HOW DO PRE-SERVICE TEACHERS FROM EAST JERUSALEM PERCEIVE THE IMPACT OF SCHOOL LEADERSHIP ON THEIR PROFESSIONAL PERFORMANCE AND PROFESSIONAL GROWTH AS FUTURE TEACHERS?
Abstract
For pre-service teachers, the teaching practicum represents the first meaningful opportunity to connect university learning with authentic classroom practice. During this period, school leadership extends beyond administrative responsibilities by shaping the quality of mentoring, professional support, feedback, and learning opportunities available to future teachers. This experience is particularly important in East Jerusalem, where teacher preparation occurs within a complex educational context characterized by multiple educational authorities and unique sociopolitical realities. Although previous studies have examined the relationship between school leadership and teacher outcomes, limited attention has been given to how pre-service teachers perceive the influence of school leadership during the practicum, particularly within the context of East Jerusalem.
This study explores how pre-service teachers in East Jerusalem perceive the impact of school leadership on their professional performance and professional growth during the teaching practicum. Specifically, it examines how leadership practices influence participants' instructional confidence, professional learning, and identity development while considering the role of the local educational context in shaping these experiences.
A qualitative research design was adopted to gain an in-depth understanding of participants' experiences. Data were collected through semi-structured interviews with 30 pre-service teachers undertaking the Stage Programme in schools across East Jerusalem. Using purposive sampling, participants were selected based on their direct experience with school leadership during the practicum. The interview data were analysed using thematic analysis to identify the major themes that explain participants' perceptions of school leadership and its influence on their professional development. This study contributes to the educational leadership literature by focusing on pre-service teachers, a group that has received comparatively limited scholarly attention. By examining leadership within the distinctive educational context of East Jerusalem, the study provides context-specific insights into how leadership practices shape teacher preparation. The findings offer practical implications for school leaders, mentor teachers, teacher education programmes, and policymakers seeking to strengthen practicum experiences and better support the professional development of future teachers.
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DOI: http://dx.doi.org/10.46827/ejes.v13i7.6853
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