Systems thinking (ST) is a holistic leadership approach that puts the study of wholes before that of parts. It focuses attention on how organization members act together in networks of interactions. This is done by researching organization members’ mental models, which are deeply ingrained assumptions, generalizations, or even mental pictures or images that influence how one understands the world and thus takes action in order to achieve desired results. The purpose of this study was to explore the ST of school management teams (SMTs) through mental models. The main research question leading this inquiry was: How does ST reflect and express the mental models of SMTs? Qualitative data were collected via structured open questions. Hundred and fifty-four SMT members who worked at different school levels participated in this study. Data analysis was conducted by generating themes through an inductive process of condensing, coding, categorizing, and theorizing. The data analysis yielded five major themes: (a) the nature of teamwork; (b) shaping schools’ goals and policies; (c) systemic gathering of information; (d) shaping the pedagogical work; and (e) decision-making and problem-solving as one organic puzzle. These themes were found to be closely interrelated in the context of schoolwork. This study highlights the importance of understanding more fully the role of SMTs’ ST in schools. The study proposes that SMT members focus on ST characteristics that can enhance overall effectiveness. This can help SMTs achieve better cooperation with their counterparts as a leverage for school effectiveness.

This study aims to explore teachers’ perceptions of the role played by school principals in promoting teachers' well-being. The teachers in Israel have a low professional self-image and work under stressful conditions. Psychological well-being combines a good feeling with effective functioning and promoting well-being can enhance efficacy at work. This is a qualitative study, with a personal interpretive paradigm of teachers' reflections. Data was collected from 53 teachers and analyzed in a four-stage process: condensing, coding, categorizing, and theorizing. The study was based on the planned theory (Ajzen & Fishbein, 1980), and the data was encoded and categorized according to the Goleman, Boyatzis and McKee (2004) emotional intelligence (EI), leadership competence which founds to enhance well-being and effectiveness at work. Findings indicate that school principals can play an important role in promoting teachers’ well-being by displaying relationship management, which generates the highest level of EI: Creating a positive emotional climate, keeping relationships on the right track, and demonstrating genuine concern for teachers. Understanding the importance of EI and mastering it by educational leaders is important for promoting well-being. It is significant for the positive functioning of the teachers and school system. This study contributes to the epistemology of promoting teachers' well-being and developing EI by educational leader. Keywords: School principals, teachers’ well-being, emotional intelligence

Background. Fibromyalgia syndrome (FMS), a chronic widespread pain disorder, has been associated with various models of stress, including those that are workplace-related. In a previous study, we have documented the significantly increased prevalence of FMS among schoolteachers, as well as correlating symptoms with stressful workplace-related factors. In the current study, we have focused on the specific population of kindergarten teachers and attempted to document both the prevalence of FMS symptoms among this group and the association with stress and symptoms of posttrauma. Methods. All participants in the study were working as kindergarten teachers in Israel at the time of the study. Participants responded to a questionnaire documenting FMS symptom, which included the widespread pain index (WPI) and symptom severity scale (SSS), which together constitute the suggested American College of Rheumatology (ACR) FMS diagnostic criteria. Additional items on the questionnaire documented work motivation and performance, the occurrence of workplace-related stressful events, and the presence of posttraumatic symptoms. Results. 242 participants were recruited to the current study, including 239 (98.8%) females and 3 (1.2%) males. 62 individuals (25.6%) were found to fulfill ACR FMS criteria. Significant differences in work performance were found between teachers fulfilling FMS criteria compared with those not fulfilling criteria. Thus, FMS-positive teachers reported significantly higher rates of missing workdays, leaving work early, and a lower quality of interaction with children in the kindergarten and with peers and supervisors. Motivation to work was also significantly lower among these individuals. The widespread pain index (WPI) and symptom severity scale (SSS), which together constitute the components of the FMS diagnostic criteria, were positively correlated with both stress and posttraumatic symptoms. In addition, widespread pain, disordered sleep, difficulty with concentration, and other FMS symptoms were strongly correlated with many specific stressful factors at the workplace, including the number of children in the kindergarten, interaction with parents, lack of optimal physical conditions in the classrooms, and various demands on behalf of the educational system. Conclusion. FMS symptoms were found to be highly prevalent among Israeli kindergarten teachers, at a rate that greatly exceeds the prevalence in the general Israeli population. Stressful work-related events appear to be positively associated with the occurrence of FMS symptoms and may serve as triggers for their development. Healthcare professionals treating individuals engaged in this occupation should be vigilant for the occurrence of symptoms that are clinically associated with FMS and overlapping functional disorders.

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