Successful, Coasting and Low-Performing School Principals in Israel: An Explanatory Model

Autor/inn/en	Tubin, Dorit; Farchi, Talmor Rachel
Titel	Successful, Coasting and Low-Performing School Principals in Israel: An Explanatory Model
Quelle	In: Journal of Educational Administration, 60 (2022) 1, S.56-71 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tubin, Dorit) ORCID (Farchi, Talmor Rachel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-04-2021-0089
Schlagwörter	Case Studies; Principals; Educational Improvement; Foreign Countries; Low Achievement; Models; Intervention; Organizational Change; School Schedules; Administrator Role; Mentors; Novices; Instructional Leadership; Track System (Education); Institutional Characteristics; Socioeconomic Status; Elementary Secondary Education; Values; Reputation; Administrator Education; Israel + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Principal; Schulleiter; Teaching improvement; Unterrichtsentwicklung; Ausland; Unterdurchschnittliche Leistung; Analogiemodell; Organisationswandel; Schulzeiteinteilung; Instruction; Leadership; Bildung; Erziehung; Führung; Leistungsgruppe; Leistungsdifferenzierung; Socio-economic status; Sozioökonomischer Status; Wertbegriff
Abstract	Purpose: The purpose of this paper is to present the successful school and principal (SSP) model, which has developed over 13 years of Israeli involvement in the ISSPP study. Design/methodology/approach: This is a conceptual paper summarizing the findings of more than 20 case studies of successful, coasting and low-performing schools and their principals, into the SSP model. In all the cases, ISSPP protocols were used to collect the data, and the findings were analyzed in accordance with the organizational approach and organizational routine theory. Findings: The explanatory SSP model comprises three cyclical phases that explain cause-effect relationships and presents intervention points for school improvement toward success. The first phase is an organizational restructuring of two core routines: the school schedule routine and the school tracking routine, which shape and affect school staff behavior. The second phase is the priorities and values revealed in these behaviors and which shape the school as a learning environment. The third phase in school improvement is the institutional legitimacy derived from and reflecting the school's priorities and values. All these phases are based on the principal as a crucial key player who turns the wheel. Originality/value: Theoretically, the SSP model explains cause-effect relationships and indicates possible interventions and improvements. Practically, the SSP model can influence principal preparation programs, novice principal mentoring and serve as a roadmap for school improvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01