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The purpose of this paper is to propose a new theory promoting long-term learning among mid-level leaders in schools via simulation training.

The proposed model is derived from the socioecological model, a model that takes into account the multifaceted effects of different disciplines. The proposed interdisciplinary model may be assimilated by considering the ethical-social context of mid-level leaders undergoing simulation training.

A new interdisciplinary model emerges from the original socioecological model. The model's interdisciplinary approach, crossing disciplines such as leadership, management and learning, enables this model to serve as a platform for research that enhances long-term learning among mid-level leaders in schools.

The elicited model, which can be assimilated via simulation training, may enhance long-term learning among mid-level leaders in schools and help to shape educational policy, improve learning and impact the exchange of knowledge between countries.

The emergent interdisciplinary model is expected to foster thinking beyond the traditional boundaries of each discipline and to enhance long-term learning in an ethical context among mid-level school leaders. The model's interdisciplinary approach, which creates new emergent dimensions suited to the challenges of the 21st century, makes this model a unique platform for research and simulation training that enhances long-term learning.

The purpose of this paper is to explore an integrative model which includes specific intentions that may explain the contradictory citizenship behaviors and misbehaviors among superintendents in Israel.

In total, 518 superintendents from seven Israeli Ministry of Education district offices were randomly selected. Based on sequence theory, the study examined motivational perceptions of authentic leadership, psychological empowerment and collective efficacy, and their relationships toward intentions to engage in organizational citizenship behavior (OCB) and organizational misbehavior (OMB) which may lead to OCB and OMB. The research combined self-reports and computer records. The model was analyzed using Mplus statistical packages.

The authors found that intentions to be late positively predicted lateness, while intentions to leave predicted OMB. In addition, the study indicates several mediating relationships. For example, intentions to engage in OCB-organization and OCB-individual fully mediated the relationship between “self-determination” of psychological empowerment and OCB. In addition, intention to leave mediated the relationship between authentic leadership and lateness.

Across nationalities, superintendents greatly impact the educational processes in their districts. Their high status in the educational system makes them role models. Therefore, it is important to investigate their behaviors and motivations. The findings may contribute toward developing an integrative approach that can predict the superintendents’ behaviors by suggesting specific intentions that can explain corresponding behaviors. This model may also help in developing educational policies for reducing the superintendents’ OMB and increasing their OCB.

The purpose of this paper is to explore the meaning of the concept “school identity” as reflected in principals’ perceptions of their school logo, vision and practice.

In-depth interviews were conducted with 24 principals from Israeli elementary, junior high and high schools. The content analysis of principals’ interviews, including open, axial and selective coding and confirmatory qualitative analysis was used to examine the principals’ perceptions regarding the school’s logo, vision and practice.

The principals’ perceptions of the logo, vision and practice comprised five main features: academic, traditional, national, organizational and social-ethical. Different types of relationships were found between these features: correspondence by appearance, correspondence by non-appearance and incongruence.

The study suggests a new theoretical model for generating the concept of school identity. The study demonstrates that incongruent findings may be viewed as complementary rather than conflicting when establishing a school’s identity.

The findings can promote an understanding of the function of school logos and vision statements in school practice, and help develop and maintain school identity. All these may affect the surroundings that come in contact with the school principal, such as parental decision on school choice and governmental activities.

To date, no study has investigated the meaning of school identity based on the principals’ perceptions regarding the school logo, vision and practice. The findings can facilitate the development of an ecological approach, which can help in understanding the meaning of school identity and its effect on students, staff, parents, wider community and national policy.

The purpose of this paper is to investigate the differential relations between two teacher withdrawal behaviors: work absence and lateness, and two types of school ethics: organizational justice (distributive, procedural) and ethical climate (formal, caring), all in the context of school turbulent environment.

Data were collected from 1,016 teachers in 35 Israeli high schools. The GLIMMIX procedure was used to consider simultaneously the hierarchical structure of the data, as well as the two dependent variables (absence and lateness).

The results showed that lateness was negatively related to two relatively short-term aspects of school ethics: distributive justice, in particular for women, and formal ethical climate. Absence was negatively related to a relatively long-term aspect of school ethics: caring climate, in particular for low- to medium-level seniority teachers.

The paper’s theoretical contribution is to explicate the unique relation of each temporal withdrawal behavior to specific dimensions of the school ethical constructs studied.

In order to reduce teachers’ temporal withdrawal behaviors, school management may need to attenuate policy that taps into organizational ethics, while considering the effects of school culture and turbulent environment.

This study offers a time perspective, which fine-tunes understanding of teachers’ lateness and absence behaviors, while pointing out the unique relations of lateness and absence to school ethical within educational policy context.

The study's main goal is to investigate different leadership styles that characterize middle-level leaders, the intermediate leadership tier of role holders in school, as they practice leadership scenarios through active participation in a professional learning process of role-play simulation, using a social-ecological approach.

Thirty middle-level leaders from different Israeli high schools and districts participated in the study during an M.A. course in an educational leadership program. The authors used qualitative analysis to examine role-play simulations of leadership scenarios based on group debriefings. This content analysis was conducted within a two-dimensional theoretical framework composed of leadership style theory and a social-ecological model.

The study findings address four main leadership styles: authentic, transformational, participative and transactional. Regarding their appearance within different social-ecological layers, the interpersonal layer was the most salient one with a prominent appearance of transformational and authentic leadership styles. On the organizational and communal layers, authentic leadership was more prominent. The study findings demonstrate multidimensionality in both the leadership styles and social-ecological layers, as different styles appeared in different layers concurrently.

The findings may help articulate the nature and characteristics of middle-level school leadership. They may also provide relevant theoretical content and instructional strategy to develop simulation-based preparation programs for middle-level leaders.

The study findings highlight unique leadership characteristics of middle-level school leaders and suggest a contextual perception of their leadership styles within a social-ecological framework.

The purpose of this study is to explore the mediating role of workplace attitudes: professional identity and career aspirations between perceptions of principals’ authentic leadership and teacher behaviors: intent to leave, organizational citizenship behavior, counterproductive work behavior, lateness and intention to leave among teachers.

The sample was composed of 605 teachers, randomly selected, nested in 41 Israeli elementary, junior high and high schools. Data analysis was based on multi-level structural equations.

The findings indicated that the more the school was perceived by the teachers as having an authentic leader, the professional identity of the teachers was higher and was negatively associated with counterproductive work behavior toward colleagues in the school, while the teachers’ career aspirations were higher and negatively associated with counterproductive work behavior toward the organization.

This study shows the importance of teachers’ individual and collective perceptions and their impacts on teacher behaviors. The practical contribution may include encouraging principals to promote high standards of authentic leadership, to raise teachers’ professional identity and their career aspirations and reduce teachers’ counterproductive work behavior and intention to leave.

The purpose of this paper is to explore the mediating effect authentic leadership (AL) has on professional identity (PI), ethical climate (EC) and organizational citizenship behaviors (OCB) and political behavior (PB) among elementary school principals in Israel.

Four hundred and ten elementary principals from various Israeli districts participated in the study. The research is based on principals' self-report questionnaires. The analysis focused on SEM using AMOS software.

Results indicated that AL fully mediates the relationships between PI and OCB and PB while partially mediates the relationships between EC and OCB and PB.

This study could contribute to the design of an integrative model not previously researched, while exploring relationships between behaviors perceived as mutually opposite. This study suggested that to increase OCB and decrease PB, authentic leadership among elementary school principals should be enhanced by educational leaders.

The new model is likely to help school principals to deal with political behaviors while fostering citizenship behaviors during their work. Educational leaders may design professional training for principals in order to encourage the development of the positive aspects of OCB and PB.

The purpose of this paper is to examine an integrative model combining teachers’ perceptions of transformational leadership practices (TLPs) and different subsystems of the social ecological model (SEM) within the context of country culture (US vs Israel).

A quantitative study was conducted among 615 Israeli teachers and 541 US teachers. The leadership practices inventory (LPI) questionnaire was used, and analyses focused on the interaction effects of ecological subsystems and country on teachers’ perceptions of TLP.

Results indicated that some universal leadership aspects appear in both the USA and Israel, with modeling the way being most dominant and Challenging the Process least dominant. However, the findings also indicated some specific national leadership aspects. For example, Israeli teachers perceive their school principals’ TLP to be significantly higher than do US teachers in all five dimensions. In addition, the study indicated significant differences between Israel and the USA regarding aspects of TLP, after taking school level into account. The results are explained by Hofstede’s culture dimensions.

This study focuses on teachers’ perceptions of TLP in relation to SEM, which has been largely ignored in educational leadership studies. The findings may help to develop an integrative policy related to both TLP and SEM, which will enhance the impact that school leadership may have in both countries, taking the cultural context into consideration.