The Impact of the Principal Leadership Style on Teacher Job Satisfaction among Arab Teachers in Israel: A Qualitative Analysis

This study examines the impact of the management and leadership style of a school principal on teachers’ satisfaction in the Arab sector in Israel. The article presents central concepts of the research and the influence of each of the leadership and management styles of principals on teachers’ satisfaction within an Arab school in Israel. Teachers’ satisfaction (the dependent variable) refers to various variables related to teachers’ well-being at school, such as organizational commitment and motivation in the workplace, that are also linked to the teacher satisfaction (Arar & Masri-Herzallah, 2016). Accordingly, these variables are presented with reference to their definition, their impact, and the way they are affected by the management and leadership styles. The research is based on the qualitative methodology, in which we conducted observations in these Arab schools in Israel in and around the Arab city of Nazareth. In these observations, we visited the schools and observed how teachers and principals communicate and whether teachers were satisfied from their interaction with the principal.

Tackling Israeli Arab-sector crime may prove divisive

Headline ISRAEL: Tackling Arab-sector crime may prove divisive

DINAMICS OF LEARNING MOTIVATION IN ELEMENTARY SCHOOL PUPILS OF ISRAEL (ARAB SECTOR)

Addressing motivation as a triggering and supportive factor of educational activity emphasizes the importance of quality of information, learning experience, mediated learning, or positive attitude towards the act of knowledge in achieving school performance. According to the generally accepted conception, following the consultation of the specialized literature regarding the approach of the motivational phenomenon, we can say that motivation lies at the basis of the good functioning of human action components, regardless of the activity or tacquisition level of the one who makes the effort to achieve it.

Excess mortality during the COVID-19 pandemic in Israel, March–November 2020: when, where, and for whom?

Background Excess all-cause mortality has been used in many countries as an estimate of mortality effects from COVID-19. What was the excess mortality in Israel in 2020 and when, where and for whom was this excess? Methods Mortality rates between March to November 2020 for various demographic groups, cities, month and week were compared with the average rate during 2017–2019 for the same groups or periods. Results Total mortality rates for March–November were significantly higher by 6% in 2020, than the average of 2017–2019, 14% higher among the Arab population and 5% among Jews and Others. Significantly higher monthly mortality rates were found in August, September and October by 11%, 13% and 19%, respectively, among Jews and Others, and by 19%, 64% and 40% in the Arab population. Excess mortality was significant only at older ages, 7% higher rates at ages 65–74 and 75–84 and 8% at ages 85 and above, and greater for males than females in all ages and population groups. Interestingly, mortality rates decreased significantly among the younger population aged under 25. The cities with most significant excess mortality were Ramla (25% higher), Bene Beraq (24%), Bat Yam (15%) and Jerusalem (8%). Conclusion Israel has seen significant excess mortality in August–October 2020, particularly in the Arab sector. The excess mortality in March–November was statistically significant only at older ages, over 65. It is very important to protect this susceptible population from exposure and prioritize them for inoculations. Lockdowns were successful in lowering the excess mortality. The excess mortality is similar to official data on COVID-19 deaths.

Parental Involvement in the Arab and Jewish Educational Systems

To date, no comparison has been made between the Arab and Jewish educational systems regarding parental involvement. This preliminary study examines the perceptions about parental involvement as described by the pedagogic staff and compares the two sectors (Jewish vs. Arab as two ethno-religious groups). Staff members from four elementary schools (two Jewish schools and two Arab schools) were interviewed. The findings indicate that parental involvement in the Arab sector is lower than in the Jewish sector. The Arab parents have more respect and trust towards the school, the principal, and the teachers compared to the Jewish parents. This is reflected by lower involvement of the Arab parents in comparison to the Jewish parents. While Jewish parents who volunteer for parents’ associations use their status to promote their personal interest (their child’s benefit) and less desire to contribute to the school, Arab parents volunteer more to help the principals and teachers to get resources from the Mayor/ Head of the municipal council and less for their own child’s benefit. The depth and the type of parental involvement in the Jewish and the Arab educational systems can be explained by cultural differences, namely an individualistic Jewish society vs. a collectivistic Arab society.

The Challenges Facing Arab Students with Learning Disabilities in Higher Education Institutions and the Role of Support Centers in Their Academic Functioning: A Preliminary Study

The topic of support for students with learning disabilities (LD) has been studied to a considerable extent in recent years, due to the significant increase in the integration of students with learning disabilities in higher education institutions (HEI). However, there is hardly any research examining the support for students with learning disabilities in Israel’s Arab sector. The purpose of the current preliminary study is to examine whether support centers for students with learning disabilities assist Arab students with their learning and general academic functioning in Israeli higher education institutions. The study is qualitative, involving semi-structured interviews with eight Arab students diagnosed with learning disabilities studying at two institutions of higher education. Analysis of the interviews revealed four major themes: The double difficulty that students experience due to the fact that they are Arabs for whom Hebrew is a second language, and due to their learning disabilities; lower awareness of learning disabilities in the Arab sector in Israel; post-diagnosis relief; a sense of wellbeing satisfaction with the educational, social and occupational support provided, enabling them to study and succeed. The article addresses also to the limitations of the study as a primary study, along with recommendations for further research based on this preliminary study.

Stakeholders’ Model in Israeli School

The authors of this paper present a stakeholder model for presenting an Israeli school from the point of view of its stakeholder, especially pupils, teachers, principals and parents. They strive to find solution to teenagers at risk in the Arab sector of Israel.

Managing Screening Tests of Hereditary Diseases and Challenges in Their Conduction in Arab Sector of Israel

Hereditary diseases are a known factor in the world to mortality and morbidity of infants. The frequency of these diseases characterizes specific population segments more than others. Acknowledging the efficiency and profitability of performing screening tests, raises the question of Arab women’s low responsiveness to perform the hereditary screening tests comparing to Jewish women and in general.