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

The concept of agency has become widely used in education, social sciences, psychology, and more. This article explores the concept of agency and provides a critical review from two main bodies of work: The social cognitive theory and the structure agency theory. The two are not the same. Structure agency theory was used to illuminate agency from an organizational perspective. Social-cognitive theory was used to better understand leader agency from a social perspective. In order to understand the relationship between structure agency and leader agency, both of these theories are reviewed through the same lens: agency within the workplace, mainly in school structure and school leadership. Conclusions are drawn to a better understanding of how to develop a school leadership agency. We can summarize that the implications of agency in school are the key to effective school leadership.

Benjamin Netanyahu, the Prime Minister of Israel, held the premiership for the longest period in the history of the Jewish nation. He considered as a very strong and influential leader. Leadership has manifestations of EI. The study aims to construct new knowledge about how Israeli citizens perceive the EI of Netanyahu. Questionnaire was sent to 414 Israeli participants who own first academic degree or above. Results show that the Israeli citizens perceived Bibi’s EI as high, with average of 5.08 out of 7. It was assumed that in order to achieve his goals, Netanyahu uses also dark side of EI. This study demonstrated that EI could be used with positive-oriented and can also use with negative-oriented. Keywords: emotional intelligence, Benjamin Netanyahu, leadership, dark EI

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