How Principals of Autonomous Schools in Israel View Implementation of Decentralization and Restructuring Policy: Risks, Rights, and Wrongs

Gibton, Dan; Sabar, Naama; Goldring, Ellen

doi:10.2307/1164395

Cited by 9 publications

(12 citation statements)

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“…The Israeli educational system is highly centralized in both structure and procedure (Iram & Schmida, 1998). According to this tradition of centralized education, the Ministry of Education controls schools in areas such as enrollment policy, writing and distributing curriculum materials, standards, testing, and hiring and firing of school staff (Gibton, Sabar, & Goldring, 2000). In this way, the Ministry of Education is the provider of education for all, geared toward matriculation exams that are mandatory for entry into higher education institutions.…”

Section: Participantsmentioning

confidence: 99%

Collective Learning from Success as Perceived by School Superintendents

Schechter¹

2011

Journal of School Leadership

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School superintendents’ role has shifted from the traditional emphasis on managerial aspects to one on instructional leadership (on teaching and learning issues) achieved by generating collaborative learning opportunities at the both school and district levels. Whereas collaborative learning processes in schools have generally been associated with problem finding and solving as well as overcoming failures, this study explores superintendents’ perceptions (mind-scapes) about the determinants of collective learning from successful practices. This exploratory study employed a qualitative topic-oriented methodology, collecting data via face-to-face interviews with 61 superintendents. Data analysis of interviews revealed determinants of collective learning from success at the superintendency level, school building level, and national level. As a leadership strategy to foster collective learning, superintendents’ role should be examined in designing a districtwide framework of collective learning from success.

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Section: Participantsmentioning

confidence: 99%

Collective Learning from Success as Perceived by School Superintendents

Schechter¹

2011

Journal of School Leadership

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“…These authors concluded that 'the idea of the LEA forging a partnership with its schools may be a chimera'. In fact, disagreements between LEAs and schools have been reported by principals of autonomous schools in Israel (Gibton et al, 2000) and elsewhere. This occurs since the LEA's personnel may resist changes, for fear of losing their power, authority, responsibility, and influence (Caldwell, 2004).…”

Section: School-lea Relationsmentioning

confidence: 99%

The LEA’s Role in a Decentralized School System: The School Principals’ View

Addi‐Raccah

Gavish²

2010

Educational Management Administration & Leadership

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Since the wave of school reform decentralization, schools now maintain a more dynamic and diverse relationship with their environment than they did in the past. School principals' relationships with the local educational authority (LEA) are a prominent example of this change in Israel. LEAs try to gain more pedagogic influence over schools while school principals become dependent on the LEA for financial and educational resources. This study examines school principals' attitudes toward the proactive role of the LEAs in localities that have adopted the school based management (SBM) reform, in comparison with localities that have not. The sample includes 165 school principals, of which 47.6 per cent adopted the SBM reform. Based on a discriminant analysis, school principals in localities that adopted the SBM reform, reported that LEAs increased their pedagogic influence on schools in return for providing financial resources. In contrast, in localities that have not adopted the SBM reform, schools principals' reported being empowered at the local level, with the LEA perceived as advising schools. The implications of this study for school-LEA power relations are discussed based on the social exchange theory.

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“…In high schools, the Ministry traced students' results in matriculation exams and pressed schools to raise the percentage of students who were entitled to the certificate. These changes were found to intensify the work of school principals, to increase their uncertainty at work, to enlarge their responsibilities and tasks, and to expose them to contradictory demands (Gibton et al, 2000). Still, school principals are perceived by policymakers as having the most pivotal role in the educational system (National Task Force for the Advancement of Education, 2005).…”

Section: The Case Of Israelmentioning

confidence: 99%

Between teachers’ empowerment and supervision

Addi‐Raccah

2009

Management in Education

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How Principals of Autonomous Schools in Israel View Implementation of Decentralization and Restructuring Policy: Risks, Rights, and Wrongs

Cited by 9 publications

References 0 publications

Collective Learning from Success as Perceived by School Superintendents

Collective Learning from Success as Perceived by School Superintendents

The LEA’s Role in a Decentralized School System: The School Principals’ View

Between teachers’ empowerment and supervision

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