Principal Leadership, Teacher Satisfaction, and School Performance in Bedouin Schools in Israel

The aim of this research is to investigate the relationship between leadership styles, school performance, and teachers’ job satisfaction in Bedouin schools in Israel. Data were gathered from 303 teachers in Bedouin primary schools, junior high schools, and high schools in Israel’s Bedouin south. A Pearson correlation was used to analyze the relationship between the principal’s leadership style, school performance, and teacher satisfaction. As a result of our research, a hypothesis that expects a positive relationship between teacher satisfaction and performance and a hypothesis that expects a positive relationship between transformational leadership and school performance have been accepted. On the other hand, the hypothesis that expects a positive relationship between transactional leadership and school performance has been rejected. The hypothesis that expects a positive relationship between laissez-faire leadership and school performance has been accepted, while the hypothesis that expects a positive relationship between transformational leadership and teacher satisfaction has been accepted. The hypothesis that expects a positive relationship between transactional leadership and teacher satisfaction has been accepted. Hypothesis that expects a negative relationship between laissez-faire leadership and teacher satisfaction has been accepted.