PRINCIPAL’S LEADERSHIP AND THE TEACHERS’ STRESS AND SATISFACTION IN BEDOUIN SCHOOLS IN ISRAEL

Abstract

Stress among teachers at work stems from the working conditions, especially the satisfaction that mediates stress and burnout at teachers' work. Hence, this research investigates the teachers' stress and satisfaction in Bedouin schools in Israel. Data were collected in this research by combining a quantitative and qualitative mixed method. A quantitative research questionnaire was conducted for 303 teachers in schools in Bedouin, Israel, in addition to an interview with four teachers based on the teacher's stress and satisfaction at work. Research outcomes show that the mean score for teacher satisfaction level was 3.24 (64.8%). The highest mean score among the sub-scales was for the principal's relationship with his teachers (M =3.62, 72.4%), which is moderate. In contrast, the principal's professional relationship with his teachers had a lower mean score (3.11, 62.2%), the mean score of teacher stress was (3.16, 63.2%), and the mean score of the job satisfaction sub-scale was the highest (3.27, 65.4%), s.d=0.90. We discuss the implications of these findings, which have significant implications when the teachers are the primary, and the school principals are the secondary influences within the classrooms.

Keywords

• bedouin
• teachers stress
• teachers' satisfaction
• school principal