The Struggle to Maintain Schools in Times of War
This article explores the distinct challenges facing Arab school principals in Israel, particularly in the context of existential fears stemming from a complex political landscape and rising violence in schools. These concerns are intensified by feelings of isolation from decision-making processes a...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2025-04-01
|
| Series: | Social Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2076-0760/14/5/279 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1850256173643595776 |
|---|---|
| author | Izabel Ramadan Michal Razer |
| author_facet | Izabel Ramadan Michal Razer |
| author_sort | Izabel Ramadan |
| collection | DOAJ |
| description | This article explores the distinct challenges facing Arab school principals in Israel, particularly in the context of existential fears stemming from a complex political landscape and rising violence in schools. These concerns are intensified by feelings of isolation from decision-making processes and the ineffectiveness of policies aimed at addressing the specific needs of Arab communities. Through an action research approach, this study analyzed the experiences of 15 elementary school principals over four years and introduced an intervention model called “empathetic inquiry”. This model, comprising four stages, creating a safe space for emotional expression, framing and reframing events, and formulating alternative actions, was implemented through group discussions and techniques like roleplaying. Findings revealed that the model facilitated open emotional sharing, enhanced principals’ sense of competence, and transformed their perception of authority from a rigid to a reflective role. Participation in the group fostered solidarity among staff and improved conflict management skills. Ultimately, this study highlights the “empathetic inquiry” model as a promising strategy for fostering empathetic leadership and reducing existential anxiety in Arab schools, although future research is necessary to evaluate its broader applicability and long-term effects, reflection, and self-awareness. This model contributed to their ability to cope with conflicts more effectively and to develop empathetic leadership. |
| format | Article |
| id | doaj-art-2352bb232ebc4c6693c445cfb65720b2 |
| institution | OA Journals |
| issn | 2076-0760 |
| language | English |
| publishDate | 2025-04-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Social Sciences |
| spelling | doaj-art-2352bb232ebc4c6693c445cfb65720b22025-08-20T01:56:42ZengMDPI AGSocial Sciences2076-07602025-04-0114527910.3390/socsci14050279The Struggle to Maintain Schools in Times of WarIzabel Ramadan0Michal Razer1Oranim Academic College of Education, Kiriat Tivon 3600600, IsraelOranim Academic College of Education, Kiriat Tivon 3600600, IsraelThis article explores the distinct challenges facing Arab school principals in Israel, particularly in the context of existential fears stemming from a complex political landscape and rising violence in schools. These concerns are intensified by feelings of isolation from decision-making processes and the ineffectiveness of policies aimed at addressing the specific needs of Arab communities. Through an action research approach, this study analyzed the experiences of 15 elementary school principals over four years and introduced an intervention model called “empathetic inquiry”. This model, comprising four stages, creating a safe space for emotional expression, framing and reframing events, and formulating alternative actions, was implemented through group discussions and techniques like roleplaying. Findings revealed that the model facilitated open emotional sharing, enhanced principals’ sense of competence, and transformed their perception of authority from a rigid to a reflective role. Participation in the group fostered solidarity among staff and improved conflict management skills. Ultimately, this study highlights the “empathetic inquiry” model as a promising strategy for fostering empathetic leadership and reducing existential anxiety in Arab schools, although future research is necessary to evaluate its broader applicability and long-term effects, reflection, and self-awareness. This model contributed to their ability to cope with conflicts more effectively and to develop empathetic leadership.https://www.mdpi.com/2076-0760/14/5/279Arab school principalsexistential fearempathetic inquiryprofessional supportaction research |
| spellingShingle | Izabel Ramadan Michal Razer The Struggle to Maintain Schools in Times of War Social Sciences Arab school principals existential fear empathetic inquiry professional support action research |
| title | The Struggle to Maintain Schools in Times of War |
| title_full | The Struggle to Maintain Schools in Times of War |
| title_fullStr | The Struggle to Maintain Schools in Times of War |
| title_full_unstemmed | The Struggle to Maintain Schools in Times of War |
| title_short | The Struggle to Maintain Schools in Times of War |
| title_sort | struggle to maintain schools in times of war |
| topic | Arab school principals existential fear empathetic inquiry professional support action research |
| url | https://www.mdpi.com/2076-0760/14/5/279 |
| work_keys_str_mv | AT izabelramadan thestruggletomaintainschoolsintimesofwar AT michalrazer thestruggletomaintainschoolsintimesofwar AT izabelramadan struggletomaintainschoolsintimesofwar AT michalrazer struggletomaintainschoolsintimesofwar |