Two profiles of schoolteachers
Influence of teacher empowerment on teachers’ organizational commitment, professional commitment and organizational citizenship behavior in schools
The antecedents of teacher satisfaction with professional development programs
Leadership attributes, masculinity and risk taking as predictors of crisis proneness
Purpose – The purpose of this paper is to examine the extent to which leadership attributes, masculinity, risk taking and decision making affect perceived crisis proneness
DESCP factors
Policymakers often overestimate the power of agentic players in the system and their own as the causes for the successes and failures of reforms. These are but a small part of the powers in play. The article sheds light on contextual factors that are underestimated when planning and implementing reforms in education. The study utilises a case study method to explore three failed reforms in public education to identify the influence of DESCP (i.e.…
The pressure to go above and beyond the call of duty
Conceptualising the mediating paths linking effective school leadership to teachers’ organisational commitment
The present study is a developmental review that aims to conceptualise, using empirical data, the mediating paths connecting effective school leadership (i.e. transformational leadership and distributed leadership) to teachers’ affective and normative organisational commitment. The review is based on empirical studies on teachers’ organisational commitment published in peer-review journals during two decades. Data analysis resulted in an integrat…
Organizational citizenship behavior (OCB) above and beyond
How does school management team empowerment relate to teachers' organizational citizenship behavior? A moderated mediation model
Purpose Previous studies have examined the empowerment of individual teachers, while neglecting the fact that such a phenomenon might grow within a team. Building on the crossover model and social exchange theory, the aim of this study is to explore whether team empowerment among school management teams (SMTs), is transmitted to the school level and affects schoolteachers' job satisfaction and thereby schoolteachers' organizational citizenship be…
Promoting 21 st century pedagogy
Public schools are expected to ensure that students who graduate the kindergarten (for 5-6 year olds) through twelfth grade (for 17-18 year olds) system are adept in 21 st century skills to be successful in the new workforce landscape.Hence, schools need to establish progressive teaching and learning processes that significantly differ from the traditional ones.Since learning environments designed for knowledge construction promote self-regulated…
Charismatic Leadership and Team Strain
Charismatic leadership has long been noted as a driving force behind effective teams, though its benefits are not always guaranteed. This study explores the implications of charismatic leadership, examining how different styles-personalized and socialized-affect team dynamics, specifically in relation to team citizenship pressure (CP) and its impact on team strain. It also explores how coping strategies can moderate these effects, offering a deep…
Resilient leadership in schools
This study examined how school leaders’ resilience promotes team innovation and schoolteachers’ job satisfaction through its influence on school management team (SMT) empowerment. To minimize single-source bias, data were gathered from 86 elementary and junior high schools, including 86 school leaders, 357 school management team members, and 683 teachers who were not part of the school management team. Findings indicated significant positive asso…
Psychology (14 works) · Social Psychology (11 works) · Political science (10 works) · Teacher Education and Leadership Studies (10 works) · Job Satisfaction and Organizational Behavior (7 works) · Social Psychology (7 works) · Job satisfaction (5 works) · Organizational citizenship behavior (5 works) · Organizational commitment (5 works) · Pedagogy (5 works)