Israeli Educational System Research Articles

Exploring factors leading to job disengagement among arts therapists employed in Israel's education system

Exploring factors leading to job disengagement among arts therapists employed in Israel's education system

Participative decision-making in the Arab educational system in Israel: The implications for teachers’ organizational commitment and school violence

Principals indirectly impact the achievement of school goals and the development and improvement of the school. Drawing upon Role Theory, this study proposes to examine the direct and indirect relationship (through organizational commitment) between participative decision-making and school violence in the Arab educational system in Israel. The data were collected through a questionnaire returned by a two-stage cluster random sampling of 350 teachers randomly chosen from 70 elementary Israeli Arab schools. Data were collected from three sources: self-reporting (teachers and students) and non-self-reporting to minimize measure error. The structural equation modeling and bootstrap results highlighted the positive implications of participative decision-making on teachers’ organizational commitment in the Israeli Arab education system. The findings also showed teachers’ organizational commitment was correlated to school violence. That is, teachers’ organizational commitment fully mediates the relationship between participative decision-making and school violence. Implications for theory and practice are discussed.

School Violence in the Israeli Arab Educational System: Investigating the Implications of Paternalistic Leadership and teachers’ Job Satisfaction

ABSTRACT School violence is a growing issue that adversely affects learning, academic achievement, and student growth. Drawing upon the heuristic model of school violence proposed by the study proposes to examine the direct and indirect relationship (through teacher satisfaction) between paternalistic leadership (PL) and school violence in the Arab educational system in Israel. The data were collected through a questionnaire returned by a two-stage clusters random sampling of 350 teachers randomly chosen from 70 elementary Israeli Arab schools. Data were collected from three sources: self-reporting (teachers and students) and non-self-reporting to minimize measure error. The Structural Equation Modelling and bootstrap results highlighted that paternalistic leadership was not correlated to teachers’ satisfaction but directly correlated to school violence. The findings also showed positive relationships of teachers’ job satisfaction and lessening school violence levels. Implications for theory and practise are discussed.

Standing tall: A continuing education program and participatory study offered to arts therapists working in the israeli education system

This article is based on an arts-based participatory action research study conducted as an integral part of the Standing Tall continuing education program. Focusing on arts therapists within the Israeli education system, the research investigated their perceptions of the state of creative arts therapies in the system, their experiences, and their suggestions for enhancing their work environment. Finally, it explored co-researchers’ perceptions of the meaningfulness of their involvement in the program and participatory research initiative. The 20 arts therapists-co-researchers who participated in this program conducted interviews with 142 colleagues to learn about their job experiences and then analyzed these interviews. The lead researchers thematically analyzed the written and artistic materials collected during the program. The research findings showed the participants, both co-researchers, and interviewees, perceived the integration of arts therapy into the educational system as significant and potentially beneficial. The co-researchers aspired to play an active role in enhancing this integration while acknowledging the challenges involved. They saw the program as a meaningful opportunity for arts-based self-exploration. The findings suggest that while decision-makers play a crucial role in shaping the working conditions of arts therapists, the therapists themselves can catalyze change in the educational system and perhaps in other public systems as well.

Arts Therapy in the Education System at a Time of a National Disaster

Roughly 4,000 arts therapists are employed by the Israeli education system, which enabled a rapid response in the school setting when Israel awoke on October 7, 2023 to the Hamas attacks and the national disaster that ensued. This participatory research presents the perspectives of 14 female arts therapist coordinators of therapeutic service teams working in educational settings with special needs children. In semi-structured interviews, the coordinators discussed their initial feelings, how they organized interventions over time since October 7, the challenges they faced, multicultural issues and recommendations for the future. The interviews were analyzed according to the principles of thematic analysis. Despite the collective trauma and the challenges, the findings show that the arts therapists found creative ways in the education system to provide a therapeutic response both online and through different modes of intervention. These interventions contributed to supporting the clients’ broader circles of classmates, school staff and parents.

Dismantle the monster: teachers, parents, and others position themselves figuratively vis-à-vis the Israeli education system in times of crisis

ABSTRACT This article explores the characteristics of naturalistic digital forum conversations, focusing on the Israeli education system in times of crisis. The existing professional literature suggests that (1) There have been numerous attempts to change this system, but they have not been successful; (2) Discourse analysts have often used micro and macrolevels of analysis to explore professional life and the construction of individual or group positioning in digital discourse; (3) Figurative language (e.g. metaphors, similes and metonymies) often organises the essence of the text. This article shows that the naturalistic digital forum enabled the study’s participants (teachers, parents, and others who care about education) to vent their feelings and thoughts, as well as to use organising figurative language to highlight how the teachers positioned themselves and how they were positioned by the parents. Finally, the article underscores the need to bring about a radical change in the Israeli education system.

חינוך, CHINUCH: ISRAEL’S EDUCATION SYSTEM AND QUESTIONS OF IDENTITY

Albeit in a different context, Wiesel’s soliloquy resonates with the pressing questions on the formation of identity, and contingent quest for meaning for many Jews. Indeed, what are the right questions to ask the divine, in as much as the divine seems to be indifferent to the indignation suffered by Jews, especially when it comes to the memory of the Shoah (?) The space to ask such questions sets itself in the rigmarole of the everyday, and ties in with notions of belonging and memory. These concepts are thus linked to the theme of religion in global politics, exemplified in the curious case of Israel. Prior to its establishment in 1948, the founders of Israel often applied religious justifications for its creation and subsequent existence, with a ‘return to homeland’ among the oft-heard sentiments. The purposes of this paper are varied. The first is to understand the character of Israel through the theoretical framework provided by Rogers Brubaker in his ‘Four Approaches to Nationalism’, with a focus on how nationalism itself can be argued as a form of religion. Secondly, we will look at the justifications to why secular education – as an extension on nationalism as religion – has taken root in Israel. We proceed with an argument that the removal of religious knowledge (primarily ethics) from the Israeli education system will prove to be detrimental in the long run, as the relationship between individuals will thus be determined purely in the language of capital, and ‘success’ as defined by market forces, which runs counter to genuine solidarity.

Overview of the STEM Education in Israel

In this study, we provide an overview of the STEM education in Israel, the formal and the informal, the strengths and challenges, the problems, and the national plans to solve them. STEM education in Israel is an interesting phenomenon, as the State of Israel is considered a start-up nation, even though students have scored mediocre on the PISA tests over the years compared to the OECD average. The paper is based on literature review of position papers written for decision makers in the Israeli education system and for the purpose of comparison with other advanced education systems in the world.

Quality of work life, cultural values, and Islamic work ethics: The case of the Arab education system in Israel

The study focuses on quality of work life (QWL), Islamic work ethics (IWE), and cultural values among employees in a complex organization, with a case study of Arab high-school teachers in the education system in Israel. The sample consisted of 1245 employees. To establish a reliable model of QWL, exploratory factor analysis, and confirmatory factor analysis were utilized, resulting in six dimensions. A reliable model of IWE was also established, consisting of two dimensions. Employees reported average QWL levels, high IWE levels, low power distance, high uncertainty avoidance, and a tendency toward collectivism and femininity. This study demonstrates a positive relationship between QWL dimensions and IWE, with certain cultural values—such as collectivism and uncertainty avoidance—moderating this relationship.

Teacher well-being and organizational citizenship behavior in Arab educational system in Israel: The implications of teacher collective involvement in decision making and organizational commitment.

A gradual transition from a collectivist to a more individualist identity has been noted in the Arab minority with implications for teachers' well-being and organizational citizenship behavior. This study builds on the Job Demands-Control model to investigate the mediating role of teacher organizational commitment in the relationship between the teacher collective involvement in decision making to teacher well-being and organizational citizenship behavior. Data were collected from a sample of 350 teachers randomly chosen in the Arab educational system in Israel. Structural equation modeling (using the AMOS 21.0 program) was used to test the proposed relationships. The results indicate both a direct and indirect relationships (through the mediating role of teacher organizational commitment) of teacher collective involvement in decision making on teachers' well-being and organizational citizenship behavior. The model which tested both direct and indirect relationships (through organizational commitment) between collective involvement in decision making and teachers' organizational citizenship behavior, and well-being, showed good fit indices (χ² = 62.60; χ²/df = 2.50; CFI = .947, TLI = .905, IFI = .949; RMSEA = .066). Specifically, the bootstrapping analysis reaffirmed the mediating role of organizational commitment between collective involvement in decision making and well-being (β = -.04, p < .001) and organizational citizenship behavior (β = .11, p < .001). Implications for theory and practice are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

‘A kindergarten teacher must have 100 eyes and 100 ears!’: Kindergarten teachers' experiences coping with child sexual abuse and problematic sexual behavior

BackgroundChild sexual abuse (CSA) and problematic sexual behavior (PSB) are worldwide phenomena that occur across all ages. Kindergarten teachers' proactive involvement can be crucial to the prevention, disclosure and intervention of CSA and PSB. However, research on their experiences of contending with CSA and PSB remains limited. ObjectiveThis study examines kindergarten teachers' experiences in Israel with the CSA and PSB of their students. Participants and settingSemi-structured interviews were conducted with 31 teachers: 11 secular Jewish, seven religious Jewish, nine Druze Arab, and four Muslim Arab. MethodsA qualitative analysis was conducted using the interview transcripts as data. ResultsThe analysis revealed three themes illustrating teachers' professional transformations regarding their knowledge of these phenomena: 1) initial shock, uncertainty and sense of responsibility when exposed to CSA and PSB due to missing knowledge, 2) implementation of prevention and intervention strategies regarding CSA and PSB, and 3) embracing a social role to disseminate CSA and PSB knowledge. The findings indicated that the majority of the teachers went from overwhelming shock and fear due to a lack of knowledge in coping with CSA and PSB to a sense of responsibility as a community leader. ConclusionsThe fragmentation of the Israeli education system isolates kindergartens, and the lack of training and education for the teachers left them alone when contending with the CSA and PSB of their students. Nevertheless, the participants exhibited remarkable agency and resourcefulness, gaining the necessary knowledge and acting as knowledge agents within their communities.

Community engagement of underrepresented college students: Ultra-orthodox students in Israel as social change agents

This article aims to contribute to the emerging body of research on community engagement of college students from minority and underserved groups. It examines community engagement programs involving students from the Jewish ultra-Orthodox society in Israel, a minority group that is clearly underrepresented in the higher education system in Israel. Using qualitative methods, this article analyzes how ultra-Orthodox students experience their community engagement and perceive its effects on themselves and on their communities. The findings illuminate how the students' social interactions during their volunteer work enhance meaningful learning despite considerable challenges and dilemmas. Ultra-orthodox students constantly cross social and cultural boundaries, and their choice to enroll in higher education is often delegitimized in their communities. Their ability to contribute to their communities through collegiate community engagement programs helps justify their decision to pursue an academic education. This ability also empowers them in the challenging liminal state between the ultra-Orthodox society and academia. Hence, community engagement helps reinforce the academization of the ultra-Orthodox society. This case study proposes that student volunteers from underrepresented minority groups can bridge the gap between academic institutions and their minority communities, serving as agents of societal change.

The professional identity of elementary school rabbis in the national-religious education system in Israel

ABSTRACT The current study delves into the professional identity of elementary school rabbis within the national-religious education system in Israel, focusing on the perspectives of the rabbis themselves and examining how their professional identity impacts their work. In-depth interviews were conducted with 15 rabbis who were selected using a convenience sampling method. The findings reveal that their professional identity is influenced by role ambiguity and conflicts within the school’s work environment. Moreover, the study highlights the rabbis’ direct engagement with students, parents, and staff in various educational activities, providing assistance and support. These findings have significant implications for religious education, offering insights to enhance the work of rabbis in this context.

Jewish and Arab teachers' views on school communications, innovation and commitment after COVID-19: sector of education as a moderator

PurposeThe study investigated the correlation between school communication and teachers' perceptions of the school's innovative climate in the Israeli education system during the coronavirus disease 2019 (COVID-19) crisis. Furthermore, this study examined the role of affective commitment and the role of sector (Arab or Jewish) in these correlations.Design/methodology/approachFirst, Arab and Jewish teachers studying toward their MA degree were randomly selected from 2 higher education institutes in Israel, and then other teachers were selected using the snowball method through teacher groups on the Facebook social network and WhatsApp groups (N = 383).FindingsThe findings revealed major differences between Arab and Jewish teachers. Among Arab teachers, the correlation between school communications and an innovative climate was found to be mediated through affective commitment, whereas among Jewish teachers, a direct correlation was found between the first two variables. The correlation between school communications and affective commitment was found to be stronger among Arab teachers than among Jewish teachers.Originality/valueThe study results confirmed that school communication and affective commitment hold a significant predictive value in school innovation and highlight the importance of affective commitment in supporting innovation. The study adds to the body of research directed at identifying antecedents to innovative climate as well as studies examining the effects of school communications on affective commitment and innovative climate in a multicultural society, both in regular and emergency situations. The findings can also provide valuable insights for culturally sensitive and relevant education policy design and management in the post-COVID-19 period.

Sumud pedagogy as linguistic citizenship: Palestinian youth in Israel against imposed subjectivities

Abstract This linguistic ethnographic study offers a nuanced pedagogical account of the Arabic term sumud, or ‘steadfastness’, through a sociolinguistic analysis of decolonial modes of expression among Palestinian youth in Israel. I reflect on events during the 2021 uprisings in East Jerusalem, when Palestinian youth within Israel took to the streets in solidarity with Palestinians in Jerusalem and Gaza. Considering the Israeli education system's denationalization of the Palestinian community within its borders, I examine how Palestinian political ideals cultivated outside the formal educational system open new possibilities for political organizing and expression. I reflect upon interviews with members of the Haifa Youth Movement and a Palestinian hip-hop artist and his lyrics. Engaging with Stroud's theorization of linguistic citizenship, I show how pedagogy of sumud as a linguistic citizenship practice opens new semiotic spaces for Palestinian youth in Israel to resist the erasure of their identity. (Linguistic citizenship, sumud pedagogy, Palestinian youth, colonized education)*

Israeli Students’ Evaluations Regarding Leadership Education in Post-Primary Schools

This article examines the way students attending middle and high schools in Israel evaluate leadership education in their schools and the extent to which it contributes to their leader self-efficacy. Based on 376 questionnaires completed by teenage girls (n = 243) and boys (n = 133) who attend middle and high school in the public education system in Israel, it focuses on their perceptions regarding their school as their main leadership development establishment. Using a Likert scale to measure attitudes and perceptions of youth leadership, the questionnaire was used to investigate the following topics: the school’s efforts to impart leadership and encourage leadership and leadership ability, their self-perceptions of leadership ability, and the impact of the school staff on their leadership development. Students expressed discontent with the school’s ability to impart and motivate leadership, and family members and youth organizations are perceived as more influential. Students in middle schools participate more in leadership programs but evaluate the school’s contribution to leadership development less favorably than high school students. Although girls and boys are participating in leadership programs at a similar rate, girls’ leader self-efficacy is relatively low. Implementing leadership education has some deficiencies that require policymakers to make necessary adjustments regarding age and gender.

The differences in the implications of participative decision-making and paternalistic leadership for teachers' perceived stress in the education system of the Israeli Arab minority

PurposeStudies have shown that teachers' perceptions and expectations of their working environment shape their perceived stress. The present study draws upon implicit leadership theory and builds on the job demands-control (JD-C) model to investigate whether there are differences in the implications of participative decision-making and paternalistic leadership for teachers' perceived stress in the Israeli Arab education system.Design/methodology/approachData were collected through validated questionnaires returned by a two-stage cluster random sampling of 350 teachers randomly chosen from 70 Israeli Arab elementary schools. Paternalistic leadership and participative decision-making were considered as group-level variables to lower the risk of common method variance. The proposed model was tested through hierarchical regression analysis. Finally, to test the hypothesis that paternalistic leadership and participative decision-making standardized beta weights were statistically significantly different from each other, their corresponding 95% confidence intervals were estimated via bias corrected bootstrap (1000 re-samples).FindingsThe findings indicated differences in the levels of the principal's paternalistic leadership and participative decision-making as perceived by the Israeli Arab teachers. Also, the results indicated that participative decision-making was negatively correlated with teachers' perceived stress beyond the influence of paternalistic leadership.Originality/valueExamining teachers' working conditions and resources can be important since they affect teachers' perceived stress, which may in turn affects school results in the Arab education system in Israel. This study can contribute to the development of training programs for teachers to improve and adapt principals' leadership practices to the sociocultural context of the Arab education system in Israel.

Professional learning communities under test-based accountability: evidence from an Israeli intervention programme

ABSTRACT Test-based accountability (TBA) draws on a managerialist ideology that emphasises standards, constant measurement, and external motivation for improvement. It stands in sharp contrast to the idea of professional learning communities (PLCs) that aim to mobilise teachers’ internal motivation and willingness to cooperate with peers to facilitate a joint, self-reflective inquiry process of pedagogical improvement. The Israeli education system has adopted TBA policies. To determine how this affects a professional learning programme focused on reflective inquiry, we analysed staff discussions recorded in 180 PLC meetings in 17 schools. The study suggests that TBA not only narrows the curriculum and the repertoire of pedagogical practices used by teachers but also constrains the ability of teacher professional learning to counterbalance these negative consequences.

Elements of the ecosystem in innovative pedagogy in Israel

This article examines the innovative approaches implemented within Israel's education system to advance innovative pedagogy and their potential contributions to enhancing teaching and learning. The author emphasizes the growing recognition of the necessity for innovative educational methods that cultivate creativity, critical thinking, and problem-solving skills, preparing students for the contemporary challenges they will face. Israel has emerged as a global leader in education innovation, exemplifying a compelling case study for investigating the promotion of innovative pedagogy through an innovation ecosystem. The Israeli Ministry of Education has initiated various programs, including teacher professional development, funding for innovative projects, and the integration of digital technologies to support teaching and learning, with the aim of fostering innovative pedagogy in schools. Research has also indicated that establishing an innovation ecosystem can significantly impact the promotion of innovative pedagogy, leading to heightened student engagement, improved academic performance, and a stronger sense of ownership in the learning process.

THE MANAGEMENT AND IMPLEMENTATION OF AI IN THE SCHOOL CURRICULUM IN ISRAEL

This article reviews how Artificial Intelligence (AI) tools are implemented and reshaping the education system in Israel. In many ways Education and AI are intertwined. Education is used as a means to develop minds capable of expanding and leveraging the pool of knowledge, while AI provides tools to develop a more accurate and detailed picture of how the human brain works. By leveraging the best features of machines and teachers, the vision for AI in education is one where AI and teachers work together to achieve the best outcome for students. Since today’s students will have to work in a future where AI is a reality, it is important that our educational institutions expose students to the technology and train them how to use it. The idea behind managing and implementing AI is to strengthen student-centred and self-regulated learning and promote the development of students’ information management and problem-solving skills. The study investigates how teachers, school ICT coordinators, principals, and parents deal with the implantation of AI in education, how they use innovative technological tools, and how do they cope with the challenges facing students. In order to be able to integrate AI elements, teachers from the school receive a training course in a coordinated manner. In addition, implementing AI requires schools to assign instructors, who as teachers, hold weekly meetings on digital skills, and each school has a school ICT coordinator and leading teachers on the subject. The role of the principal in this project is to coordinate between the schools and Ministry of Education that supervises how schools implement the project.