How do Bedouin Students at Higher Education Institutions in Israel Evaluate the Impact of Educational Leadership on their Science Achievement at School?

Abstract

This dissertation investigates how principals' management and leadership styles in Bedouin schools in Israel's Arab sector impact their students' science performance, from the perspective of Bedouin college science students. Specifically, the study sought to understand how the principal’s different leadership and management approaches may have impacted the science performance of college students in this community and to identify any areas where changes in leadership and management may have led to improvements in science achievement. This research aimed to critically examine how school leadership and management can impact student learning outcomes, focusing on the Bedouin community in the Arab sector in Israel. For this purpose, 400 teachers were surveyed from 20 different schools from Araba sector, and 50 teachers were interviewed. For quantitative analysis, demographic analysis, correlation, t-test, one-way ANOVA and PLS-SEM were used. However, for the qualitative analysis were conducted through thematic analysis. The findings of the study suggests that family and community (FAC), leadership practices (LP), learning and school excellence (LSE), management practices (MP) and school leadership (SL) have a positive and significant impact on the science achievement of the students in Bedouin community in the Arab sector in Israel. However, the effect of curriculum implementation does not have significant impact on the science achievement.