A Rickety Bridge: The Complexities of Vice-Principals' Interactions with Principals and Teachers in Israel

Autor/in	Dor-Haim, Peleg
Titel	A Rickety Bridge: The Complexities of Vice-Principals' Interactions with Principals and Teachers in Israel
Quelle	In: Journal of Educational Administration, 61 (2023) 6, S.698-712 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dor-Haim, Peleg)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-05-2023-0112
Schlagwörter	Principals; Assistant Principals; Teacher Administrator Relationship; Foreign Countries; Administrator Attitudes; Interpersonal Relationship; Barriers; Administrator Role; Administrator Responsibility; Israel + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Principals; Stellvertretende Schulleitung; Ausland; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Purpose: This study aims to explore the challenges reported by Israeli school vice-principals regarding their relationships with principals and teachers. The study examines two questions: (1) How do vice-principals perceive the challenges involved in their relationships with principals and teachers? and (2) How do they respond to these challenges? Design/methodology/approach: The study employed a qualitative approach to explore the challenges encountered by Israeli school vice-principals in their relationships with principals and teachers. Semi-structured, face-to-face interviews were conducted with 17 vice-principals, allowing for an in-depth understanding of their perspectives and experiences. Findings: The findings of the study highlight three challenges mentioned by the research participants: bridging between principals and teachers, maintaining complete loyalty to both sides and middle-ground responsibility for the school. Originality/value: This study enriches the existing literature on vice-principals by investigating their distinct position as intermediaries bridging teachers and principals. It offers valuable insights into the challenges they encounter in their interactions with both parties, as well as their strategies to tackle these issues. Through the application of role theory, the research deepens comprehension of the intricate nature of the vice-principals' role, providing pragmatic suggestions for improvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01