Between Center and Periphery: Instructional Leadership in Israeli Rural Schools

Autor/in	Shaked, Haim
Titel	Between Center and Periphery: Instructional Leadership in Israeli Rural Schools
Quelle	In: International Journal of Educational Management, 35 (2021) 7, S.1361-1374 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shaked, Haim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-04-2021-0147
Schlagwörter	Instructional Leadership; Foreign Countries; Rural Schools; Elementary Schools; Principals; School Community Relationship; Administrator Attitudes; Institutional Characteristics; Israel + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elementary school; Grundschule; Volksschule; Principal; Schulleiter
Abstract	Purpose: Instructional leadership is a major part of the responsibility of principals who achieve promising results in school improvement. This paper aims to explore the inhibiting factors for instituting instructional leadership in elementary schools located in rural areas in Israel. Design/methodology/approach: The participants of this qualitative study were a diverse sample of 64 rural school principals. Data were collected through semi-structured interviews. Data analysis proceeded in a three-stage process that involved condensing, coding and categorizing. Findings: This study revealed that rural principals refrain from practicing instructional leadership because of two specific inhibiting factors--relationships within the community, which make it difficult for them to implement a school leadership policy that includes monitoring and control and characteristics of parents, who disagree with the instructional leadership's emphasis on learning and achievement. Originality/value: The findings of this reinforce argument that propose context as an under-used theoretical lens for understanding differences in principals' practices across different contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01