This study examined the effects of enabling and coercive bureaucracies of the government education authority (GEA), and perceived organizational support during the pandemic on teachers’ intention to leave the profession in Israel. Data were collected through a cross-sectional survey of 267 Israeli public school teachers (80% women). Participants were highly experienced: 56% had teaching experience of 4-14 years and 44% of over 15 years, and 75% had BA or MA degrees. We used a series of hierarchical multiple regression analyses to examine the differential effects of GEA and school-level factors on teachers’ intention to leave the profession, and explored a path model in which school-level factors mediated the effects of GEA. The results indicated that the enabling GEA bureaucratic structure and perceived organizational support during the pandemic negatively predicted teachers’ inclination to leave, whereas its coercive bureaucratic structure positively predicted teachers’ inclination to leave. In addition, the analyses showed that perceived organizational support during the pandemic had the greatest influence on intention to leave, and that the extent of this influence canceled out and overcame the negative effect of the coercive bureaucratic structure of GEA. Furthermore, the path model indicated that perceived organizational support partially mediated the effects of GEA on teachers’ inclination to leave.
Research on the effect of COVID-19 and its aftermath on education is gaining momentum. Nevertheless, this expanding contemporary literature only scarcely addresses principals’ digital instructional leadership and has not investigated how principals’ regular instructional leadership aligns with it. Moreover, the emerging writing on the aftermath of COVID-19 notes the phenomenon of teacher shortages in schools as a result of a growing tendency of teachers to leave the profession, but the possible connection with various forms of principals’ instructional leadership remains unexplored. The purpose of this study was to examine the effect of combinations of different levels of principals’ regular instructional leadership and digital instructional leadership on teachers’ intention to leave. Cluster analysis of data of 267 school teachers in Israel was conducted. The results indicate an association between differences in teachers’ intention to leave the profession and mixtures of regular and digital instructional leadership. The results and their implications are discussed.
The knowledge about principals’ digital transformational leadership in schools is scarce. This lacuna is problematic because recently many countries switched to remote schooling and online learning models during the COVID-19 pandemic. The new situation changed the principal’s role to one of distant digital leadership, working with teachers and students remotely. The present study aims to investigate principals’ digital transformational leadership and its outcomes. The research is based on data from 380 teachers in Bahrain. The findings and their implications for effective remote schooling are discussed.
The COVID-19 pandemic caused education systems to embrace remote schooling and online learning. In the context of this dramatic change, the principal’s role has also changed. Instead of interacting face to face, school leaders had to become distant leaders operating digitally. The field has no knowledge of digital instructional leadership. The study used new and adapted measures to explore principals’ digital instructional leadership, its mechanisms of operation, and its outcomes. In particular, the research examined how digital instructional leadership affects perceived student learning in online settings through teachers’ intrinsic motivation for digital instruction (i.e. the mediator). The study used data from 380 teachers in Bahrain. Results indicated support for mediation. This is an empirical exploratory study, and therefore it is limited in scope. Nevertheless, its concepts, measures, and findings offer valuable contributions to research and practice. The limitations, findings, and implications of the study are discussed. The significance of the study derives from the growing incorporation of hybrid schooling in education and digital instructional leadership practices in mainstream principalship.
This study aimed to explore the rigor strategies and ethical steps reported in qualitative research of educational administration journals in the recent decades. Using a focused search procedure, 321 relevant empirical qualitative articles were identified. Results suggest that qualitative educational administration, management, and leadership research frequently reported using some rigor strategies and greatly underreport on using ethical steps. Moreover, we found stability in the number of strategies and steps reported over a period of two decades. Thus, it is unclear whether rigor and ethics norms in the field have been crystallizing over time. The findings and their implications are discussed.