Is the Principal Leadership Style Related to Teacher Job Satisfaction: The Case of Arab Schools in Israel
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Jul 18, 2022
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Abstract
This article seeks to examine the link between each of the three principal leadership styles (transformative, transactional, and avoiding) and job satisfaction among Arab teachers in Israel. The study pursues quantitative analyses, based on data collected during 2020 from Arab-Israeli teachers via a questionnaire. The study found an expected positive link between the principal transformative style and teachers’ job satisfaction. Regarding the transactional style, when the principal rewards/penalizes a teacher, then that raises/reduces the teacher satisfaction, respectively. Finally, the avoiding leadership style has a negative impact on satisfaction, yet in some cases, teachers may value the freedom of action they enjoy under an avoiding style.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Bsoul, T. (2022). Is the Principal Leadership Style Related to Teacher Job Satisfaction: The Case of Arab Schools in Israel. Sociologie Românească, 20(1), 24-46. https://doi.org/10.33788/sr.20.1.2
References
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Abu-Asbeh, K., & Dahleh, R. (2016). Stereotypes concerning Physical Disability in Arab Society in Israel as a Mediator in the Correlation between the Principal's Management Style and Teachers' Commitment, Jāmiʻah, 95, 4189, 1-28 [Hebrew].
Arar, K. (2015). Leadership for equity and social justice in Arab and Jewish schools in Israel: Leadership trajectories and pedagogical praxis, International Journal of Multicultural Education, 17(1), 162-187.
Arar, K., & Haj-Yehia, K. (2016). Higher education and the Palestinian Arab minority in Israel. New York: Springer, Palgrave.
Arar, K., & Masri-Herzallah, A. (2016). Motivation to teach: the case of Arab teachers in Israel, Iyunim Bahinuch, 13(2), 150-175 [Hebrew].
Arar, K., & Oplatka, I. (2011). Perceptions and applications of teachers’ evaluation among elementary school principals in the Arab education system in Israel, Studies in Educational Evaluation, 37 (2-3), 162-169.
Avney-Rosha. (2008). Perception of the Principal's Role in the State of Israel: Report by the Professional Committee to Formulate Policy Recommendations for the Ministry of Education. Retrieved from Avney Rosha, Israeli Institute for School Leadership. Available at http://www.avneyrosha.org.il/eng/Documents/Perception_of_principal.pdf.
Balyer, A. (2012). Transformational Leadership Behaviors of School Principals: A Qualitative Research Based on Teachers' Perceptions, International Online Journal of Educational Sciences, 4(3), 581-591.
Barnett, A. M., Marsh, H. W., & Craven, R. (2005). What type of school leadership satisfies teachers? A mixed method approach to teachers' perceptions of satisfaction. Paper presented at the Australian Association for Research in Education 2005 conference papers.
Bass, B. M., & Avolio, B. J. (1996). Multifactor leadership questionnaire, Western Journal of Nursing Research.
Bass, B. M., & Stogdill, R. M. (1990). Bass & stodgill's handbook of leadership: Theory, research & managerial applications. New York: Free Press.
Burns, J. S. (1996). Defining leadership: Can we see the forest for the trees? Journal of Leadership Studies, 3(2), 148-157.
Earley, P., & Weindling, D. (2004). Understanding school leadership: Sage.
Elmazi, E. (2018). Principal leadership style and job satisfaction of high school teachers. European Journal of Education, 1(3), 109-115.
Eyal, O., & Roth, G. (2011). Principals' leadership and teachers' motivation, Journal of Educational Administration, 49(3), 256-275.
Fidler, B. (1997). School leadership: some key ideas, School leadership & management, 17(1), 23-38.
Günbayi, I. l. (2011). Principals' Perceptions on School Management: A Case Study with Metaphorical Analysis, International Online Journal of Educational Sciences, 3(2).
Halabi, Y. (2014). Democracy, Clan Politics and Weak Governance: The Case of the Arab Municipalities in Israel, Israel Studies, 19(1), 98-125.
Hipp, K. A., & Bredesqn, P. V. (1995). Exploring connections between teacher efficacy and principals’ leadership behaviors, Journal of School Leadership, 5(2), 136-150.
Hoy, W. K., & Miskel, C. G. (2008). Educational administration: Theory research and practice (8th ed.). New York: McGraw.
Judge, T. A., Bono, J. E., Ilies, R., & Gerhardt, M. W. (2002). Personality and leadership: a qualitative and quantitative review, Journal of applied psychology, 87(4), 765.
Kirkbride, P. (2006). Developing transformational leaders: the full range leadership model in action, Industrial and commercial training.
Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress, Journal of Educational Psychology, 102(3), 741-756.
Le Fevre, D. M. (2014). Barriers to implementing pedagogical change: The role of teachers' perceptions of risk, Teaching and Teacher Education, 38, 56-64.
Lester, P. E. (1987). Development and factor analysis of the teacher job satisfaction questionnaire (TJSQ), Educational and psychological Measurement, 47(1), 223-233.
Male, T., & Palaiologou, I. (2015). Pedagogical leadership in the 21st century: Evidence from the field, Educational Management Administration & Leadership, 43(2), 214-231.
Mehta, S., Maheshwari, G., & Sharma, S. (2014). Role of leadership in leading successful change: an empirical study, Journal of Contemporary Management Research, 8(2), 1-22.
Oplatka, I. (2007). Civic-organizational behavior among teachers in Israel: the phenomenon, its components and origins, Dappim, 44, 35-64 [Hebrew].
Oplatka, I. (2009). From management to leadership, Hed Hinuch, 83(4), 56-61 [Hebrew].
Oplatka, I. (2010). Teachers and principals at "Ofek Hadash", from opposition to participation, Hed Hinuch, 85(3), 28-33 [Hebrew].
Oplatka, I. (2016). The field of educational administration in the Arab society in Israel: Unique purpoeses and challenges? Al-Hasad, 6, 13-27 [Arabic].
Reichel, N. (2008). The story of the Israeli education system: between centralization and decentralization, between the declared and the hidden, between imitation and uniqueness. Jerusalem: Magness Institute [Hebrew].
Rouhana, N., & Ghanem, A. (1998). The Crisis of Minorities in Ethnic States: The Case of Palestinian Citizens in Israel, International Journal of Middle East Studies, 30(3), 321-346.
Sergiovanni, T. J. (2013). Moral authority, community and diversity: Leadership challenges for the twenty-first century. In C. W. Evers, & K. C. Wong (Eds.), Leadership for quality schooling, London: Routledge, 17-27.
Sergiovanni, T. J. (2015). Strengthening the heartbeat: Leading and learning together in schools. New York: John Wiley & Sons.
Shen, J., Leslie, J. M., Spybrook, J. K., & Ma, X. (2012). Are principal background and school processes related to teacher job satisfaction? A multilevel study using schools and staffing survey 2003-04, American Educational Research Journal, 49(2), 200-230.
Skaalvik, E. M., & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion, Psychological Reports, 114(1), 68-77.
Viel-Ruma, K., Houchins, D., Jolivette, K., & Benson, G. (2010). Efficacy beliefs of special educators: The relationships among collective efficacy, teacher self-efficacy, and job satisfaction, Teacher Education and Special Education, 33(3), 225-233.
Walker, J., & Slear, S. (2011). The impact of principal leadership behaviors on the efficacy of new and experienced middle school teachers, NASSP Bulletin, 95(1), 46-64.
Wang, H., Hall, N. C., & Rahimi, S. (2015). Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions, Teaching and Teacher Education, 47, 120-130.
Abu-Asbeh, K., & Dahleh, R. (2016). Stereotypes concerning Physical Disability in Arab Society in Israel as a Mediator in the Correlation between the Principal's Management Style and Teachers' Commitment, Jāmiʻah, 95, 4189, 1-28 [Hebrew].
Arar, K. (2015). Leadership for equity and social justice in Arab and Jewish schools in Israel: Leadership trajectories and pedagogical praxis, International Journal of Multicultural Education, 17(1), 162-187.
Arar, K., & Haj-Yehia, K. (2016). Higher education and the Palestinian Arab minority in Israel. New York: Springer, Palgrave.
Arar, K., & Masri-Herzallah, A. (2016). Motivation to teach: the case of Arab teachers in Israel, Iyunim Bahinuch, 13(2), 150-175 [Hebrew].
Arar, K., & Oplatka, I. (2011). Perceptions and applications of teachers’ evaluation among elementary school principals in the Arab education system in Israel, Studies in Educational Evaluation, 37 (2-3), 162-169.
Avney-Rosha. (2008). Perception of the Principal's Role in the State of Israel: Report by the Professional Committee to Formulate Policy Recommendations for the Ministry of Education. Retrieved from Avney Rosha, Israeli Institute for School Leadership. Available at http://www.avneyrosha.org.il/eng/Documents/Perception_of_principal.pdf.
Balyer, A. (2012). Transformational Leadership Behaviors of School Principals: A Qualitative Research Based on Teachers' Perceptions, International Online Journal of Educational Sciences, 4(3), 581-591.
Barnett, A. M., Marsh, H. W., & Craven, R. (2005). What type of school leadership satisfies teachers? A mixed method approach to teachers' perceptions of satisfaction. Paper presented at the Australian Association for Research in Education 2005 conference papers.
Bass, B. M., & Avolio, B. J. (1996). Multifactor leadership questionnaire, Western Journal of Nursing Research.
Bass, B. M., & Stogdill, R. M. (1990). Bass & stodgill's handbook of leadership: Theory, research & managerial applications. New York: Free Press.
Burns, J. S. (1996). Defining leadership: Can we see the forest for the trees? Journal of Leadership Studies, 3(2), 148-157.
Earley, P., & Weindling, D. (2004). Understanding school leadership: Sage.
Elmazi, E. (2018). Principal leadership style and job satisfaction of high school teachers. European Journal of Education, 1(3), 109-115.
Eyal, O., & Roth, G. (2011). Principals' leadership and teachers' motivation, Journal of Educational Administration, 49(3), 256-275.
Fidler, B. (1997). School leadership: some key ideas, School leadership & management, 17(1), 23-38.
Günbayi, I. l. (2011). Principals' Perceptions on School Management: A Case Study with Metaphorical Analysis, International Online Journal of Educational Sciences, 3(2).
Halabi, Y. (2014). Democracy, Clan Politics and Weak Governance: The Case of the Arab Municipalities in Israel, Israel Studies, 19(1), 98-125.
Hipp, K. A., & Bredesqn, P. V. (1995). Exploring connections between teacher efficacy and principals’ leadership behaviors, Journal of School Leadership, 5(2), 136-150.
Hoy, W. K., & Miskel, C. G. (2008). Educational administration: Theory research and practice (8th ed.). New York: McGraw.
Judge, T. A., Bono, J. E., Ilies, R., & Gerhardt, M. W. (2002). Personality and leadership: a qualitative and quantitative review, Journal of applied psychology, 87(4), 765.
Kirkbride, P. (2006). Developing transformational leaders: the full range leadership model in action, Industrial and commercial training.
Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress, Journal of Educational Psychology, 102(3), 741-756.
Le Fevre, D. M. (2014). Barriers to implementing pedagogical change: The role of teachers' perceptions of risk, Teaching and Teacher Education, 38, 56-64.
Lester, P. E. (1987). Development and factor analysis of the teacher job satisfaction questionnaire (TJSQ), Educational and psychological Measurement, 47(1), 223-233.
Male, T., & Palaiologou, I. (2015). Pedagogical leadership in the 21st century: Evidence from the field, Educational Management Administration & Leadership, 43(2), 214-231.
Mehta, S., Maheshwari, G., & Sharma, S. (2014). Role of leadership in leading successful change: an empirical study, Journal of Contemporary Management Research, 8(2), 1-22.
Oplatka, I. (2007). Civic-organizational behavior among teachers in Israel: the phenomenon, its components and origins, Dappim, 44, 35-64 [Hebrew].
Oplatka, I. (2009). From management to leadership, Hed Hinuch, 83(4), 56-61 [Hebrew].
Oplatka, I. (2010). Teachers and principals at "Ofek Hadash", from opposition to participation, Hed Hinuch, 85(3), 28-33 [Hebrew].
Oplatka, I. (2016). The field of educational administration in the Arab society in Israel: Unique purpoeses and challenges? Al-Hasad, 6, 13-27 [Arabic].
Reichel, N. (2008). The story of the Israeli education system: between centralization and decentralization, between the declared and the hidden, between imitation and uniqueness. Jerusalem: Magness Institute [Hebrew].
Rouhana, N., & Ghanem, A. (1998). The Crisis of Minorities in Ethnic States: The Case of Palestinian Citizens in Israel, International Journal of Middle East Studies, 30(3), 321-346.
Sergiovanni, T. J. (2013). Moral authority, community and diversity: Leadership challenges for the twenty-first century. In C. W. Evers, & K. C. Wong (Eds.), Leadership for quality schooling, London: Routledge, 17-27.
Sergiovanni, T. J. (2015). Strengthening the heartbeat: Leading and learning together in schools. New York: John Wiley & Sons.
Shen, J., Leslie, J. M., Spybrook, J. K., & Ma, X. (2012). Are principal background and school processes related to teacher job satisfaction? A multilevel study using schools and staffing survey 2003-04, American Educational Research Journal, 49(2), 200-230.
Skaalvik, E. M., & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion, Psychological Reports, 114(1), 68-77.
Viel-Ruma, K., Houchins, D., Jolivette, K., & Benson, G. (2010). Efficacy beliefs of special educators: The relationships among collective efficacy, teacher self-efficacy, and job satisfaction, Teacher Education and Special Education, 33(3), 225-233.
Walker, J., & Slear, S. (2011). The impact of principal leadership behaviors on the efficacy of new and experienced middle school teachers, NASSP Bulletin, 95(1), 46-64.
Wang, H., Hall, N. C., & Rahimi, S. (2015). Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions, Teaching and Teacher Education, 47, 120-130.