Leadership Matters: Fostering Teacher Resilience in Arab Schools Amid Crisis and Systemic Uncertainty
Year: 2026
Type: article
Abstract: This study explores how school leadership styles are perceived to relate to teacher resilience during crises in Arab schools in Israel. Drawing on twenty semi-structured interviews with principals and vice-principals, findings show that transformational and participative leadership, characterized by emotional support, accessibility, active listening, and shared decision-making, are perceived to foster teachers’ sense of security, self-efficacy, and collective resilience. In contrast, authoritarian and rigid approaches are described as contributing to increased stress, reduced motivation, and diminished coping capacity. The study highlights the significance of socio-cultural and political contexts, indicating that effective leadership in crises involves not only professional guidance but also cultural awareness, flexibility, and responsiveness to staff needs. These findings underscore the value of integrative leadership approaches and targeted professional development to support teacher well-being and organizational resilience in crisis-prone settings. By focusing on leaders’ perspectives, the study contributes to understanding how culturally sensitive and adaptive leadership practices may support educational stability under conditions of uncertainty.
Source: Education Sciences
Author: Rafat Ghanamah
Institution: Sakhnin College
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $2,172
OpenAlex ID: W7154099882