Citations (27)
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Read on this site (10)
Rima'a Da’as. (2024) Indigenous school leadership practices for societal integration in segregated society. Educational Review 0:0, pages 1-20.
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Rima Karami Akkary & Stephanie Jureidini. (2024) Experiences of Arab Women Leading School Reform Through a School-University Partnership. Leadership and Policy in Schools 0:0, pages 1-19.
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Gokhan Kilicoglu, Derya Kilicoglu & Young Ha Cho. (2023) Effects of pre-service teachers’ cultural competence on their social justice and self-efficacy beliefs: a cross-cultural comparison between Turkey, South Korea and the United States. Teachers and Teaching 29:7-8, pages 710-738.
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Sherry Ganon-Shilon, Idit Finkelstein, Revital Sela-Shayovitz & Chen Schechter. (2023) Inclusive Leadership in Times of COVID-19 Crisis: The Role of District and School Leaders in Fostering School Sense-Making Processes within a National Inclusion and Integration Reform. Leadership and Policy in Schools 22:4, pages 992-1012.
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Alexander Zibenberg & Rima’a Da'as. (2022) The implications of personal values on perceptions of the effective principal: the case of Israeli Arab teachers. International Journal of Leadership in Education 25:6, pages 1004-1024.
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Lisa Hellström & Curt Hagquist. (2021) School effectiveness in Sweden: psychometric properties of an instrument to measure pedagogical and social climate (PESOC) focusing on pedagogical leadership. International Journal of Leadership in Education 24:6, pages 855-875.
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Khalid Arar. (2021) Understanding social justice discourse in a school facing challenging circumstances: a case study. International Journal of Leadership in Education 0:0, pages 1-21.
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Rima’a Da’as & Alexander Zibenberg. (2021) Conflict, control and culture: implications for implicit followership and leadership theories. Educational Review 73:2, pages 194-208.
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Khalid Arar. (2019) Arab Principals’ and Teachers’ Perceptions of Trust and Regulation and Their Contribution to School Processes. Leadership and Policy in Schools 18:4, pages 648-663.
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Philip Hallinger, Shengnan Liu & Patnaree Piyaman. (2019) Does principal leadership make a difference in teacher professional learning? A comparative study China and Thailand. Compare: A Journal of Comparative and International Education 49:3, pages 341-357.
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Articles from other publishers (17)
Tamilka Bonjeer & Hana Vonkova. (2023) Relationships Between Response Styles and the Hofstede and GLOBE Dimensions of Culture in a Sample of Adolescents From 33 Countries. Cross-Cultural Research 58:2-3, pages 180-207.
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Laura Rienda, Lorena Ruiz-Fernández & Rosario Andreu. (2024) Soft skills in the tourism industry of the future: a comparison between Italy and Spain. Journal of Tourism Futures.
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Shlomit Hadad, Abeer Watted & Ina Blau. (2023) Cultural background in digital literacy of elementary and middle school students: Self‐appraisal versus actual performance. Journal of Computer Assisted Learning 39:5, pages 1591-1606.
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Alexander Zibenberg & Rima'a Da'as. (2022) The role of implicit theories in predicting creativity fostering teacher behavior: Gender as moderator. Thinking Skills and Creativity 44, pages 101024.
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Ayeshah Ahmed Alazmi & Yasser F Hendawy Al-Mahdy. (2020) Principal authentic leadership and teacher engagement in Kuwait’s educational reform context. Educational Management Administration & Leadership 50:3, pages 392-412.
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Rima'a Da'as, Mowafaq Qadach, Ufuk Erdogan, Nitza Schwabsky, Chen Schechter & Megan Tschannen-Moran. (2021) Collective teacher efficacy beliefs: testing measurement invariance using alignment optimization among four cultures. Journal of Educational Administration 60:2, pages 167-187.
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Asmahan Masry-Herzallah & Rima'a Da'as. (2020) Cultural values, school innovative climate and organizational affective commitment: a study of Israeli teachers. International Journal of Educational Management 35:2, pages 496-512.
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Rima’a Da’as. (2020) School principals’ skills and teacher absenteeism during Israeli educational reform: Exploring the mediating role of participation in decision-making, trust and job satisfaction. Journal of Educational Change 22:1, pages 53-84.
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Rima’a Da’as & Nohad ’Ali. (2021) In the face of sociopolitical and cultural challenges: Educational leaders’ strategic thinking skills. London Review of Education 19:1.
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Mowafaq Qadach, Chen Schechter & Rima’a Da’as. (2019) Instructional leadership and teachers' intent to leave: The mediating role of collective teacher efficacy and shared vision. Educational Management Administration & Leadership 48:4, pages 617-634.
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Rima'a Da'as, Abeer Watted & Miri Barak. (2020) Teacher's withdrawal behavior: examining the impact of principals' innovative behavior and climate of organizational learning. International Journal of Educational Management 34:8, pages 1339-1355.
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Rima’a Da’as. (2019) Participation in Decision Making and Affective Trust Among the Teaching Staff: A 2-Year Cross-Lagged Structural Equation Modeling During Implementation Reform. International Journal of Educational Reform 29:1, pages 77-97.
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Asmahan Massry-Herzallah & Khalid Arar. (2019) Gender, school leadership and teachers’ motivations. International Journal of Educational Management 33:6, pages 1395-1410.
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Rima’a Da’as. (2019) Teachers’ skill flexibility. International Journal of Educational Management 33:2, pages 287-299.
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Khaled Abu-Asbah. (2018) Intergenerational gaps in digital understanding and skills in Palestinian society in Israel. Education and Information Technologies 23:6, pages 2991-3006.
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Rima’a Da’as, Chen Schechter & Mowafaq Qadach. (2018) Switching Cognitive Gears: School Leaders’ Cognitive Complexity. NASSP Bulletin 102:3, pages 181-203.
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Khaled Abu Asbah & Rima'a Da'as. (2018) Perceptions of educational counselling for teachers on personal and professional matters: The case of Arab teachers in Israel. Counselling and Psychotherapy Research 18:3, pages 308-318.
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