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

Autor/in	Arar, Khalid
Titel	How Novice Principals Face the Challenges of Principalship in the Arab Education System in Israel
Quelle	In: Journal of Career Development, 45 (2018) 6, S.580-596 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-8453
DOI	10.1177/0894845317726392
Schlagwörter	Novices; Principals; Barriers; Arabs; Foreign Countries; Coping; Administrator Attitudes; Minority Group Students; Social Change; Public Policy; Anxiety; Administrator Role; Role Perception; School Culture; Cultural Differences; Gender Differences; Sex Role; Women Administrators; Power Structure; Social Support Groups; Mentors; Interpersonal Relationship; School Administration; Administrator Characteristics; Israel + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Arab; Araber; Ausland; Bewältigung; Sozialer Wandel; Öffentliche Ordnung; Angst; Role conception; Rollenverständnis; Schulkultur; Schulleben; Kultureller Unterschied; Geschlechterkonflikt; Geschlechterrolle; Weibliche Führungskraft; Social support; Soziale Unterstützung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
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 semi-structured 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01