A rickety bridge: the complexities of vice-principals' interactions with principals and teachers in Israel

Abstract

Purpose

This study aims to explore the challenges reported by Israeli school vice-principals regarding their relationships with principals and teachers. The study examines two questions: (1) How do vice-principals perceive the challenges involved in their relationships with principals and teachers? and (2) How do they respond to these challenges?

Design/methodology/approach

The study employed a qualitative approach to explore the challenges encountered by Israeli school vice-principals in their relationships with principals and teachers. Semi-structured, face-to-face interviews were conducted with 17 vice-principals, allowing for an in-depth understanding of their perspectives and experiences.

Findings

The findings of the study highlight three challenges mentioned by the research participants: bridging between principals and teachers, maintaining complete loyalty to both sides and middle-ground responsibility for the school.

Originality/value

This study enriches the existing literature on vice-principals by investigating their distinct position as intermediaries bridging teachers and principals. It offers valuable insights into the challenges they encounter in their interactions with both parties, as well as their strategies to tackle these issues. Through the application of role theory, the research deepens comprehension of the intricate nature of the vice-principals' role, providing pragmatic suggestions for improvement.

Citation

Dor-Haim, P. (2023), "A rickety bridge: the complexities of vice-principals' interactions with principals and teachers in Israel", Journal of Educational Administration, Vol. 61 No. 6, pp. 698-712. https://doi.org/10.1108/JEA-05-2023-0112