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Article
Principal Leadership, Teacher Satisfaction, and School Performance in Bedouin Schools in Israel
Author(s)
Aburkayek Sleiman
Full-Text PDF XML 530 Views
DOI:10.17265/1537-1514/2022.03.002
Affiliation(s)
West University of Timisoara, Timisoara, Romania
ABSTRACT
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.
KEYWORDS
Bedouin, principal’s leadership style, performance, teacher’s satisfaction
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