AN ASSESSMENT OF MEDIATING ROLE OF ORGANISATIONAL POLITICS PERCEPTION ON LEADER-MEMBER EXCHANGE AND WORK WITHDRAWAL BEHAVIOUR AMONG PUBLIC SENIOR HIGH SCHOOL TEACHERS IN GHANA
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- 1-5 Chapters
- Quantitative
- Chi-Square
- Abstract : Available
- Table of Content: Available
- Reference Style: APA
- Recommended for : Student Researchers
- NGN 3000
Background of the study
Leaders' responsibilities and connections with their subordinates have been assessed as critical components of subordinates' job performance in different companies throughout the years (Yariv, 2009). It is very impossible to create and sustain an essential public school system in such a complex society without a dedicated and highly skilled teaching staff or instructors working together to enhance the schools on a continual basis (Fullan, 2003). Price (2012) found that principals' actions had a significant impact on teachers' happiness, cohesiveness, and commitment levels in their research on principal-teacher interactions and how relationships form attitudes. Ward (2010,) also proposes that instructors in communities of practice learn from their experiences within the group's connection in order to put their feelings into practice. It cannot be overstated that when instructors are subjected to unjust treatment, they will respond by submitting to power and authority, and vice versa. Leaders have a significant impact on staff attitudes and behaviors, resulting in both good and bad results. According to studies, weak teacher motivation, low work satisfaction, insufficient incentives, poor leadership and management, and the system's vertical decision-making process are all contributing to the low level of performance. According to the World Bank (March 2008), the quality of leadership has a greater impact on educational retention and quality, as well as the ability of schools to enhance teaching and learning, than the quantity of available resources. Walsh (2005) places a greater focus on school administrators, claiming that developing and maintaining good relationships with teachers, rather than just principals' inherent skills, traits, and behaviors, optimizes the potential for student outcomes. Leadership training for secondary school heads was implemented in South Africa to improve educational quality; a concerted effort to improve school leadership is one of the most promising points of intervention to improve secondary education retention, quality, and efficiency across Sub-Saharan Africa. Ironically, although administrators and teachers in Ghana are supposed to collaborate, live in a friendly relationship, have mutual confidence in one another, and exchange ideas with one another with the primary objective of achieving a shared goal, most of these encounters are either amicable or tense.
The author (Annoh) goes on to say that in order to foster a positive school environment, administrators should ensure that teachers are involved in school administration, that their ideas, opinions, and decisions are respected, that they are communicated freely with, that they act as a role model for teachers, and that they are treated fairly and justly. He recognizes that school budget theft and illicit money collecting may create or break the relationship between heads and teachers. In Ghana, the teacher, who is regarded as a key player and the most significant potential change agent in the educational system, is constantly chastised, blamed, and scorned by all and sundry, particularly by educational officials, academia, the press, and the general public, for low and unsatisfactory student achievement (Osei, 2006). It cannot be disputed that the majority of known behaviors that have resulted in low student performance may be attributed to bad relationships between heads and instructors, which stakeholders have overlooked. Interpersonal working connections are critical to the success of a company. Trenholm and Jensen (2008) define organizational connections as "jointly constructed worlds of shared meaning." Relationships are inevitably present and crucial in the sense that every action that takes place in any organization, including schools, takes place in the framework of relationships. Leader-member connections, peer-coworker relationships, workplace friendships, customer relationships, romantic partnerships, and so on are all examples of workplace or interpersonal relationships. Each of these connections has both good and bad consequences for those involved. According to Graen and Uhl-Bien (1995), leadership is made up of three domains: the leader, the follower, and the connection between them (i.e. leader-member exchange). As a result, if any of these areas are deficient in senior high schools, it will have a long-term impact on students' academic performance. The degree to which a subordinate or a less powerful member of an organization submits and accepts from his or her superior that power is allocated unequally in the relationship is referred to as power distance. Because of the power gap, some leaders have a tendency to exert their control over subordinates and may disregard their views, even if they are important. When power distance seems to be dominant in our schools, it is likely to instill fear and indifference in teachers, and they may feel demoted; as a result, even if their contributions are valuable to the schools, they may retain them. A prominent method in the area of leadership is the Leader-member Exchange (LMX), which looks at the quality of the connection between a leader and a follower. According to the LMX hypothesis, leaders may cultivate unique connections and improve communication with the various work group members they supervise. In this sense, a high-quality connection is defined by trust, like, professional respect, and loyalty, and members exhibit desired behavior within a certain organizational environment. The quality of the connection between the leader and the subordinates is described by the LMX theory (Krumm, 2001). Members who concentrated only on their official duty duties were outcasts, receiving little attention or chances from the leader. Members of a group, on the other hand, bargained with the leader for more opportunities and advantages in the form of mutual trust, confidence, attention, opportunities, knowledge, and support. According to Kraimer (2001), a strong leader-member connection motivates followers to engage in more positive behavior and boosts staff morale. Between 1985 and 2009, 83 percent of all LMX research included employee perspectives; therefore, when LMX is assessed from the viewpoint of members and leaders, correlations are often moderate. In establishing LMX theory, two key words, according to Jacobs (1970), cannot be overemphasized: "supervision" and "leadership." A leader who maintains a "supervisory" connection with a member, subsequently referred to as a "out-group," or a "low-quality exchange relationship," conforms to the employment contract between the member and the organization. The leader/member communication is confined to the contract in the supervisory relationship, and there is minimal need for social contact between the leader and the member. The leader is treating the member like a "hired hand" in this situation. The leader goes above the job contract in a "leadership" subsequently referred to as in-group, or high-quality exchange connection. In this relationship, the leader trades increased performance and organizational citizenship behavior for more job latitude, decision-making influence, and open and honest communication.
Furthermore, Leithwood, Harris, and Hopkins (2008) made seven solid assertions regarding what makes for effective school leadership, all of which are important in educational institutions. These include concentrating on educating students, reacting to circumstances, enhancing learning, developing leadership skills, and assigning duties to different members of the staff. Previous study has shown that greater LMX quality is favorably linked to a variety of work outcomes, promotions, organizational commitment, job satisfaction, and job performance. “The quality of school leadership is one of the important elements in attaining high quality learning outcomes,” according to the Council on Efficiency and Equity in Education and Training (2006). Due to the varied level of social interactions between them, leaders have a distinct connection with members of work groups. Erdogan and Bauer (2010) found that the effects of LMX differentiation on work attitudes, coworker relations, and retention within the work group were dependent on the group's fairness climate, with LMX differentiation having negative effects on outcomes only when the group's fairness climate was low. Organizations must grasp LMX and its function in business operations' survival and fitness, which is to optimize organizational performance by creating good exchanges between leaders and their individual employees. Mutual support, trust, like, latitude, attentiveness, and loyalty were found to be the most common themes in most research, according to an extensive study of the area. It's simpler to maintain and enhance a successful relationship when you know what makes one excellent. Teachers will feel fair or unfair treatment as a result of this connection, whether it is positive or negative, and therefore the working environment will be positive or negative. Organizational politics are informal, unofficial, and sometimes behind-the-scenes efforts to sell ideas, influence an organization, gain power, or achieve other specific goals.
Statement of research problem
School leadership, for example, is an indirect action that has a significant impact on teaching and learning possibilities (Vidoni, Bezzina, Gatelli, & Grassetti, 2008). Because a teacher's performance directly impacts a student's performance, the quality of their leadership is important in influencing their motivation and the quality of their teaching. According to this viewpoint, some workplace conditions generate unpleasant feelings in employees, such as rage, guilt, or boredom, and these bad emotions lead to counterproductive job behaviors. According to Graen and UhlBien (1995), leadership literature has primarily focused on the leader's influence over the years, neglecting other domains such as subordinates and the dyadic relationship that exists between the leader and the led; this has resulted in confusion, disagreement, and complexity in defining what leadership is. Employee withdrawal habits account for around 15% of an organization's payroll globally. Because the public sector in Ghana has the largest number of workers in the formal sector and contributes so much to the country's economy, it is critical to do research on the impact of perceived organizational politics on employee commitment in the public sector, as well as in schools. Teachers' actions, which have direct contact with students, are crucial in determining students' success. Politics is widely used in organizations throughout the globe, and schools are no exception. “Policymakers and school administrators in Ghana have the issue of keeping competent teachers in schools to provide excellent teaching and learning for all students,” according to ( Graen,1995). People's reactions to what constitutes unfair treatment have tended to concentrate on interpersonal rather than structural issues, according to previous study. The majority of organizational politics research has been conducted in the private sector. Politics is an inevitable element of contemporary companies. The political atmosphere at work, according to Hochwarter, Kacmar, Perrewé, and Johnson (2003), may influence workers in a variety of ways, ranging from very helpful to severely detrimental. According to a recent study, there is a problem with understanding the parameters within which heads/principals and teachers work, as well as the process of meeting the demands of educational principles; this has portrayed the relationship between heads and teachers as a milieu of conflicts and counter-accusations. By keeping a symbolic distance from instructors, metaphorically behind his or her office desk, and not being seen to interact with employees, the head's position is reinforced and preserved.” Studies done on the popularity of withdrawal behavior as a consequence of the head-teacher connection concentrated on production and service organizations other than senior high schools in order to address the popularity of withdrawal behavior as a result of the head-teacher relationship. The work withdrawal tendencies that may emerge from variations in the head-teacher relationship were not addressed in these research. As such we will study An assessment of Mediating Role Of Organizational Politics Perception On Leader-Member Exchange And Work Withdrawal Behaviour Among Public Senior High School Teachers In Ghana.
Objectives of the study
The primary objective of the study is as follows
- To examine gender difference in politics perception and work withdrawal
- To find out the extent to which organizational politics perception mediates leader member exchange and work withdrawal.
- To examine organisational politics perception and work withdrawal (turnover intentions, absenteeism, presenteeism and acquiescent silence).
- To find out the relationship between leader member exchange and work withdrawal (turnover intentions, absenteeism, presenteeism and acquiescent silence).
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