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Izhar Oplatka 《比较教育学》2004,40(3):427-448
This article seeks to shed light on the contexts and characteristics of principalship in developing countries, as well as to examine similarities and differences between principals in developed and developing countries. Twenty‐seven papers constitute the data on which external influences on principalship, patterns of leadership styles and managerial aspects of the principal's role are analysed. Although there is no one portrait of school principalship in developing countries, some common features were revealed, such as limited autonomy, autocratic leadership style, summative evaluation, low degree of change initiation, and lack of instructional leadership functions. Theoretical implications and suggestions for educational policy and reforms are presented. 相似文献
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Izhar Oplatka 《Gender and education》2016,28(4):606-608
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The purpose of this study is to trace junior high school teachers’ perspectives regarding the strengths and weaknesses of their type of school, and to glean more information concerning their preferable type of grade configuration. To this end, 25 teachers filled out an open questionnaire and six of them were further interviewed to provide more insight into the teachers’ responses. Surprisingly, most of the teachers tended to strongly support the 1–8 type elementary schools rather than the current situation of 1–6, 7–9, 10–12 in which they have ever worked. Theoretical and practical implications are suggested. 相似文献
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The research compares principals in Israel (Jewish and Arab) and Turkey and how they perceive and practice their role in promoting social justice (SJ) in their schools in order to bridge socioeconomic and pedagogic gaps. It poses three questions: (1) How do Turkish and Israeli SJ leaders make sense of SJ? (2) What do SJ leaders do in both countries similarly and differently? (3) What factors facilitate or hinder the work of SJ in both countries? The qualitative study employed in-depth semi-structured interviews to collect the narratives of 11 school principals in Turkey and Israel. A comparative, holistic analysis was employed to identify the principals’ perceptions and daily practice of SJ in their schools. The principals reported different sociocultural, national and personal trajectories that shaped their perceptions of SJ, and described strategies used to promote SJ in their daily scholastic policies, processes and practices that meet the school stakeholders’ backgrounds and needs. 相似文献
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The purpose of the current study was to explore new Israeli principals’ perceptions, during the first three years in post, of the impact of their mentoring process on their leadership experiences. Based on 12 interviews with newly appointed school principals in the Israeli State Education System, the study found that many of them indicated that their mentor gave them professional and practical advice and performance feedback, especially on technical and administrative issues rather than on issues related to instructional leadership. In addition, the new principals shed light on the significant impact of proper educational and emotional matching between the mentor and the new principal on the mentoring process. We suggest some practical implications for establishing effective mentoring programs for new principals at the end of the paper. 相似文献
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Whereas much research attention has been given to the induction stage of beginning schoolteachers worldwide, there is a limited knowledge base on the experiences of new kindergarten teachers at this stage, despite the different work tasks and contexts of both groups of teachers. Based on semi-structured interviews with 15 Israeli kindergarten teachers in early career stage, the purpose of the current study was to explore their career issues and experiences at this critical stage, and to identify personal and contextual determinants affecting these issues and experiences. 相似文献
7.
Izhar Oplatka Nick Foskett & Jane Hemsley–Brown 《British Journal of Educational Studies》2002,50(4):419-441
One of the most important changes in the environment of schooling during the last decade has been the establishment of educational markets and inter–institutional competition which, in turn, has led to the development of a new management culture in schools. In the light of these developments, this paper draws together the research on heads' responses to marketisation and suggests theoretical hypotheses on the impact of its underlying features on their psychological well–being. Our argument is that the major features of educational marketisation may promote the emergence of both the determinants of professional growth and self–renewal and of occupational stress and job burnout among headteachers. These determinants, in turn, lead to the appearance of two types of well–being among school heads. To support our hypothesis we refer to the work of others and empirical findings from various fields of study. 相似文献
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Izhar Oplatka 《Journal of Career Development》2001,28(1):59-75
The study outlines several elements of the self-renewal process among women principals who made inter-organizational transition in mid-career. Based on findings from an exploratory study, conducted among Israeli women school principals in mid-career, the study presents the process of self-renewal that was experienced by these managers in their mid-career. This process included coping with a lack of self-fulfillment, setting new goals, reframing of their managerial perspectives, energy replenishing, reinforcing of their innovative behavior and looking for new sources of challenge. An emphasis is given to the contextual and biographic determinants promoting and enabling the existence of the process of renewal among mid-career changers. 相似文献
10.
The study aimed to trace teachers’ role behaviors that religious teachers perceive as mandatory versus discretionary and non-prescribed at work. Based on interviews with 15 teachers working in the Israeli religious state education, it was found that teaching the subject matter, preparing students for national exams, encouraging students to learn, and teaching religious values unrelentingly is perceived as in-role tasks, while helping students and colleagues, committing to the school as a whole, and refraining from wasting learning time is perceived as extra-role activities. Most interesting is the impact of Jewish heritage and belief on our interviewees’ tendency to perform extra-role activities. 相似文献