School-Based Management: Arab Education System in Israel

Autor/inn/en	Arar, Khalid; Abu-Romi, Amal
Titel	School-Based Management: Arab Education System in Israel
Quelle	In: Journal of Educational Administration, 54 (2016) 2, S.191-208 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-09-2014-0118
Schlagwörter	Foreign Countries; School Based Management; Elementary Schools; Arabs; Comparative Analysis; Statistical Analysis; Questionnaires; Elementary School Teachers; Instructional Improvement; Administrative Organization; Participative Decision Making; Budgeting; Satisfaction; Institutional Autonomy; Regression (Statistics); Israel + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Grundschule; Volksschule; Arab; Araber; Statistische Analyse; Fragebogen; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Unterrichtsqualität; Zufriedenheit; Institutionelle Autonomie; Regression; Regressionsanalyse
Abstract	Purpose: The purpose of this paper is to investigate the issue of school-based management (SBM) in elementary schools in the Arab education system in Israel, comparing schools experienced in SBM, schools beginning to use SBM and schools that do not use SBM. Design/methodology/approach: A quantitative research used a structured questionnaire to gather responses from 214 teachers from ten Arab schools in Israel, 70 from schools that do not practice SBM, 64 from schools beginning to use SBM and 80 from schools defined as experienced in the use of SBM. The questionnaire included six parts. Findings: Findings indicated that perceived improvements in pedagogy, organizational structure and participation in decision making were strikingly evident in schools with experience of SBM, more than in the two other types of school. Contrastingly, perceived improvements in budget management were more evident in schools beginning to use SBM. It was also found that teachers teaching in schools with experience in SBM reported the highest levels of satisfaction while teachers teaching in schools that do not use SBM reported lowest levels of satisfaction. The most influential dimension of satisfaction was teachers' participation in decision making. Originality/value: The paper is original in its context, uniqueness, social and practical contribution. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01