Khalid Arar

Leadership for social justice and the characteristics of traditional societies: ponderings on the application of western-grounded models

Leadership for social justice has been receiving increasing attention in recent years as more and more scholars have explored the ways by which educational leaders can lead for social justice in schools (e.g. Arar, 2015; Ayers, Quin, & Stovall, 2009; Fua, 2007; Furman, 2012; Jean-Marie, Normore, & Brooks, 2009; Lindsey & Lindsey, 2011; Oplatka, 2013; Stevenson, 2007). It is widely claimed that social justice leaders serve traditional marginalized societies, dismantle long-standing norms that privilege certain students, promote change and encourage reflection (Shields, 2003). After a period of dominant neoliberal inspired policies in education that glorified managerialism, efficiency, market forces and accountability in educational leadership, the revival of moral and social concerns in educational discourse has been welcomed by scholars who argue for a just society and fight for social justice in education with the specific goal of eradicating unjust, discriminative power structures in schools and societies (e.g. Garratt & Forrester, 2012; Lindsey & Lindsey, 2011). The need for equal treatment in schools came to the fore due to multiple factors, including the growing diversity of school-age populations, increasing awareness of high achievement gaps across different ethnic groups, and low levels of social cohesion (Shields, 2003; Skrla & McKenzie, 2011). As Blackmore (2009) pointed out, ‘increased accountability has focused

Muslim and Jewish Teachers’ Conceptions of the Male School Principal’s Masculinity: Insights into Cultural and Social Distinctions in Principal–Teacher Relations

This qualitative research examined perceptions of Muslim and Jewish teachers in Israel concerning the masculinity of male school principals, and the way in which these perceptions affect principal–teacher relationships. Muslim and Jewish teachers studying for master of arts’ degrees in a university and a teacher-education college in Israel completed open questionnaires and participated in semi-structured interviews. Findings indicated similarities and differences between the perceptions of the two different cultural groups, highlighting reciprocal principal–teacher influences and elucidating a cultural discourse concerning a principal’s perceived masculinity and femininity. It is concluded that the concept of the school principal’s masculinity is a fluid social construct, varying according to cultural–ideological perceptions that affect the principal’s own preferred communication patterns in the school. Since both masculine and feminine qualities are needed for effective education leadership, a policy advocating employment of female mentors for newly appointed principals, in order to give voice to female qualities in principalship, is strongly recommended.

School-based management: Arab education system in Israel

Purpose – The purpose of this paper is to investigate the issue of school-based management (SBM) in elementary schools in the Arab education system in Israel, comparing schools experienced in SBM, schools beginning to use SBM and schools that do not use SBM. Design/methodology/approach – A quantitative research used a structured questionnaire to gather responses from 214 teachers from ten Arab schools in Israel, 70 from schools that do not practice SBM, 64 from schools beginning to use SBM and 80 from schools defined as experienced in the use of SBM. The questionnaire included six parts. Findings – Findings indicated that perceived improvements in pedagogy, organizational structure and participation in decision making were strikingly evident in schools with experience of SBM, more than in the two other types of school. Contrastingly, perceived improvements in budget management were more evident in schools beginning to use SBM. It was also found that teachers teaching in schools with experience in SBM repo...

Ethical Leadership in Education and Its Relation to Ethical Decision-Making: The Case of Arab School Leaders in Israel.

The purpose of this paper is to investigate ethical leadership in the context of the Arab educational system in Israel. It questions the relations of ethical leadership dimensions with decision making as well as background characteristics of the educational leaders.,Arab educational leaders (n=150) from diverse Arab schools responded to valid research tool of 40 items constructed of six subscales: three ethical leadership dimensions (critique, justice and care) and three leadership work aspects (ethical sensitivity, climate and decision making). Averages were calculated for each subscale.,Significant relations were found among ethical leadership dimensions and decision making, the leaders’ school type and their seniority.,This study is based on research in diverse countries, using a common conceptual frame. Its limitation is the sample’s narrow scope.,The study results may inform the developing ethical qualities in educational leadership.,The authors recommend widening the scope of the sample examined to further clarify the concept of ethical leadership and its implications to the practice of educational leadership.

Academic choices and motivation: Diverse groups in Israel

Abstract Israel is a multi-cultural society with a Jewish majority and a large Arab minority. This study aims to examine whether Israeli Arab and Jewish students have different motivations and consider different factors when choosing a college for postgraduate studies. A case study, during the academic year 2010–11 administered questionnaires to 290 Jewish and Arab postgraduate students in a private academic college in order to investigate students’ motivations for postgraduate studies and choice of college. Findings indicated that the strongest motivation expressed by all the students is a desire for self-fulfilment. Motivation for social mobility and to help to empower their society is more important for Arab students. Convenience considerations (proximity to home, flexible entrance standards and employment prospects while studying) determined college choice for Jews and Arabs more than college reputation and teaching quality. Yet Arab students attach more importance than Jewish students to the college’s quality. It is concluded that postgraduate programmes should be more sensitive to diverse students’ needs.

A Cross-Cultural Analysis of Educational Leadership for Social Justice in Israel and Turkey: Meanings, Actions and Contexts.

Abstract 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.

Making sense of social justice in education: Jewish and Arab leaders’ perspectives in Israel

The research aimed to understand the way in which high school principals’ perceptions of social justice (SJ) are implemented in their daily educational work. A qualitative study employed in-depth semi-structured interviews to collect the narratives of two high school principals in Israel – one Arab-Muslim and one Jewish. The interview transcripts underwent comparative holistic analysis to identify their perceptions and daily practice of SJ in their schools. Findings indicated that the principals’ perceptions of SJ were coloured by their national and cultural context, yet they needed strong conviction to integrate these perceptions in their schools, and their efforts to do so were often beset by resistance.

Trust among teachers and educational counsellors in the Arab education system

Abstract This research investigated the perceptions of trust expressed by teachers and educational counsellors in the Arab education system in Israel, and aimed to answer the following questions: (1) How do the teachers and counsellors perceive the concept of ‘trust in schools’? (2) How is trust expressed in practice in the school? (3) Which factors are seen as assisting the formation of trust, or inhibiting the development of trust in school? To answer these questions, we interviewed five female educational counsellors and twenty teachers (ten men and ten women) from different schools in the Arab education system. The research revealed four foundations for the creation of trust in the schools: substantive autonomy that helps to foster teachers’ leadership; the school decision-making mechanism; an organizational culture that promotes egalitarian and just team work; and expression of gratitude and admiration. The paper concludes with implications for trust building in schools.

Using Insider Research in MEd Final Projects to Bridge the Theory/Practice Gap.

Abstract This paper aims to identify key issues involved in MEd final project supervision and to highlight the potential of supervision from an academic institution to change educational reality through the postgraduate student-teachers’ work-based final project as insider researchers in Israeli schools. It draws on analysis of case-study data from two supervision workshops for student-teachers (Although most students studying for MEd degrees in Israel are teachers or even principals with years of experience of teaching and sometimes management they will be referred to in this paper as student-teachers for uniformity and clarity.) in a master’s degree programme in Educational Leadership. It focuses on data generated from interviews with three supervisees. The paper’s findings highlight the supervision process, indicating stages of this process that assist students to develop their research skills in order to change school reality in different scopes and dimensions and to adopt inquiry as a stance. The student-teachers identify difficulties in schools and motivate and help to implement educational change. In short, the paper provides a model that can potentially enrich practice in the field with knowledge generated by academic research and bridge the gap between theory and practice.

An investigation of Turkish female school administrators’ views on the concept of self-development

ABSTRACT The aim of this qualitative-phenomenological study was to investigate Turkish female school administrators’ views on the concept of self-development and the techniques they adopt in their self-development process. Using snowball sampling, ten female school administrators participated in a semistructured interview. The obtained data were analyzed through the content analysis method and validity and reliability of the study were obtained thorough peer-debriefing, member checking and consistency checking. The findings pointed to a need to clear the current negative perceptions toward women school administrators. This study also showed that social roles that are attributed to women by society become obstacles for the self-development process of female school administrators, especially when they want to attend a developmental activity. Moreover, management of feelings, psychology and communication became the fields in which female school administrators needed to improve themselves. Findings showed that self-development is a notion worth exploring. Further conclusions and implications are discussed.