'Sheikhocracy' and Israel's Arab Bedouin schools: Tribal versus educational accountability

This research examines the duality of accountability as perceived by twelve principals of elementary schools in the Bedouin education system in Israel who are implementing a self-management policy requiring a mechanism of accountability in their schools. This study also explores the impact of accountability on the effectiveness of the functioning of the school where that concept is implemented. The twelve principals who participated in an in-depth interview found it difficult to distinguish between responsibility and accountability. My research indicates the existence of a different kind of responsibility, tribal accountability, which is dominant in the culture of the Bedouin school system and hinders the implementation of processes of organisational change.