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AbstractTurnover intention is an important yet underexamined concept in local government studies. Although the association between council–manager conflict and managerial turnover intention is well documented, the underlying mechanisms have not yet been elucidated. This study fills this research gap by analysing two variables in the relationship: organizational job embeddedness and cooperative context. Results from partial least squares structural equation modelling (PLS‐SEM) reveal that organizational job embeddedness mediates the link between task conflict and managerial turnover intention. The results also indicate that a cooperative context can moderate the negative indirect relationship between council–manager task conflict and managerial turnover intention.

AbstractA common problem with using organizational performance as the dependent variable is the ignoring of feedback effect. The current conceptualization of the turnover–performance relationship is mostly unidirectional, focusing on how turnover affects organizational performance. Only a few scholars have investigated the possible reverse relationship between turnover and performance. Aiming to further the research on the feedback effect of organizational performance, this study employed cross‐lagged structural equation models that are especially suitable for modelling the possible reverse relationships between variables. Data were collected from public elementary and middle schools in New York City over a three‐year period. The results consistently show that organizational performance was negatively related to subsequent employee turnover. This research contributes to the development of a more valid and comprehensive understanding of the relationship between employee turnover and organizational performance.

Abstract
Leaders are essential actors in public performance improvement and organizational change. However, a key question has not been adequately addressed in prior literature on the topic: how do leadership processes make a difference? Using data on New York City public schools, this article explores the organizational mechanisms by which a specific form of principal's leadership—transformational leadership—influences objective organizational outcomes as measured by standardized test scores. The empirical results indicate that a principal's transformational leadership style affects student test scores through the mediating effects of purposeful performance information use and stakeholder engagement.

Transformational leadership has a great impact on employees' psychological attachment to their organizations. This study examines how and under what condition transformational leadership translates into employees' affective organizational commitment. Using a moderated mediation model, this research finds that the relationship between transformational leadership and affective commitment is transmitted through perceived work impact. More importantly, our findings suggest that the indirect effect of transformational leadership on affective commitment through perceived work impact is moderated by the level of centralization of an organization. Theoretical and practical implications of the findings are discussed.

Performance management is widely assumed to be an effective strategy for improving outcomes in the public sector. However, few attempts have been made to empirically test this assumption. Using data on New York City public schools, we examine the relationship between performance management practices by school leaders and educational outcomes, as measured by standardized test scores. The empirical results show that schools that do a better job at performance management indeed have better outcomes in terms of both the level and gain in standardized test scores, even when controlling for student, staffing, and school characteristics. Thus, our findings provide some rare empirical support for the key assumption behind the performance management movement in public administration.