Purpose The purpose of this article is to examine the cumulative relationship of three conceptual models, a human capital model, a family domain variables model, and a work domain model, on promotion in the Israeli high school educational system. To examine whether the three models are related directly to promotion or whether the variables of work-family conflict and family-work conflict mediate the relationship between the three models and promotion. Design/methodology/approach Data were collected from a sample of 414 teachers and principals. Of the total sample, 219 were high school principals, males and females, and 195 were high school teachers. Findings The findings showed that the relationship between the three models is mediated by work-family conflict and family-work conflict. They also showed a strong effect for two groups of variables – the work domain variables, including organizational support and having a mentor, and the two family-work conflict and work-family conflict variables. Research limitations/implications The study is based on a sample taken from one occupation, dominated by public employees. Therefore, we must be cautious in generalizing the findings here to other occupations or to other sectors, such as the private one. Practical implications If organizations want more employees with higher abilities to consider a career and advancement with them, they should develop mechanisms that will support and assist employees in their organizational life. Originality/value The study contributes to the understanding of the correlates of career success.
- Secondary education
ASJC Scopus subject areas
- Applied Psychology
- Organizational Behavior and Human Resource Management