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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Leadership, Professional Development and Teachers’ Practice in Bedouin High Schools
Author(s)
Salih Alasad
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DOI:10.17265/1537-1506/2017.11.004
Affiliation(s)
West University of Timisoara, Timisoara, Romania
ABSTRACT
The purpose of this paper is to explore the Bedouin
educational system from the leadership context and its relation with
professional development and to test professional development impact on
teachers’ practice. The research relies on the theory of full range leadership
model and professional development and teaching practice.
Design/methodology/approach—the questionnaires assessing the variables of
interest were completed by 306 teachers in 22 Bedouin high schools in the Negev
in south of Israel, in addition to an interview with 10 principals. As results
of the study, hypotheses which expect a positive relationship between
transformational and transactional leadership and professional development have
been rejected. On the other hand hypothesis that expects no relationship
between laissez-faire leadership and professional development and hypothesis
which expects a positive relationship between professional development and
teachers practice have been accepted.
KEYWORDS
Bedouin, leadership, professional development, teachers practice
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