CULTURAL DISTINCTION WITHIN SCHOOL ORGANIZATIONAL CULTURE AND ITS EFFECTS ON TEACHERS’ REGULATION OF EMOTIONS IN ARAB HIGH SCHOOLS IN ISRAEL

The study investigates the effect of organizational culture on teachers' emotions in Arab high schools within Israeli society. Emotions in teaching, both positive and negative, are seen as integral to the learning environment, influencing job satisfaction, stress levels, and overall teacher performance. The research utilized a quantitative approach, employing a cross-sectional study with 504 participants from 19 Arab schools, examining the relationship between organizational culture and emotional regulation at work. The findings reveal a significant positive correlation between all dimensions of organizational culture— such as clan, adhocracy, market, and hierarchy—and various aspects of teachers' emotions, including enhancing positive effect, perspective-taking, soothing, and social modeling. The results underscore the importance of understanding the cultural diversity within Arab society and how it impacts teachers' emotional experiences. The study concludes that fostering a supportive organizational culture in schools is critical for improving teachers’ emotional well-being and, consequently, their performance.

Previous articleNext article No AccessThe Alternative Worldview of State Religious High Schools in IsraelHanna Ayalon and Abraham YogevHanna Ayalon Search for more articles by this author and Abraham Yogev Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 40, Number 1Feb., 1996Special Issue on Religion Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/447353 Views: 8Total views on this site Citations: 28Citations are reported from Crossref Copyright 1996 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Najwan Saada Teachers' Perceptions of Islamic Religious Education in Arab High Schools in Israel, (Jan 2020): 135–163.https://doi.org/10.4018/978-1-5225-8528-2.ch008Achim Rohde Teaching History in Israel–Palestine, (Feb 2018): 353–370.https://doi.org/10.1057/978-1-349-95306-6_19Pascale Benoliel, Anat Barth The implications of the school’s cultural attributes in the relationships between participative leadership and teacher job satisfaction and burnout, Journal of Educational Administration 55, no.66 (Sep 2017): 640–656.https://doi.org/10.1108/JEA-10-2016-0116Ron Blonder, Shelley Rap, Rachel Mamlok-Naaman, Avi Hofstein QUESTIONING BEHAVIOR OF STUDENTS IN THE INQUIRY CHEMISTRY LABORATORY: DIFFERENCES BETWEEN SECTORS AND GENDERS IN THE ISRAELI CONTEXT, International Journal of Science and Mathematics Education 13, no.44 (Oct 2014): 705–732.https://doi.org/10.1007/s10763-014-9580-7Yariv Feniger Jewish ethnicity and educational opportunities in Israel: evidence from a curricular reform, Race Ethnicity and Education 18, no.44 (Mar 2013): 567–588.https://doi.org/10.1080/13613324.2012.759928Miri Yemini, Audrey Addi-Raccah School principals’ agency as reflected by extracurricular activities in the Israeli education system, International Studies in Sociology of Education 23, no.44 (Dec 2013): 358–382.https://doi.org/10.1080/09620214.2013.832524Galit Hagay, Ayelet Baram-Tsabari, Ran Peleg THE CO-AUTHORED CURRICULUM: HIGH-SCHOOL TEACHERS’ REASONS FOR INCLUDING STUDENTS’ EXTRA-CURRICULAR INTERESTS IN THEIR TEACHING, International Journal of Science and Mathematics Education 11, no.22 (May 2012): 407–431.https://doi.org/10.1007/s10763-012-9343-2Oren Pizmony-Levy Bridging the Global and Local in Understanding Curricula Scripts: The Case of Environmental Education, Comparative Education Review 55, no.44 (Jul 2015): 600–633.https://doi.org/10.1086/661632Yariv Feniger The Gender Gap in Advanced Math and Science Course Taking: Does Same-Sex Education Make A Difference?, Sex Roles 65, no.9-109-10 (Aug 2010): 670–679.https://doi.org/10.1007/s11199-010-9851-xMathew Mathews Educational Attainment and its Relationship to Singaporean Clergymen's Belief Models About Mental Illness Causation, Journal of Spirituality in Mental Health 12, no.11 (Mar 2010): 63–77.https://doi.org/10.1080/19349630903495384Boaz Shulruf, Dominic Keuskamp, Dulcie Brake The impact of course-taking on academic achievements a systematic review and Meta analysis, Procedia - 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The integration of Information and Communication Technology (ICT) in education has become crucial for enhancing learning, broadening access to resources, and building digital skills. While numerous studies have explored the impact of parental attitudes on online and remote learning in elementary and middle schools, there has been little focus on high school students' parents, especially within the Arab and Bedouin sectors in Israel. This study examines how parents view the implementation of ICT in Arab high schools in northern and southern Israel and how these views affect the integration of ICT in teaching, learning, and school management. The research sheds light on social and cultural barriers, as well as the challenges posed by inadequate infrastructure and traditional educational perspectives. Using a qualitative approach, information was gathered through interviews with 22 parents of high school students across 11 schools. The main findings showed that, while parents have positive views about the educational potential of ICT, they also identified challenges such as limited digital skills, inadequate infrastructure, and cultural barriers. The study’s recommendations emphasize the need to address these challenges through parent-focused training programs, resource allocation, and improving cooperation between schools and parents via digital platforms. The study also highlights initiatives aimed at encouraging communication and collaboration within the community, supported by local councils or Ministry of Education programs, such as funding competitions, parent training courses, or youth-targeted programs.

In this multiple case study, the authors explore the purposes and significance of Islamic religious education as it is viewed and interpreted by Arab and Muslim teachers in Arab high schools in Israel. It interrogates how the Muslim teachers locate themselves and their pedagogy within a continuum of salafi (conservative) versus liberal conceptions of tarbiyya (the spiritual aspects of Islam) and ta`dib (the moral aspects of Islam) and why they do so. The results show that teachers support the salafi rather than the liberal conceptions of Islamic education. This means that they focus on the naql (the transmission of religious knowledge) rather than aql (rational thinking) in teaching the moral aspects of Islam. Also, teachers avoid the dealing with the intellectual diversity within Islam, the discussion of contemporary issues, and the tenets of other Abrahamic religions. They conclude that this may lead to religious illiteracy and argue that liberal Islamic education with critical and reflective reasoning is much appropriate for living in multicultural and multi-faith society.

Although the school constitutes a key cultural arena for the production and reproduction of gender identities, few studies have addressed gender discourse in educational institutions in developing societies. Such studies are especially sparse in Arab society in Israel. This study goes some way to addressing what is often absent from many sociological portrayals of young pupils and schools, since it uses the words of the teachers and students to clarify the construction of gender discourse in an Arab high school in Israel. It points to activities considered to be gendered; identifying distinctions between the sexes (if they exist) in the staff’s and students’ perceptions of educational experiences at school; and examining to what extent school authority is seen as masculine and whether the school promotes debate and socialization for equality between the sexes. The research employed an inductive methodology including ethnographic data-collection techniques: observations, focus group interviews of students and in-depth personal interviews with school role-holders. Findings indicate that a covert learning program influences gender construction in the Arab school, a program intended to maintain the existing hegemonic social hierarchy. Patriarchal control of the adolescents’ agenda appears weakened and a generation gap separates teachers from students. Voices of students and younger staff advocate deconstruction of the traditional structure and norms of Arab society, suggesting a new agenda, promoting egalitarian discourse, and new personal and collective identities. Conclusions are drawn concerning the school’s role in the deconstruction of the existing male hegemony, the promotion of gender equity. The paper provides ethnographic insights concerning the Arab high school in Israel, pointing up a need for empathetic educator-student dialogue, that will promote egalitarian perceptions and practices, listen to the voice of the younger generation and challenge residual social norms of Arab Muslim society. The findings indicate that a more open gender discourse could offer symbolic resources and/or practical tools to enhance the every-day implementation of equity in the school. The paper also suggests some new research directions.

Few studies have investigated equity and social justice discourse in educational institutions in developing societies; such studies are especially sparse in Arab society in Israel. The present study aimed to clarify the construction of discourse concerning equity and social justice in an Arab high school in Israel, pointing up the gendering of certain activities and identifying differences in the perceptions of male and female staff and students regarding educational experiences at school (if they existed); and whether the school promotes debate and socialization for equality between the sexes? An ethnographic case study was conducted in an Arab Muslim senior-high school in Israel. Observations, personal interviews and a focus group were employed to glean the perceptions of teachers (including the principal) and students concerning (1) the way that the school constructs discourse concerning equity and social justice especially in respect to gender, (2) the students’ learning contents and (3) the construction of Muslim male and female teachers’ behaviors in their natural environmental reality. Findings provide insights concerning the Arab Muslim high school in Israel, indicating that although official rhetoric supports an equitable society within the school the influence of the traditional environment supports a covert inequitable culture. It is concluded that there is a need for empathetic educators-students dialog, a need to listen to the voice of the younger generation, and to address the challenge of Muslim Arab society’s norms in order to promote more egalitarian perceptions and practices.

This article investigates why very few Arab women persevere to become principals in Arab high schools in Israel. It identifies these trailblazers’ distinguishing characteristics through the narratives of two Arab women, high school principals, tracing their transition from teaching to management, describing the intertwining of their personal and professional lives, examining their career choices from a gender perspective, and noting the changes they have implemented within Arab high schools in Israel. Research indicates that Arab society still views school principalship as a male role and that women face political and social resistance to attain this role.

The integration of Information and Communication Technology (ICT) in education is vital for enhancing learning, expanding resource access, and fostering digital skills. This study explores parental attitudes toward ICT implementation in Arab high schools in Israel, focusing on its impact on learning, teaching, and school management processes. The research identifies key barriers, including cultural perceptions, limited infrastructure, and insufficient digital skills, which hinder effective ICT adoption.Using qualitative research methods, data was collected from interviews with 22 parents of high school students across 11 schools in northern and southern Israel. Findings indicate a dual perspective among parents: while recognizing the potential of ICT to enrich educational experiences, they express concerns about over-reliance on technology, health risks from prolonged screen time, and the erosion of traditional teacher-student interactions. A significant digital divide was also observed, disproportionately affecting underprivileged households. This study introduces a novel focus on high school parental perspectives within the Arab sector, emphasizing the need for targeted interventions. Recommendations include parent training programs to improve digital literacy, enhanced infrastructure support, and culturally sensitive strategies to bridge the gap between digital and traditional learning. These efforts can foster a balanced and inclusive educational environment, leveraging ICT’s benefits while addressing its challenges.

ObjectiveThe research investigated the perceptions of school teachers in an Arab high school in Israel towards the educational counsellor, noting the extent to which they consult educational counsellors on professional and personal matters.MethodSixty teachers participated in the research, divided equally between males and females. Quantitative methodology was employed, using a specially constructed questionnaire.ResultsThe main findings indicated that Arab teachers consult the educational counsellors more for professional than for personal matters. Further, there are no differences between female and male teachers consulting counsellors on professional and personal issues.

The aim of research is to investigate high school students who have moved to Israel from the Palestinian Authority in order to study. We used qualitative research based on semi-structured interviews. The research participants of this study were students and teachers affiliated with a high school in the North of Israel. The paper discusses those students’ experiences of identity crisis between their self-identity and their national identity. The paper also voices the students’ feelings of alienation and disconnection to their school community, leading to gaps in the academic, social, and familial difficulties. This study shows that these difficulties lead to a conflict of identity between their original identity – the Palestinian Authority – and their new identity as students in an Arab school in Israel. This situation might lead to feelings of disconnection and alienation, that must be addressed by the entire school community.

Similar to other national contexts, in Israel since the 1980s we have witnessed the emergence of neo-liberal policies in education. However, very little attention has been given to the ways in which they affect the school level and even less attention has been given to the impact of these policy changes on Arab schools in Israel. This article offers a micro-politic policy analysis of the ways in which neo-liberal discourses and practices of selection are being interpreted and acted upon in one Arab high school in Israel as a unique example of minority education. It also examines the interplay between these policy changes and other discursive fields within which Arab schools operate, such as its marginalisation. In light of neo-liberal discursive shifts in education policy in Israel, this article revisits the control-empowerment explanation of the position of the Arab education system in Israel.

ABSTRACTThis study examines citizenship education in Israel from the point of view of Arab teachers, as they rework and negotiate the content and boundaries of their Israeli citizenship. Specifically, the paper studies how teachers of citizenship education in Arab high schools in Israel perceive their sociopolitical reality, how they respond to it in their classrooms, and how they conceptualize Israeli citizenship for their pupils. In doing so, the paper ponders the pedagogical strategies and emphases of these teachers, as they mediate the citizenship education curriculum, with its heavy emphasis on the ethno-national character of Israel, to their Arab pupils.

The paper presents the perspective of headmasters and educational staff un a sample of Arab high schools in Galilee, Israel, employing and serving a mixed population comprising Moslem and Christian communities.. The paper describes efforts made by these schools to bring people closer, and examines programs designed for this purpose, and factors involved in these attempts. It also presents and discusses the role of school headmasters and leading staff, their contribution to the cause, and focused on their points of disagreements and their proposals regarding ways to improve the existing situation and promote social pluralism among students. The paper also presents, approaches prevailing in the Ministry of Education and local authorities, and examines educational programs designed by external and internal bodies, and other educational initiatives adopted by the participating schools, to increase tolerance and respect among students. In addition, the paper analyses, goal-directed educational programs proposed and implemented by school headmasters and leading staff, lessons that could be drawn from these exercises and their implementation, and the headmaster’s social status and influence in advancing social changes in the given community. The findings showed significant differences in the perception of situation between majority and minority community representatives in each given village. Furthermore, they clearly indicated that the students were not adequately exposed to each other’s cultures and were significantly influenced by incorrect perceptions and superficial/erroneous interpretations. Thus, it was recommended to introduce intervention programs based on respect for difference, renunciation of enforced uniformity, promotion of maximal freedom of choice in the way of life, and dialog between different cultures.

This study tested the hypothesis that values, abstract goals serving as guiding life principles, become relatively important predictors of adolescents' self-reported violent behavior in school environments in which violence is relatively common. The study employed a students-nested-in-schools design. Arab and Jewish adolescents (N = 907, M age = 16.8), attending 33 Israeli schools, reported their values and their own violent behavior. Power values correlated positively, and universalism and conformity correlated negatively with self-reported violent behavior, accounting for 12% of the variance in violent behavior, whereas school membership accounted for 6% of the variance. In schools in which violence was more common, power values' relationship with adolescents' self-reported violence was especially positive, and the relationship of universalism with self-reported violence was especially negative.

The Impact of Regular Staff Meetings on School Belonging, Peer Learning, and Teaching Quality in Arab High Schools in Israel