Arab school principals in Israel – between conformity and moral courage

Reingold, Roni; Baratz, Lea

doi:10.1080/14675986.2019.1673552

Cited by 5 publications

(3 citation statements)

References 22 publications

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“…The current COVID-19 pandemic is a tangible and topical example of this. Students are encouraged to study at home, in parks with a teacher and in small groups at school [2]. The principle of universality is reflected in the balance within learning processes between global content and other content that strengthens students' local identity.…”

Section: Discussionmentioning

confidence: 99%

“…The regulation and management of emotions in Bedouin schools are very different from the practice in Western schools. When living in a society whose culture praises formality and masculinity, a Bedouin teacher tends to suppress their emotions at work, especially those perceived as positive in Western cultures, such as happiness and joy, and sometimes presents those perceived in Western cultures as unwanted, such as anger toward students [2].…”

Section: The School Principal and Their Skillsmentioning

confidence: 99%

“…The Bedouin culture in Northern Israel is a minority within a minority. According to [2], the Arab-Israeli education system is separate but not autonomous; it serves Druze, Bedouin, Circassian, Muslim, and Christian citizens whose first language is Arabic. The Arab-Israeli education system operates according to the Israeli national curriculum, with adjustments for the teaching of primary language, religious and cultural concentrations.…”

Section: Introductionmentioning

confidence: 99%

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Management Skills and Styles of School Principals during the COVID-19 Pandemic

2022

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The present study investigated a significant issue among a population with unique characteristics. This research and discussion centered on the challenges of running a school during the COVID-19 pandemic. The central question in this study was, how do school principals perceive their abilities and the skills required to run schools during the pandemic? In addition, this study aimed to assess the awareness of the teachers that were subordinate to these same school principals and the impact of their leadership style. The current study involved 151 teachers and 18 school principals from 18 governmental Bedouin schools in Israel. Structured questionnaires were used to collect data and measure the research variables. To analyze the data, indices and statistical tests were applied using SPSS software. The main research findings indicated that the teachers perceived the leadership styles of their school principals as a formative and rewarding part of their personality and not as an evasive style. The principals reported a high level of availability and accessibility and appropriate communication levels with all of the relevant parties. Moreover, the principals reported their level of decision-making ability as high, their judgment calls as sound, and their organizational planning skills and knowledge-development abilities as excellent. Additionally, cultivating the organizational structure was a priority for the principals; they believed that they could develop a comfortable and supportive organizational atmosphere and that this was the core of their work. The school principals perceived themselves as having the requisite skills, including a high level of ability and efficient team management. Self-confidence and a high level of competence helped the school principals cope with the challenges of the COVID-19 pandemic and traverse them safely.

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Section: Discussionmentioning

confidence: 99%

Section: The School Principal and Their Skillsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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