The aim of this paper is to investigate the relationship between principal's leadership styles in Bedouin secondary schools in south Israel and teacher's intrinsic and extrinsic motivation. The research relies on the theory of full range leadership model and intrinsic and extrinsic motivation. Design/methodology/approach-questionnaires assessing the variables of interest were completed by 306 teachers in 22 Bedouin secondary schools in Negev in south of Israel. As results of our study, hypothesis which expects a positive relationship between transformational leadership and intrinsic motivation, and hypothesis that expects a negative relationship between laissez-faire leadership and intrinsic motivation have been accepted. On the other hand, hypothesis that expects a positive relationship between transactional leadership and intrinsic motivation has been rejected also the hypothesis that expects a positive relationship between transformational leadership and extrinsic motivation, and the hypothesis that expects a negative relationship between laissez-faire leadership and extrinsic motivation have been accepted, while hypothesis that expects a positive relationship between transactional leadership and extrinsic motivation has been rejected.

The aim of the research is to explore leadership styles applied by the principals of the secondary schools in Negev in south of Israel, as viewed by the teachers and it's aimed to find out whether factors such as settlement, school location, and gender of teacher may change principal leadership style in the secondary school in Negev. The research relies on the theory of full range leadership model. Design/methodology/approach questionnaires assessing the variables of interest were completed by 306 teachers in 22 Bedouin secondary schools in Negev. Statistical analysis that had been made to the data included mean, standard division, and t-test. The results of the research indicated that the teacher characteristic affected the principal leadership style. Principal changed his/her behavior according to the teacher characteristic. The principal in temporary settlements is more transformative than principal in permanent settlement. Bedouin principal also is more transactional with non-local teachers than with local teachers and he is less laissez-faire with female than males. Keywords: Bedouin, leadership styles, transformational leadership IntroductionLeadership is perhaps one of the most important aspects of management (Weihrich, Cannice, & Koontz, 2008); this is because leadership is a major factor which contributes immensely to the general wellbeing of organizations and nations (Robbins & Coulter, 2007). Great nations like the United State of America, Britain, France, and India are some of the most prominent nations in the world today on the wings of effective leadership (Nordin & Wan, 2012). This is because leaders in organizations and nations make things happen.Successful, effective leaders have conquered achievement goals for their schools because they took care of the people accountable for learning "the teachers" and all involved in the school performed at higher levels. The goal has been to have successful schools encompass the leader and the individuals involved. The principal must also be honest about personal strengths and weaknesses and possess willingness to compromise when necessary. The effective principal should combine strategies to improve teaching and learning while compassionately nurturing those employed in the school (Abwalla, 2014;Kipkemboi, Henry, & Jemiryott, 2014;Drake & Roe, 1986;Littleford, 2007).The education system in Bedouin sector is very complex and teaching workforce in the Bedouin educational system in Negev has its unique characteristics, as the Bedouin community is a traditional one. Literature Review-Leadership Style Transformational LeadershipA transformational leader is a person who stimulates and inspires (transform) followers to achieve extraordinary outcomes (Bass & Avolio, 1994). He/she pays attention to the concern and developmental needs of individual followers; they change followers' awareness of issues by helping them look at old problems in a new way, and they are able to arouse, excite, and inspire followers to put out extra effort to achieve group goals. Transform...

The purpose of this paper is to explore the Bedouin educational system from the leadership context and its relation with professional development and to test professional development impact on teachers' practice. The research relies on the theory of full range leadership model and professional development and teaching practice.Design/methodology/approach-the questionnaires assessing the variables of interest were completed by 306 teachers in 22 Bedouin high schools in the Negev in south of Israel, in addition to an interview with 10 principals.As results of the study, hypotheses which expect a positive relationship between transformational and transactional leadership and professional development have been rejected. On the other hand hypothesis that expects no relationship between laissez-faire leadership and professional development and hypothesis which expects a positive relationship between professional development and teachers practice have been accepted.Keywords: Bedouin, leadership, professional development, teachers practice IntroductionThe Bedouin society today is in the transitional process from traditional social life to the life of a modern society, although about a half of them lived in temporary villages.In modern life, the education is one of the main and essential aspects for the cultural design, personal and group development, social, economic, stratification and politics in any society.There are two key factors influencing effective education: The first major aspect of school management is leadership, because leadership is a main factor that contributes significantly to the overall well-being of organizations and nations. The second important factor is professionalism of teachers. School effectiveness and professional development are closely related. It is within this context that the importance of leadership in improving the quality of schools is identified as a crucial element therefore; there is a place to explore and to analyze the educational system from a leadership context and its relation with professional development and the professional development impact on teachers' practice. Theatrical Literature-Leadership Styles Transformational LeadershipTransformative leaders are characterized as managerial leaders who focus on supervising, organizing, and performing staff. The changes that are made on the subordinates by the transformative leader are changes of a Salih Alasad, Ph.D., School of Business Administration, West University of Timisoara, Timisoara, Romania. Correspondence concerning this paper should be addressed to Salih Alasad, P.O. Box 161, Lakia 8499100, Israel. higher status and may include a change of values and beliefs. The transformative leader (designer) has the ability to shape the expectations of the people and make them new expectations which they did not have before from themselves at the beginning of interaction with the leader. Transformational leadership is the leader's ability to generate enthusiasm, emotional involvement, and commitment from subordinates and organiza...