HOW DO ARAB HIGHER EDUCATION STUDENTS IN ISRAEL WHO GRADUATED FROM PRIVATE SCHOOLS PERCEIVE THE LEADERSHIP SKILLS OF THEIR SCHOOL PRINCIPALS AND THEIR IMPACT ON TEACHERS’ PERFORMANCE AND STUDENTS’ READINESS FOR UNIVERSITY LIFE

Amani Sadeq Mohammed Aldeek

Abstract


School leadership is one of the main factors in improving the quality of the educational process, as it plays a role in developing the performance of teachers and enhancing students' readiness to join university education. This study aimed to explore the perceptions of Arab higher education students in Israel, who are graduates of private schools, about the leadership skills of their former school principals, and the impact of these skills on teachers' performance and readiness for university life. The study adopted a qualitative descriptive approach, and semi-structured interviews were used to collect data from an intentional sample of (30) male and female students. The data were then analyzed using objective analysis to derive the main themes. The results showed that effective school leadership contributes to building a positive school climate based on trust, communication, justice, and teacher empowerment, which reflects positively on the quality of teaching and the development of students' academic and personal skills. The results also showed that readiness for university life is not limited to academic achievement, but also includes critical thinking skills, self-learning, time management, teamwork, and effective communication. The study recommended strengthening educational leadership, developing programs for the preparation and qualification of school principals, and supporting the professional development of teachers, in a way that contributes to building collaborative learning environments that improve education outcomes and enhance students' readiness for success in higher education.

 

JEL: I21, I23, M12, J24


Keywords


school leadership, leadership skills, teacher performance, transformational leadership, qualitative research, private schools, Arab students in Israel, university readiness

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DOI: http://dx.doi.org/10.46827/ejes.v13i7.6843

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