'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 accoun...
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| Veröffentlicht in: | Issues in educational research 2024-09, Vol.34 (3), p.1106-1128 |
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| creator | Mizel, Omar |
| description | 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. |
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| ispartof | Issues in educational research, 2024-09, Vol.34 (3), p.1106-1128 |
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| language | eng |
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| source | Informit Humanities & Social Sciences Collection; Education Source; DOAJ Directory of Open Access Journals; Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals |
| subjects | Accountability Bedouins Community Cultural heritage Culture Education Educational accountability Evaluation Leadership Learning Managers Organizational change School principals Society Students Teachers Teaching methods |
| title | 'Sheikhocracy' and Israel's Arab Bedouin schools: Tribal versus educational accountability |
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