Deputy-principals in Arab schools in Israel: an era of reform

Abstract

Purpose – The purpose of this paper is to investigate Arab deputy-principals’ perceptions of their role in Arab schools in Israel, relating to their expectations regarding principal-deputy relations and their aspirations for promotion. Design/methodology/approach – A two-stage qualitative study included an open-ended questionnaire completed by 27 Arab deputy-principals, studying in a deputy-principals’ training program for the “New Horizons” reform. The questionnaire related to their perceptions of their professional role. Data from the open questionnaires were supplemented by data from in-depth semi-structured interviews conducted with eight of the deputy-principals. Findings – The deputy-principals perceived their role as arduous and complex, indicating that this was the result of vague role definitions. They mostly dealt with administration though they longed to devote themselves to pedagogy, shaping education policy and the school vision. Most did not aspire to attain principalship. Practical implications – A clearer role definition is required for the deputy-principal. Principal-deputy cooperation should be enhanced. Deputy-principals need better role-related training and supervision that considers the requirements of the school settings and culture. Originality/value – This is the first study to examine the role of deputy-principals in Arab society in Israel.