26 SES 01 B, Reflection, Enjoyment and Organizational Health.
Public schools are considered domesticated and protected organizations (Carlson, Gallaher, Miles, Pellegrin & Rogers, 1965) and as such, their continuation and existence hardly depends on the quality of their performance and outcomes. They are sponsored by the state and are therefore operating in a rather stable organizational environment (Eyal & Inbar, 2003; Mayer & Rowan, 1977).
In recent years, however, it appears that these circumstances are gradually changing. Schools need to cope with a dynamic reality characterized by technological innovations, increased social heterogeneity, a variety of needs, competition and an increasing amount of contradictory expectations, all contributing to the instability and uncertainty shared by school level educators (Goldring, 1996; Hallinger & Bridges, 1997; Nir, 2003).Studies have confirmed that public school leaders consistently define their role as a political one (Blase, 1995; Lindle & Mawhinney, 2003) and are continuously evaluating checks and balances (Ball, 1987) when attempting to succeed in their turbulent work environment (Lindle & Mawhinney, 2003).
These changes inevitably influence schools' inner dynamic and are therefore assumed to also influence schools' organizational health. This assumption follows previous publications suggesting that the relationship between schools and their environment is a crucial junction when attempting to explain and understand school's organizational health (Korkmaz, 2005; Cemaloglu, 2011). The literature also advocates for the crucial role school leaders play in buffering external influences and shaping school's organizational health (Hoy & Sabo, 1998; Korkmaz, 2004; 2007; Cemalogu, 2011, Khademfar & Idris, 2012; Cemalogu, 2011).
Nevertheless, although the changing context in which public schools operate seems to produce constraints and opportunities likely to influence schools’ inner dynamics, previous research has not yet explored the impact of the growing uncertainty characterizing public schools' context on their organizational health. Research also lacks evidence testifying to the mediating role transformational leadership plays in buffering these influences.
Hence, the current study proposes to fill this gap. Specifically, it attempts to shed light on the significance of school principals when public schools confront environmental uncertainty and assess the mediating effect of the transformational leadership style on the relation between environmental uncertainty and school’s health.
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