The objective of the current study is to contribute to existing knowledge about the Arab education system in Israel. The study focuses on the school principals. They constitute the leadership of the Arab education system in the 21 st century to cope successfully with the many challenges. The Arab education system functions within a society still marked by clear signs of traditionalism and being in a state of transition to a more modern society. The system is undergoing many changes, ranging from the academization of school principals to accelerated feminization of the teaching profession. The study examines relationship between the principals' value orientation (pragmatic orientation versus moral orientation) and their leadership style (transactional leadership vs. transformational leadership) among school principals in Israel's Arab education system. The leadership styles of the principals were examined by a questionnaire along a continuum ranging from transactional leadership to transformational leadership. Data were collected from 100 school principals, constituting a randomly selected sample among 399 elementary school principals and 267 secondary school principals from the Arab education system in Israel (total of 666 principals). Sixty elementary school principals and 40 secondary school principals were randomly selected. The research results indicated that principals having a pragmatic value orientation tended to a transactional leadership style. In contrast, principals having a moral value orientation tended to a transformational leadership style.
The objective of this research is to examine how principals of Arab schools view the evaluation of teachers and to determine whether and to what extent their perceptions of teacher evaluation differ. The Arab educational system in Israel is an integral part of the general educational system. For the most part it is run by Jewish administrators. Fundamental decisions are determined by officials who are not Arabs, despite the fact that the Arab citizens of Israel possess unique national and cultural characteristics. This systemic control has prevented Arabs in Israel from controlling the objectives of education or from shaping and directing the Arab educational system according to the collective interests of the Arab public. The findings of the study can contribute to research knowledge about school principals and can help in making decisions regarding how to introduce, adapt and make more intelligent use of teacher evaluation. School principals' perceptions of teacher evaluation are an expression of their leadership style. These perceptions also have an impact upon patterns of using teacher evaluation. Principals can view evaluation as part of their administrative functions or as part of their pedagogical and leadership roles. Thus it can be assumed successful use of teacher evaluation is also related to the principals' perceptions of this evaluation. The way in which principals view teacher evaluation is defined by how they see the objectives of this evaluation. To what extent do they see teacher evaluation as a systematic means for determining teacher compensation, promotions and continued employment? Alternatively, do they see it as a way to empower teachers by helping them develop and improve their teaching performance? The data were collected from 100 school principals. The results indicate that most of the principals saw the evaluation process as transformational and constructive. In their view, the objective of teacher evaluation is to help teachers improve their work. The principals who did not participate in the in-service training saw teacher evaluation as a means of exercising control, offering compensation and demonstrating authority.
In order to survive and develop effectively in an increasingly dynamic and uncertain environment, an organization should have the capacity for continuous and adaptive changes. Change can only occur through the collaboration of participants of this process. Collaboration should be adaptive. Adaptability of collaboration is expressed by its adjustment to dynamic organizational changes. Adaptive collaboration (AC) is an organizational capacity needed for coping with adaptive changes. The goal of the developed model is to shape AC, which provides stimulation and facilitation of collaborative interaction so as to face the challenges of conducting adaptive changes. The suggested DOCA (Determining, Organizing, Creating, Assigning) model includes these components: Determining an infrastructure of AC; Organizing AC; Creating AC groups; Assigning collaborative group members to perform the tasks required to conduct adaptive changes. Determining AC infrastructure consists in building an adaptive organizational structure, and forming dynamic change and task structures. Organizing AC consists in defining the conditions that provide creation of suitable AC groups. Creating AC groups is meant to encourage facilitation of adaptive collaboration. Assigning the group members tasks allows stimulation for collaborative interactions.
A dynamic model shaping a process of knowledge management (KM) culture change is suggested. It is aimed at providing effective KM of employees for obtaining desired results in an organization. The essential requirements for obtaining KM culture change are determined. The proposed model realizes these requirements. Dynamics of the model are expressed by a change of its parameters. It is adjusted to the dynamic process of KM culture change. Building the model includes elaboration and integration of interconnected components. The "Result" is a central component of the model. This component determines a desired organizational goal and possible directions of its attainment. The "Confront" component engenders constructive confrontation in an organization. For this reason, the employees are prompted toward KM culture change with the purpose of attaining the desired result. The "Assess" component realizes complex assessments of employee proposals by management and peers. The proposals are directed towards attaining the desired result in an organization. The "Reward" component sets the order of assigning rewards to employees based on the assessments of their proposals.
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