Exploring The Impact Of Teachers, Parents, And School Leadership On School Activities And Power Dynamics

Abstract

The present study exploring the impact of teachers, parents, and school leadership on school activities and power dynamics. Various studies have shown that in recent years and the postmodern era, the prevailing global trend is to decentralize control of education systems and transfer responsibility to the school Leadership, teachers and parents to make education systems more effective and efficient and improve educational products. The assumption is that the greater the school autonomy, the higher the increase in the achievements and outputs of the education systems. This issue has not been studied before in Palestinian Arab society in Israel, hence the uniqueness of this study. The current study was conducted in the quantitative-correlation methodology. It involved 202 teachers who teach in elementary, middle, and high schools in Palestinian Arab society in the country's northern region. The researchers used a questionnaire containing 131 items to collect the study data. The study's findings showed a mixed trend regarding the most influential factor in the activities that take place in the school arena.

On the one hand, it has been found that teachers have the highest impact on managing school pedagogy and treating discipline problems. On the other hand, school Leadership were found to have the most decisive influence on school policy design and the use of school resources. In addition, it was found that parents have a marginal effect on what happens in school, despite the transition of Arab society from a traditional culture to more modern society.