Principal–teacher gender (dis)similarity as a moderator in the relationship between paternalistic leadership and organisational citizenship behaviour in the Arab minority in Israel

Abstract

Relying on the similarity attraction paradigm and self-categorisation theories, the current study examines how principal–teacher gender (dis)similarity affects the emergence of paternalistic leadership and the influences of such leadership on teachers’ organisational citizenship behaviour in the Arab minority in Israel. Data were collected from a sample of 180 randomly selected teachers and their principals from elementary schools in the Arab education system in Israel (180 dyads). MANCOVA, ANCOVA, hierarchical regression analyses and structural equation modelling were used to test the proposed relationships. The results of the overall model indicated that principal–teacher gender dissimilarity affected the emergence of paternalistic leadership and its influences on teachers’ organisational citizenship behaviour. Specifically, in the case of principal–teacher gender dissimilarity, paternalistic leadership contributed to improving organisational citizenship behaviour. Theoretical and practical implications are discussed.