How Novice Principals Face the Challenges of Principalship in the Arab Education System in Israel

Abstract

This article discusses challenges facing novice principals (hereinafter: NPs) and the coping strategies they develop at the inception of their managerial careers. Qualitative research employed semistructured interviews with 40 principals in the Arab education system in Israel. Findings indicated that Arab NPs face conflicting demands of their communities and the state, especially demands of recent government reforms. The sharp transition from teaching to administration is beset by challenges, engendering anxiety. The new role is complex involving immense responsibility, they need to alter their role perception, and struggle to create an organizational culture complying with their vision. Cultural blocks face female NPs since principalship is traditionally an exclusively male role, attributed much respect and power in patriarchal Arab society. All NPs noted that they lacked professional assistance and emotional support. Nevertheless, professional mentors were seen as helpful. Conclusions may inform novice school principals facing similar challenges in traditional and minority societies.

What do we know about novice school principals? A systematic review of existing international literature

“…While some of the related studies focus on socialization processes or making sense of the position of principal in a broader perspective (Bengtson et al, 2013; Spillane and Anderson, 2014; Steyn, 2013), there are also studies specifically interested in concepts such as isolation and/or loneliness (Bauer and Silver, 2018; Tahir et al, 2017) and commitment (Shirrell, 2016; Swen, 2019). Most of the studies in this area of research, however, focus on the challenges and/or coping strategies of NPs (Arar, 2018; Fields, 2005; Karakose et al, 2014; Pineda-Báez et al, 2019; Slater et al, 2008). The results of these studies indicate common experiences/challenges of NPs during the socialization process.…”

“…School principalship has emerged as a concept and field of research, spreading from its Anglophone and Western origins to much of the world over the last three decades (Oplatka, 2004). However, research on novice principals (NPs) has been relatively scarce in terms of both its size and foci (Arar, 2018; Oplatka and Lapidot, 2018). Recent years have witnessed an increase in the number of the studies on NPs in both Western (Beam et al, 2016; O’Doherty and Ovando, 2013; Shirrell, 2016; Weindling and Dimmock, 2006) and non-Western contexts (Arar, 2018; Kitavi and Van Der Westhuizen, 1997; Pineda-Báez et al, 2019; Slater et al, 2008).…”

“…However, research on novice principals (NPs) has been relatively scarce in terms of both its size and foci (Arar, 2018; Oplatka and Lapidot, 2018). Recent years have witnessed an increase in the number of the studies on NPs in both Western (Beam et al, 2016; O’Doherty and Ovando, 2013; Shirrell, 2016; Weindling and Dimmock, 2006) and non-Western contexts (Arar, 2018; Kitavi and Van Der Westhuizen, 1997; Pineda-Báez et al, 2019; Slater et al, 2008). Furthermore, the knowledge base on NPs has been expanded by several cross-cultural studies (Mentz et al, 2010; Wildy et al, 2010).…”

“…Scholars have revealed that the transition from teaching to school principalship is a daunting process (Arar, 2018; Crow, 2006; Northfield, 2013; Stevenson, 2006). During this transition, novice school principals are likely to go through a tough process in which they assume much greater responsibility and power in terms of decision-making than when teaching (Spillane and Lee, 2014).…”

“…Research has furthermore shown that early stages of a career as school principal are filled with a variety of new roles and responsibilities. These roles and responsibilities include nurturing a healthy school culture that encourages high-quality teaching and learning (Arar, 2018), establishing a school environment characterized by trust and staff collaboration (Lee, 2015), enhancing and sustaining the instructional and leadership capacity of schools (O’Doherty and Ovando, 2013: 553), and carefully dealing with poor-performing teachers with low morale (Briggs et al, 2006).…”