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Organisational antecedents of teachers’ perceived time capacity to energise effort
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Figure
Figure
1.
1.
The
The
structure
structure
model
model
and
and
results.
results. Abbreviations:
Abbreviations:
clear
clear
leadership
leadership
(shi);
(shi);
Economic
Economic
exchange (eco); Trustship (rel); Social exchange (soc); (soc); Economic exchange (eco); (eco); Time Time
capacity (cap)
capacity (cap)
The direct effect of social exchange on time capacity is positive and relatively large (.352)
and larger than the direct effect of both economic exchange (-.02) and clear leadership (-.05).
Because the direct effect is larger than the correlation between social exchange and time
capacity, social exchange has a negative spurious component. In addition, trustship and clear
Table Table 2. Estimated 2. Estimated Effect Effect Components Components for the Structural for the Structural Model with Model Time Capacity with Time as Capacity the as the
leadership have substantively indirect effects on time capacity, 0.15 and 0.10, respectively.
Dependent
Dependent
Variable
Variable
For clear leadership, the indirect effect is almost twice Direct as large Indirect as the direct Spurious effect.
Correlation Total
effect effect effect
Trustship .24 .20 .05 .15 .04
Clear leadership .21 .04 -.05 .10 .17
Social exchange .26 .25 .25 .00 -01
Economic exchange -.14 -.02 -.02 .00 -.12
R 2 (time capacity) = .07
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Discussion
The results of the structural equation modelling can be summarised as follows: trustship via
social exchange seems to be the most important factor influencing teacher-perceived time
capacity (question 3). Therefore, this may be interpreted in the sense that school principals
should develop organisational conditions that promote positive social norms. However,
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