From an Intuitive Practitioner to a Professional Novice Leader

Mevorach, Miriam; Limón, M. Carmen

doi:10.5296/jei.v1i1.7497

Cited by 3 publications

(2 citation statements)

References 21 publications

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“…Kindergarten teachers are responsible for all aspects of the well-being related to their students [3,4]. This role is challenging and escalates in times of stress and extreme incidents, such as CSA.…”

Section: Introductionmentioning

confidence: 99%

“We Need to Raise Awareness and Never Give Up”: Israeli Druze and Muslim Arab Kindergarten Teachers’ Proactivity When Facing the Sexual Abuse of Their Students

Bar Gosen,

Sigad,

Shaibe

et al. 2024

Behavioral Sciences

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Kindergarten teachers are expected to lead the intervention process in cases of child sexual abuse (CSA) in their kindergarten. This study examines the proactive role of Druze and Muslim Arab kindergarten teachers in addressing and coping with the CSA of their kindergarten students in Israel. A qualitative thematic analysis was used to investigate the semi-structured interviews conducted with eight Druze Arab and six Muslim Arab kindergarten teachers. Three distinct themes were revealed. The first theme described the participants’ fear and concern for their personal children and themselves when dealing with CSA incidents involving their students. The second and third themes described their proactive coping on two fronts: (1) inside their homes to protect their own children and (2) as educators within religious communities, using professional and religious principles to support CSA survivors and raise awareness among parents. The results emphasized the personal burden on kindergarten teachers coping with CSA in their kindergarten and, as mainly expressed by Druze kindergarten teachers, the contribution of religious values to CSA intervention and prevention processes among their students and communities. Thus, there is a need for comprehensive support that considers ethnic and religious characteristics and will be available to kindergarten teachers facing CSA in their kindergarten.

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Section: Introductionmentioning

confidence: 99%

“We Need to Raise Awareness and Never Give Up”: Israeli Druze and Muslim Arab Kindergarten Teachers’ Proactivity When Facing the Sexual Abuse of Their Students

Bar Gosen,

Sigad,

Shaibe

et al. 2024

Behavioral Sciences

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“…In terms of management, the KT has to publicize and market the kindergarten, strengthen the ongoing contact with parents and the community, plan yearly goals, manage the education staff and its division of labor, manage the kindergarten’s budget and bring in external guest instructors (Avidan, 2017; Bieger, 2003; Hod-Shemer et al , 2019; Frish, 2012). As for leadership, the KT needs to be a role-model, be entrepreneurial, lead and undertake professional development and lifelong learning as a springboard to empowerment, problem solving and decision-making through sharing and delegation of authority (Mevorach and Miron, 2015; Avidan, 2017).…”

Section: Introductionmentioning

confidence: 99%

Kindergarten teachers' evaluation: perceptions of the new Israeli multiple domains performance tool

Cohen-Azaria

2022

QAE

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Purpose In 2012, the Israeli Ministry of Education and its Testing and Evaluation Department introduced a new tool to evaluate the quality of kindergarten teachers’ work. This paper aims to identify how kindergarten teachers perceive the new multiple domains performance tool. Design/methodology/approach The study applied a qualitative paradigm of data collection and analysis. Data collection consisted of semi-structured in-depth interviews conducted with 36 kindergarten teachers. Findings Findings indicated that most kindergarten teachers perceive their work plan and the kindergarten climate as the most important evaluation domains, while perceiving involving parents as the least important and even an unnecessary domain. One-third of them indicated that an innovation domain should be added. Also, the kindergarten teachers perceived the use of the KT-MDPT as both positive and negative. Originality/value There is a clear dearth in scholarly literature dealing with the evaluation of the quality of kindergarten teachers’ work. This study is the first to reveal Israeli kindergarten teachers' attitudes regarding this new tool for work quality evaluation.

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The role of self-efficacy components in predicting Israeli kindergarten teachers’ educational leadership

Magen-Nagar¹,

Schwabsky²,

Firstater³

2019

International Journal of Leadership in Education

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From an Intuitive Practitioner to a Professional Novice Leader

Cited by 3 publications

References 21 publications

“We Need to Raise Awareness and Never Give Up”: Israeli Druze and Muslim Arab Kindergarten Teachers’ Proactivity When Facing the Sexual Abuse of Their Students

“We Need to Raise Awareness and Never Give Up”: Israeli Druze and Muslim Arab Kindergarten Teachers’ Proactivity When Facing the Sexual Abuse of Their Students

Kindergarten teachers' evaluation: perceptions of the new Israeli multiple domains performance tool

The role of self-efficacy components in predicting Israeli kindergarten teachers’ educational leadership

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