Value Orientation and Leadership Style among School Principals in Israel’s Arab Education System

Abu-Hussain, Jamal; Essawi, Mohammad

doi:10.5430/ijba.v5n3p49

Cited by 5 publications

(6 citation statements)

References 26 publications

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“…When leaders possess these values, they do not think twice while acting or making decisions because they guide them to make the right decisions and assume a significant leadership role (Vilma, 2018). In addition, the research on the values of school principals reveals that values serve as their compass and grant meaning to their everyday activities (Abu-Hussain & Essawi, 2014).…”

Section: Findings From the Interviewsmentioning

confidence: 99%

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Value-based Leadership Across Teachers’ Ranks and Its Significance in Schools: A Case of Primary Schools in Kajiado North, Kenya

2021

International Journal of Organizational Leadership

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This research assessed the practice of value-based leadership (VBL) of two ranks of primary school teachers in Kajiado North, Kenya. The study incorporated an explanatory sequential mixed-methods approach that utilized a pragmatic paradigm epistemology. Survey questionnaires were used to collect data from the teachers in the first quantitative phase and analyzed using (SPSS), v.25. In the second phase, interviews were conducted to gather qualitative information, which was thematically analyzed using Miner Lite software. The results from the quantitative phase showed a positive and significant relationship between the teachers' VBL and the head teachers' VBL. The practice of VBL in the two ranks of teachers was found to be consistent in integrity, trust, listening, respect, and inclusion and was inconsistent in vision and clear thinking. In the second phase, teachers described VBL as; leading through values and qualities, leadership that you see, leading by example, helping people grow and adding value to what they do, and doing what you are supposed to do by observing professional ethics. Consistency in the practice of VBL is critical in schools because it creates a uniform space where effective learning of values takes place. The study recommends the training of head teachers in VBL traits, in particular communication skills that will help them in delivering on vision and clear thinking. A replica of the study in the secondary school level is recommended to validate the findings.

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Section: Findings From the Interviewsmentioning

confidence: 99%

“…Such a head gives educational help to the teachers. It offers them, professional models, such as showing teachers how to make schemes of work and lesson plans using best practices and motivating them to improve their work (Abu-Hussain & Essawi, 2014).…”

Section: Consistent Practice Of Vbl Across Teachers Ranks and Its Implications For Schoolingmentioning

confidence: 99%

Value-based Leadership Across Teachers’ Ranks and Its Significance in Schools: A Case of Primary Schools in Kajiado North, Kenya

2021

International Journal of Organizational Leadership

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“…The second study was conducted among school principals in the Arab education system in Israel [1,2]. The study stated that principals with pragmatic value systems were perceived by their teaching staff to grant rewards for improvements in performance and apply sanctions for inappropriate behavior, focusing on short term tasks and seeking shortcuts to attain objectives.…”

Section: The Relationship Between Value Systems and Leadership Stylesmentioning

confidence: 99%

“…The change grants authority to a school principal. According to the new leadership role, on the one hand, he should promote an organizational culture characterized by standards and transparency and, on the other hand, he should solve a huge quantity of various daily problems [2,51,83]. As a result, a question arises concerning the ability of the school principals to lead school in the complex modern reality.…”

Section: Introductionmentioning

confidence: 99%

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Leadership Styles and Value Systems of School Principals

Abu-Hussain¹

2014

EDUCATION

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The reforms conducted in the field of education are directed towards the changing manner of school management. The change is expressed in the transition from external supervision of schoolwork to the empowerment of school's staff, with a change of the principal's and teacher's roles. It requires accountability from school's principles and staff inproviding results of teaching and effective functioning of the school. The goal of this paper is to review research literature in order to determine the most effective leadership model in the new conditions of school management. In order to attain this goal, a consistent review of literature was performed on the following subjects: leadership evolution; transformational and transactional leadership styles; the links between a leadership style and organizational variables; the relationship between value systems and leadership styles of school's principles. Approaches, methods, models, and means are analyzed during the examination of leadership evolution. Many studies reveal that leadership behavior is an important predictor of its effectiveness. A comparative examination of transformational and transactional leadership styles gives evidence for preference of transformational style relative to its influence on organizational variables. The literary review indicates that transformational leadership essentially improves the functioning of school and teaching processes. The effect of a value system on leadership styles of school principals is examined. As a result, it is determined that principals with a moral value system lean more towards a transformational leadership style and principals with a pragmatic value system lean more towards a transactional leadership style. Thereby, the review shows that effective leadership can be provided as a result of searching for correlations between the value systems and leadership styles.

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