Citations (33)
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David B. Reid. (2023) Principal perceptions of the staying power of changes made in response to COVID-19. International Journal of Leadership in Education 0:0, pages 1-15.
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Lena Abrahamsen & Marit Aas. (2023) Supporting school leaders in leading school development: an action research project. Educational Action Research 0:0, pages 1-16.
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Gulmira Qanay & David Frost. (2022) The teacher leadership in Kazakhstan initiative: professional learning and leadership. Professional Development in Education 48:3, pages 411-425.
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Ayman K. Agbaria, Salam Daibes & Aline Muff. (2022) Between collaboration and conflict: the exploration of micropolitical processes during reform enactment in an Arab junior high school in Israel. Educational Review 74:2, pages 188-206.
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David DeMatthews, Paul Carrola, Pedro Reyes & David Knight. (2021) School Leadership Burnout and Job-Related Stress: Recommendations for District Administrators and Principals. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 94:4, pages 159-167.
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Sean P. Connors & Ed Bengtson. (2020) Understanding Teacher Agency and Organizational Response to Reform Mandates. The New Educator 16:4, pages 313-332.
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David B. Reid. (2020) Making Sense of Teacher Evaluation Policies and Systems Based on Principals’ Experience. Leadership and Policy in Schools 19:2, pages 304-318.
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Roni Reingold & Lea Baratz. (2020) Arab school principals in Israel – between conformity and moral courage. Intercultural Education 31:1, pages 87-101.
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David B. Reid. (2020) School principals acting as middle leaders implementing new teacher evaluation systems. School Leadership & Management 40:1, pages 88-104.
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Khalid Arar, Emanuel Tamir & Jamal Abu-Hussain. (2019) Understanding reforms, school reactions to major changes: the case of Israel. Journal of Educational Administration and History 51:4, pages 402-418.
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Sherry Ganon-Shilon & Chen Schechter. (2019) School principals’ sense-making of their leadership role during reform implementation. International Journal of Leadership in Education 22:3, pages 279-300.
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Articles from other publishers (22)
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Rima’a Da’as, Mowafaq Qadach & Chen Schechter. (2023) Crisis leadership: Principals’ metaphors during COVID-19. Educational Management Administration & Leadership, pages 174114322311705.
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Rima’a Da’as. (2023) Understanding How Charismatic School Leaders Affect a Teacher’s Readiness for Change: The Role of Perspective Taking. Journal of Research on Leadership Education, pages 194277512311530.
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Gonzalo Muñoz, José Weinstein & Matías Sembler. (2022) “Contingency”, an overlooked factor by school leadership: evidence from primary urban schools in Chile. Journal of Educational Administration 61:1, pages 41-59.
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Haim Shaked & Pascale Sarah Benoliel. (2022) Instructional Boundary Management during COVID-19. Educational Management Administration & Leadership, pages 174114322211036.
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Lucía Lomba-Portela, Sara Domínguez-Lloria & Margarita Rosa Pino-Juste. (2022) Resistances to Educational Change: Teachers’ Perceptions. Education Sciences 12:5, pages 359.
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Shona McIntosh & Mary Hayden. (2021) Disrupting conventional conceptions of parental engagement: Insights from international schools. Research in Comparative and International Education 17:1, pages 51-70.
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Matías Sanfuentes, Matías Garretón, Juan Pablo Valenzuela, Rocío Díaz & Claudio Montoya. (2021) Philanthropic emotional work: Papering over the cracks of unprecedented public education reform. Educational Management Administration & Leadership, pages 174114322110546.
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Kenneth Leithwood. (2021) A Review of Evidence about Equitable School Leadership. Education Sciences 11:8, pages 377.
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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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Shiran Benji-Rabinovitz & Izhak Berkovich. (2021) Psychological ownership of a team of change agents during second-order change in schools and its implications for school culture. International Journal of Educational Management 35:1, pages 75-86.
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Marsha E Modeste, Søren Buhl Hornskov, Helle Bjerg & Carolyn J Kelley. (2018) School leadership practice across international policy contexts: Organizational roles and distributed leadership in Denmark and the United States. Educational Management Administration & Leadership 48:2, pages 324-352.
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Anneli Frelin & Göran Fransson. (2019) Principals’ experiences of changes in relationships with newly qualified teachers resulting from a teacher registration reform. International Journal of Educational Management 33:4, pages 556-568.
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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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Carmen Montecinos, Tony Bush & Felipe Aravena. (2018) Moving the school forward: Problems reported by novice and experienced principals during a succession process in Chile. International Journal of Educational Development 62, pages 201-208.
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Fei Wang. (2018) Subversive leadership and power tactics. Journal of Educational Administration 56:4, pages 398-413.
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Haim Shaked. (2018) Why Principals Sidestep Instructional Leadership. Journal of School Leadership 28:4, pages 517-538.
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Pierre Lapointe & André Brassard. (2018) La conciliation des pressions internes et externes dans la mise en oeuvre de la gestion axée sur les résultats par des directions d’établissement d’enseignement. Éducation et francophonie 46:1, pages 162-178.
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Izhak Berkovich. (2017) Educational reform hyperwaves: Reconceptualizing Cuban’s theories of change. Journal of Educational Change 18:4, pages 413-438.
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