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Article
Publication date: 1 June 2002

Devorah Eden and Rachel Hertz‐Lazarowitz

This case study explored the way principals in Israel organized a forum and assumed roles beyond their educational responsibility. This occurred as an unexpected result of a…

598

Abstract

This case study explored the way principals in Israel organized a forum and assumed roles beyond their educational responsibility. This occurred as an unexpected result of a state‐wide project that was initiated and operated by the Ministry of Education. The aim of the project was to strengthen local educational systems by developing local educational leaderships and by improving scholastic achievements. Participant observation, interviews, and reading of documents and newspapers revealed that the principals changed their role in a three‐phase process. First, the project unintentionally raised principals’ awareness of the social‐political nature of their work. Second, principals organized into an interest group that cooperated with other community groups. Third, they sought to revitalize their respective communities, beyond their educational leadership. They extended their turf from school to community, and their role from school leadership to community avant‐garde.

Details

Journal of Educational Administration, vol. 40 no. 3
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 2 February 2010

Hanna Kurland, Hilla Peretz and Rachel Hertz‐Lazarowitz

Fundamentally, the success of schools depends on first‐rate school leadership, on leaders reinforcing the teachers' willingness to adhere to the school's vision, creating a sense…

9985

Abstract

Purpose

Fundamentally, the success of schools depends on first‐rate school leadership, on leaders reinforcing the teachers' willingness to adhere to the school's vision, creating a sense of purpose, binding them together and encouraging them to engage in continuous learning. Leadership, vision and organizational learning are considered to be the key to school improvement. However, systematic empirical evidence of a direct relationship between leadership, vision and organizational learning is limited. The present study aims to explore the influence of principals' leadership style on school organizational learning, using school vision as a mediator.

Design/methodology/approach

The data were collected from 1,474 teachers at 104 elementary schools in northern Israel, and aggregated to the school level.

Findings

Mediating regression analysis demonstrated that the school vision was a significant predictor of school organizational learning and functioned as a partial mediator only between principals' transformational leadership style and school organizational learning. Moreover, the principals' transformational leadership style predicted school organizational vision and school organizational learning processes. In other words, school vision, as shaped by the principal and the staff, is a powerful motivator of the process of organizational learning in school.

Research implications/limitations

The research results have implications for the guidance of leadership practice, training, appraisal and professional development.

Originality/value

The paper explores the centrality of school vision and its effects on the achievement of the school's aims by means of organizational learning processes.

Details

Journal of Educational Administration, vol. 48 no. 1
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 9 October 2017

Khalid Arar and Ruth Abramowitz

The purpose of this paper is to examine Arab teachers’ motivations and justifications for choosing a college for postgraduate studies.

393

Abstract

Purpose

The purpose of this paper is to examine Arab teachers’ motivations and justifications for choosing a college for postgraduate studies.

Design/methodology/approach

During the academic year 2014, the authors administered questionnaires to 150 Arab teachers studying postgraduate courses at a peripheral all-Arab teacher-training college in order to investigate their motivations for engaging in postgraduate studies and their justifications for choosing this college.

Findings

Findings indicated that the strongest motivation expressed by the students is intrinsic: desires for self-fulfillment and further education. Aspirations for social mobility also motivate the Arab teachers, while professional development is of less importance. Convenience (proximity to home and employment prospects while studying) determines the justification to choose this college. The reputation of the college was of less importance. Correlation and predictive tests reveal no connection between the level of intrinsic motivations and factors for choosing this college. Extrinsic motivations positively correlate with the justifications of convenience and reputation.

Research limitations/implications

The conclusion is that for the Arab teachers, the possibility to pursue postgraduate studies at a peripheral all-Arab teacher-training college near home answers the needs of those looking for professional development.

Originality/value

The paper contributes to the authors’ understanding of teachers’ choice of a higher education institution for their postgraduate studies and professional developement.

Details

Journal of Applied Research in Higher Education, vol. 9 no. 4
Type: Research Article
ISSN: 2050-7003

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Article
Publication date: 10 October 2016

Kussai Haj-Yehia and Khalid Arar

The purpose of this paper is to discuss the factors that attract (pull) or discourage (push) Palestinian students from Israel (PSI) to study at a Palestinian university, the Arab…

146

Abstract

Purpose

The purpose of this paper is to discuss the factors that attract (pull) or discourage (push) Palestinian students from Israel (PSI) to study at a Palestinian university, the Arab American University in Jenin (AAUJ), for the first time since the establishment of Israel in 1948.

Design/methodology/approach

A qualitative research method using in-depth interviews with 15 PSI who study at AAUJ attempts to define the motivations behind PSI preferring AAUJ, on one hand, and constraints, on the other hand.

Findings

The findings of the study show factors that attract PSI to study at the AAUJ and what subjects they choose to study there, the encounter with a similar culture and nationalism in a Palestinian campus in the occupied West Bank; the most significant difficulties and impediments they face there, whether economic or political, are discussed. This paper contributes to an understanding of the new national re-encounter between two Palestinian groups in a university campus, one under Israel’s occupation and the other that has Israeli citizenship.

Originality/value

It is a unique phenomenon in the trends of international students’ mobility in the world.

Details

Journal of Applied Research in Higher Education, vol. 8 no. 4
Type: Research Article
ISSN: 2050-7003

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Article
Publication date: 9 April 2018

Khalid Arar, Muhammed Abu Nasra and Hassan Alshafi

The purpose of this paper is to examine the perceptions of parental involvement among 317 teachers in the Arab education system in Israel.

448

Abstract

Purpose

The purpose of this paper is to examine the perceptions of parental involvement among 317 teachers in the Arab education system in Israel.

Design/methodology/approach

A questionnaire measured teachers’ attitudes regarding parents’ involvement in the school relating to pedagogy, resources, and control.

Findings

The findings show that Arab teachers perceive parents’ involvement as related to pedagogy and resources rather than control. In addition, the research results revealed that young teachers in terms of age, and seniority of teaching, and teachers who are not members of the management team demonstrated a stronger perception of the pedagogy and control components than did older and senior teachers and teachers who are members of the management team. However, older and senior teachers and teachers who are members of the management team had a stronger perception that parental involvement related to resources than did young teachers and teachers who are not members of the management team.

Social implications

Implications and directions for future research are discussed.

Originality/value

The paper contributes to our understandings of the different components that affect parental involvement in developing and minority societies.

Details

International Journal of Educational Management, vol. 32 no. 3
Type: Research Article
ISSN: 0951-354X

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Book part
Publication date: 17 September 2018

Abstract

Details

Contexts for Diversity and Gender Identities in Higher Education: International Perspectives on Equity and Inclusion
Type: Book
ISBN: 978-1-78756-056-7

Available. Content available
Article
Publication date: 10 May 2011

A. Ross Thomas

418

Abstract

Details

Journal of Educational Administration, vol. 49 no. 3
Type: Research Article
ISSN: 0957-8234

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Book part
Publication date: 7 December 2018

Abstract

Details

Turbulence, Empowerment and Marginalisation in International Education Governance Systems
Type: Book
ISBN: 978-1-78754-675-2

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Book part
Publication date: 6 September 2012

Tristan Bunnell began teaching International Baccalaureate economics at the International School of London in 1990. He is currently head of economics at the Copenhagen…

Abstract

Tristan Bunnell began teaching International Baccalaureate economics at the International School of London in 1990. He is currently head of economics at the Copenhagen International School. He was awarded his MA in school marketing and development from the University of Surrey in 1993. He obtained his doctorate on ‘public relations activity as an indicator of the unique nature of international schools’ from the University of Southampton in 2003. He has published a number of articles about distributed leadership, marketing strategy and public relations activity in international schools. His current research interests include global curricula developments, especially the growth and development of the International Baccalaureate.

Details

The Management and Leadership of Educational Marketing: Research, Practice and Applications
Type: Book
ISBN: 978-1-78190-242-4

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Book part
Publication date: 8 December 2016

Abstract

Details

The Dark Side of Leadership: Identifying and Overcoming Unethical Practice in Organizations
Type: Book
ISBN: 978-1-78635-499-0

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