The Past Versus an Unknown Future: On Intergenerational Transmission Between Mothers and Daughters in Druze Art

Social workers in the Arab sector in Israel have a unique set of commitments, in which alongside their organisational and professional commitments, they also have political commitment to mayors that is influenced by their cultural values. The political commitment tends to be characterised by political pressures, which could undermine social workers’ ability to fulfil their roles, and could lead to a conflict between professional and cultural values. The current research was conducted in order to examine this phenomenon, and was based upon 178 social workers employed in various social services in the Arab sector in Israel. Findings revealed negative correlation between social workers’ political and professional commitment. We also found positive correlation between social workers’ professional commitment and mayors’ transformational leadership style in which mayors are seen as effective leaders that allow social workers to feel obligated to shared goals. Two variables that systematically contributed to professional commitment were scope of employment and affective organisational commitment. Decision makers should acknowledge the unique dilemmas faced by social workers in social services in the Arab sector. They should also be aware to the positive impact of mayors’ transformational leadership on social workers’ professional commitment, since it could improve work performances.

We know that child sexual abuse (CSA) and incest does not occur in isolation, but often in conjunction with emotional and physical abuse, neglect, and domestic violence within the family (Tener, et al., 2021). The more types of child maltreatment experienced, the greater the negative impact on abused children mental health. The family situation greatly affects the mother's ability to respond positively toward the disclosure of CSA. A recent cluster analysis of 35 psychotherapists from behind the screen in Israel in dealing with incest in the Arab sector has been discussed in this study. This study used a qualitative methodology based on interviews with 35 psychotherapists who work from behind the screen with sexually abused children based on the case study of incest in the Arab region. Interviews were utilized to gather qualitative information regarding the abuse in the Arab sector in Israel. These abused Arab youngsters had undergone counselling and psychological treatment before the interviews. The last themes that emerged were: characteristics of the therapist that support behind the screen therapeutic connection, narrative therapy, turning points, and counsel for therapists working with abused children in the Arab sector in Israel. The factor that affected the participants the most was confidence in the therapeutic alliance based on precise boundaries between the therapist and the abused child presented themes offered helpful therapeutic ideas and tactics that aided in speeding up the healing process.

This study examines the level of empathy among elementary school teachers in the Arab sector in Israel and its impact on students’ emotional and cognitive development. It also explores whether statistically significant differences exist in teachers’ empathy levels and students’ emotional and cognitive development based on demographic variables (gender and grade). A descriptive correlational research design was employed, using a questionnaire to assess teacher empathy and its influence on students. The sample included 372 male and female students randomly selected from various elementary schools in the Arab sector in Israel. Data were analyzed using SPSS through descriptive statistics, t-tests, and analysis of variance (ANOVA). The findings indicate that teachers generally demonstrate a high level of empathy, with students expressing appreciation for teachers’ support and respectful interactions regardless of academic performance. A positive relationship was found between teacher-provided emotional and cognitive support and students’ ability to engage, express emotions, and achieve academic success. The study recommends strengthening the emotional dimensions of teacher-student relationships, particularly in supporting students experiencing sadness or anxiety, to foster a positive and supportive learning environment conducive to both emotional and cognitive growth. Furthermore, the study proposes several practical recommendations, including the development of training modules for teachers to enhance empathy, and policy-level interventions by school leadership to promote emotional well-being and inclusive educational practices. Interpretive analysis of interviews with teachers and students further reinforced these findings. Teachers viewed empathy not only as a means of emotional support but also as a foundation for building trust and ensuring a safe learning environment. Students reported increased comfort and engagement in classrooms where emotional and academic support were present. Many highlighted that teacher empathy helped reduce anxiety, boost self-confidence, and enhance their sense of security, thereby positively influencing academic performance.

This study examined the school climate as an intermediary between the principal’s personality and the attitude toward sex education in the Arab sector. The main research question was to what extent can the school climate mediate between the personality and the principal’s attitude toward sex education, in the Arab sector in Israel? The study involved 128 principals from the Arab sector in northern Israel. The principals answered four questionnaires: organizational climate, personality characteristics, sex education, and a demographics questionnaire.The findings of the study showed a relationship between the level of openness and extroversion of school principals and their attitudes toward sex education. As for the extroversion index, it was found that the relationship was positive among male principals and negative among female principals. The findings also showed that the personality of the school principal is mediated by the school climate when examining the extroversion measurement only. It was further found that the school climate does not mediate a change between the level of openness and the principal’s attitudes toward sex education. These results can be useful for decision-makers, such as the Ministry of Education and management training institutions, for evaluating and delivering training for in-service principals.

The Jewish and the Arab sectors in Israel differ widely in every aspect of their respective socio-economic status. In particular, investment in education is much lower in the Arab sector and so is the educational attainment. To explain these differences, we construct a simple model which allows a representative household to optimally allocate its time between labor and leisure, and it income between consumption and investment in aducation. We utilize municipal level data in Israel to estimate the preference and technology parameters in the Jewish and Arab sectors. The estimated parameters are used to examine in each sector the typical household labor participation and education investment responses to various government intervention schemes. Specifically, we find that due to strong income effects, the disadvantaged group (Arabs) investment in education responds positively to direct transfer payments but negatively to increases in the return to education, while the advantaged group (Jews) reacts in exactly the opposite way.

Training Processes for Failing Local Authority Managers in the Arab Sector in Israel

The present study investigates awareness and attitudes towards nanotechnology among teachers and students from the Arab sector in Israel. The research was based on distributing a questionnaire and a semi-structured interview. The results revealed that both the teachers and students have a basic knowledge of nanotechnology. Moreover, different variables including gender, grade, years of experience, and level of education, have revealed no effect, considering the fact that nanotechnology is not introduced as a subject in teaching curriculum in schools.

This study examines the characteristics of exemplary teachers and the factors that are liable to inhibit/encourage their realization according to the perception of principals from the Arab sector in Israel. Ten principals were interviewed. They considered leading educational initiatives, coping with discipline problems, subject matter mastery, and employing a variety of teaching methods to be the exemplary teacher’s outstanding characteristics. Characteristics associated with ongoing professional development and relationships with colleagues, pupils, and parents were deemed less prominent. The principals did not manifest a unified stance vis-à-vis whether their schools’ physical-pedagogical infrastructure encouraged or inhibited the realization of the characteristics of exemplary teaching. It was recommended that in parallel to broadening didactic and disciplinary knowledge, it would be worthwhile fostering the ability of the teachers, in particular pre-service teachers and beginning teachers, to lead educational initiatives and establish interpersonal relationships, and giving them tools for coping with discipline problems.

(2002). Social and Educational Welfare Policy in the Arab Sector in Israel. Israel Affairs: Vol. 9, No. 1-2, pp. 68-96.

This research examines the extent to which the integration of humorous literary texts in teaching the Arabic language affects achievement in reading comprehension among Grade 4 pupils in the Arab sector in Israel. This research is the first one in the field. Research on the integration of humour in the study of Arabic language as first language does not exist so far. There are very few studies dealing with the integration of humour in the learning process of Arabic as a second language (only three were found). Hence, there are no studies dealing with the integration of humour in the educational field in the Israeli Arab sector. The research took place in one school in the Bedouin sector in the South of Israel. It was based on one experimental class and one control class The study examined the level of the pupils’ knowledge in all components of comprehension: explicit and implicit content, interpretation and integration, evaluating texts and drawing conclusions. The experimental classes studied six humorous stories whereas the control classes studied six stories without humour. The results of the experiment show that the achievements of pupils who learned comprehension using humorous stories was much higher than those in the control classes. In addition, a more positive learning environment was reported in the experimental classes.

This dissertation examined the impact of the local climate on the level of violence at school among youth in the Arab sector in Israel. Given the lack of research on this topic, the current study sought to fill this gap in the literature. The study used a mixed-methods approach, incorporating both quantitative and qualitative data. The quantitative data was collected through a survey of Arab youth in Israel. The qualitative data was collected through in-depth interviews with a small sub-sample of the survey participants. The study sought to answer the following question: What factors are associated with increased levels of violence at school among Arab youth living in Israel? The findings of the study will provide policymakers and educators with useful information about the nature and extent of violence among Arab youth, which may help to identify and address risk factors. By understanding the factors that contribute to violence at school among Arab youth, policymakers and educators can better target interventions that will have the most impact. For example, interventions that address socio-economic factors may be more successful in reducing violence if they are implemented in a community where violence is prevalent. In addition, programs designed to reduce violence at school may be more effective if they are tailored specifically to the needs of Arab youth. The results of the study suggest that the local climate has a significant impact on the level of violence at school among youth in the Arab sector of Israel. Specifically, the study found that higher temperatures and humidity levels are associated with an increase in the frequency and severity of violent incidents. The study also found that students who live in areas with a higher prevalence of violence are more likely to engage in violent behavior themselves. There are a number of potential interventions that could be used to improve the situation for Arab youth in Israel. For example, providing access to mental health services and counseling could help address the psychological factors that contribute to violent behavior among some students. Another potential intervention is to improve the quality of education in the Arab sector of Israel, which has historically been underfunded and understaffed. Addressing issues such as overcrowding, a lack of resources, and inadequate teacher training could go a long way in improving the overall educational experience for Arab youth, and may also help reduce incidents of violence at school.

Self-determination and fulfillment are central components of personal development in both developing and developed societies. These terms are used frequently by many researchers, especially in the work by Maslow, who particularly emphasized this concept.This article presents a roadmap of sorts that describes the factors that can leverage and promote a process that leads to self-fulfillment and the sources from where these factors are derived among Arab sector in Israel. Most importantly, it defines a professional protocol and its components. This is a route that will be certain to prove useful, understandable, and applicable for parents and professionals.

Economic, demographic and environmental factors affecting urban land prices in the Arab sector in Israel

The study deals qualitatively with one of the most concerning issues in contemporary education—the violence of students against teachers, a growing phenomenon that has not yet been thoroughly studied. It considers the phenomenon in question with relation to the diminishing status of the teacher’s authority, as part of the transformation in adult authority. The theoretical framework presents information on students’ violence against teachers at schools, while criticizing the incompetent coping with the phenomenon. In the methodological section, we present the interviews section and the list of questions we asked interviewees, such as: what types of violence are common in the school? What are the characteristics of the violent student? The findings describe the school where the research was conducted, and analyze the teachers’ responses, while at the discussion summarizing the prominent points addressed by the interviews, to establish an applied model for dealing with the phenomenon at schools.

Despite the increased global prevalence and recognition of autistic spectrum disorder (ASD), it is still scarcely reported in the Arab world. Though Israel has a higher prevalence of ASD, a previous national survey of patients diagnosed between 1972 and 2004, demonstrated that 98% of them were of Jewish ancestry. The disproportional low number of Arab children with ASD in Israel is unclear but may reflect lower awareness and cultural bias. In the present study we collected clinical and demographic characteristics of 200 children with ASD from Arab and Jewish sectors in Israel that were evaluated in two child development centers. We compared the incidence and the medical comorbidity of autism between these two ethnics groups. The medical and psychiatric comorbidity profile in these children was similar to the worldwide published studies. In the present study the prevalence of autism in the Arab sector in Israel was similar to that of the Jewish sector. The Arab patients presented with more severe autistic manifestations and higher incidence of mental retardation, familial members with autism, and consanguinity (P < 0.05), while in the Jewish sector milder forms (such as Asperger syndrome and PDD-NOS) were more frequent. This discrepancy might be explained by both genetic and cultural factors.