School Religious-Cultural Attributes and School Principals’ Leadership Styles in Israel

Barth, Anat; Benoliel, Pascale

doi:10.1080/00344087.2019.1581873

Cited by 7 publications

(9 citation statements)

References 44 publications

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“…Similarly, research has indicated that teachers’ satisfaction is negatively correlated to their absenteeism (Utami & Harini, 2019). Previous studies have found a direct effect of PST and other leadership styles (participative leadership, transformational leadership; see Barth & Benoliel, 2019; Benoliel & Barth, 2017; Somech & Naamneh, 2019; Berkovich, 2018) on teachers’ positive attitudes towards their work. However, in the case of teachers’ withdrawal behaviours such as absenteeism and intent to leave, several studies have highlighted various aspects of a teacher's work environment as key predictors of these variables (Howard & Howard, 2020; Lazcano et al, 2022; Nguyen et al, 2020; Rosenblatt & Shapira‐Lishchinsky, 2017).…”

Section: Theoretical Background and Hypothesesmentioning

confidence: 95%

Principals' systems thinking and teachers' withdrawal behaviours: The intervening role of school structure and principal–teacher gender (dis)similarity

Nadav

Benoliel

Schechter

2022

British Educational Res J

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Relying on the contingency theory, the present study examines the influence of school characteristics and principal-teacher gender (dis)similarity on the relationship between principals' systems thinking (PST) and teacher withdrawal behaviours of absenteeism and intent to leave. Data were collected from two sources: 111 school management team members and 109 teachers (220 participants in total) randomly chosen from elementary schools in Israel. Hierarchical regression analyses showed that principalteacher dissimilarity and a bureaucratic school structure moderate the relationship between PST and teachers' withdrawal behaviours. These findings indicate that the organisational conditions under which principals practise systems thinking can affect teachers' withdrawal behaviours. Therefore, this study may advance theory and practise regarding the implications of PST on withdrawal behaviours, which are an important determinant of teachers' performance and a school's success.

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Section: Theoretical Background and Hypothesesmentioning

confidence: 95%

Principals' systems thinking and teachers' withdrawal behaviours: The intervening role of school structure and principal–teacher gender (dis)similarity

Nadav

Benoliel

Schechter

2022

British Educational Res J

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“…According to the JD-C theory (Karasek's, 1979), teachers working in the Arab education system may be viewed as risking their time and responsibility resources due to their expectation that principals would make decisions on their own (Abu-Asba, 2014). Second, cultural differences are known to play major roles in stress perceptions within schools (Barth and Benoliel, 2019;Kim et al, 2020). That is, due the collectivism and high-power distance of Arab society, work engagement and PDM not only are not expected but likely experienced as negative and unfulfilling, potentially leading to stress.…”

Section: Teacher Stress In the Israeli Arab Educationmentioning

confidence: 99%

Section: Theoretical Background and Hypothesesmentioning

confidence: 99%

The differences in the implications of participative decision-making and paternalistic leadership for teachers' perceived stress in the education system of the Israeli Arab minority

Nassir,

Benoliel

2023

JEA

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PurposeStudies have shown that teachers' perceptions and expectations of their working environment shape their perceived stress. The present study draws upon implicit leadership theory and builds on the job demands-control (JD-C) model to investigate whether there are differences in the implications of participative decision-making and paternalistic leadership for teachers' perceived stress in the Israeli Arab education system.Design/methodology/approachData were collected through validated questionnaires returned by a two-stage cluster random sampling of 350 teachers randomly chosen from 70 Israeli Arab elementary schools. Paternalistic leadership and participative decision-making were considered as group-level variables to lower the risk of common method variance. The proposed model was tested through hierarchical regression analysis. Finally, to test the hypothesis that paternalistic leadership and participative decision-making standardized beta weights were statistically significantly different from each other, their corresponding 95% confidence intervals were estimated via bias corrected bootstrap (1000 re-samples).FindingsThe findings indicated differences in the levels of the principal's paternalistic leadership and participative decision-making as perceived by the Israeli Arab teachers. Also, the results indicated that participative decision-making was negatively correlated with teachers' perceived stress beyond the influence of paternalistic leadership.Originality/valueExamining teachers' working conditions and resources can be important since they affect teachers' perceived stress, which may in turn affects school results in the Arab education system in Israel. This study can contribute to the development of training programs for teachers to improve and adapt principals' leadership practices to the sociocultural context of the Arab education system in Israel.

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“…In religious societies, men are often more represented in leadership (Jacobs, 2021; Pappas, 2020; Sitzmann & Campbell, 2020). In these settings, transactional leadership, which has been associated with male gender norms, can be more common (Barth & Benoliel, 2019; Hidayat, Rafiki, & Aldoseri, 2017). In contrast, transformational, servant, and relational‐cultural leadership approaches focus more on interpersonal relationships and on developing and empowering followers (Bass, 1999; Bonau, 2017; Hurst, Leberman, & Edwards, 2018b).…”

Section: Purpose Of Studymentioning

confidence: 99%

“…The transactional style is more associated with men than women (Bass, 1999; Druskat, 1994; Martin, 2015; Silva & Mendis, 2017). It may be especially prominent in highly religious and patriarchal cultures (Barth & Benoliel, 2019; Hidayat et al, 2017). In contrast, transformational leadership centers on supporting followers’ personal and professional development (Bonau, 2017), hence encouraging transformation.…”

Section: Literature Reviewmentioning

confidence: 99%

Strengthening Sisters: How Latter‐day Saint Missionary Service Prepares Women for Leadership

Lafkas

Fox-Kirk

Madsen

et al. 2021

J of Leadership Studies

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Women, especially those from highly religious societies, are underrepresented in professional and civic leadership positions. Considering how women's life experiences, especially from religious volunteer opportunities, can be reframed as training for broader leadership roles could help address this disparity. The potential for women to learn leadership skills from volunteer religious service is an overlooked, but possibly important, means of transferability to larger leadership roles. The current article describes a qualitative study of women's perceptions of leadership skills gained while serving as full‐time volunteer missionaries for The Church of Jesus Christ of Latter‐day Saints during young adulthood. Respondents described perceptions of leadership skills developed throughout missions as well as perceptions about how they are currently using these skills. Findings suggest many women perceived growth in leadership skills from missionary service, especially in the areas of interpersonal interactions and relationships, although they reported currently utilizing skills more in church and family roles rather than professional or civic ones. The study is discussed in the context of literature related to gender and types of leadership approaches, as well as Relational‐Cultural Theory. Implications for facilitating respondents' post‐mission skill transfer to future leadership roles are presented. Larger scale applications for women's leadership development are also considered.

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School Religious-Cultural Attributes and School Principals’ Leadership Styles in Israel

Cited by 7 publications

References 44 publications

Principals' systems thinking and teachers' withdrawal behaviours: The intervening role of school structure and principal–teacher gender (dis)similarity

Principals' systems thinking and teachers' withdrawal behaviours: The intervening role of school structure and principal–teacher gender (dis)similarity

The differences in the implications of participative decision-making and paternalistic leadership for teachers' perceived stress in the education system of the Israeli Arab minority

Strengthening Sisters: How Latter‐day Saint Missionary Service Prepares Women for Leadership

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