THE IMPACT OF SCHOOL LEADERS’ MANAGEMENT STYLE ON TEACHERS’ SELF-EFFICACY AND STRESS LEVELS AMONG ISRAELI-ARAB EDUCATORS

Author: Rodayna Badir

ABSTRACT

The study’s main aim is to examine the contribution of the school principal’s management style, teacher self-efficacy, and personal and professional background to the prediction of perceived stress levels among 321 teachers from Arab schools in Arab-Israeli society. However, the participants were administered self-efficacy and stress questionnaires, a Pearson correlation test and Multiple Regression analyses were used. The results indicated that there was a significant negative relationship between teachers’ collective efficacy (CTE) and stress at work. Also, the researcher found that CTE does not serve as a moderator between leadership style and perceptions of stress. Furthermore, the results also revealed that Arab-Israeli teachers prefer the transactional style to achieve their work more than the transformational style.

Keywords: Stress at Work, Teacher Stress, Management style, Self-efficacy

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