Haim Shaked
Datos Biográficos
| ID | 699485 |
|---|---|
| NOMBRE | Haim Shaked |
| NOMBRES | Haim |
| APELLIDO | Shaked |
| FIRMA | SHAKED H |
| AFILIACIONES | Hemdat College of Education |
| ORCID | 0000-0002-3998-7696 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 37 |
| TOTAL DE CITAS | 4 |
| TOTAL COMO AUTOR | 34 |
| TOTAL COMO EDITOR | 3 |
| PRIMER AÑO DE PUBLICACIÓN | 1969 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
When Improving Teaching Fulfills Teachers’ Higher-Order Needs
This study examines how school principals, in their role as instructional leaders, describe their efforts to motivate teachers to commit to the ongoing improvement of teaching and learning. Drawing on interviews with 19 Israeli elementary school principals, the study adopts Maslow’s theory of human needs as an analytic lens for interpreting principals’ constructions of motivational processes in instructional leadership. The findings suggest that …
Instructional leadership clarity
Instructional leadership in a 21 st century global context
This conceptual review examines the evolution of instructional leadership by tracing its historical development, analyzing recent conceptual advancements, and outlining future directions for theory and research. Drawing on 69 conceptual publications, the paper identifies three major themes shaping the contemporary landscape: conceptual integration, contextual responsiveness, and technological adaptation. These themes reflect how instructional lea…
The goals of the school-based experience (practicum) in pre-service teacher education
Introduction The study explores the goals of the school-based experience as perceived by Israeli mentor teachers, who guide pre-service teachers in the host schools as the representatives of the academic institution. Methods Fifteen mentor teachers from diverse academic institutions were interviewed. Results Following thematic analysis, three goals for the school-based experience were found: (1) Qualification – achieving the skills that enable ef…
School leadership in Israel amid Covid-19
This review examines how school leadership in Israel was studied during the COVID-19 pandemic and identifies the central themes in the emerging literature. Following PRISMA guidelines, twenty-four peer-reviewed publications were analyzed using inductive thematic synthesis. Three thematic areas were identified: emotional and relational leadership, crisis and agentic leadership, and instructional and inclusive leadership. Themes related to equity a…
Defining the responsibilities of principals in promoting equity
Contemporary school principals are tasked with promoting equity within their schools. The importance of this endeavor is clear; however, there is a need for greater clarity regarding the specific responsibilities involved. Addressing this need is the goal of this study. Data were collected from 21 principals of elementary schools in Israel using semistructured interviews. Data analysis included four stages: sorting, coding, categorizing, and theo…
How school principals manage teaching to support equity in learning
Symbolic instructional leadership
Instructional leadership has traditionally been conceptualized in terms of concrete practices aimed at improving teaching and learning, such as supervising instruction, coordinating curricula, and supporting teacher development. This study extends that conceptualization by examining symbolic practices of instructional leadership, which focus on signaling the primacy of instruction rather than on technical interventions. Drawing on semi-structured…
The unique role of school middle leaders in enacting social justice leadership
In recent years, social justice leadership in schools has received growing scholarly attention; however, the role of middle leaders in advancing equity has remained largely overlooked. To address this gap, the current study explores how middle leaders enact social justice leadership. This qualitative study involved 23 middle leaders from elementary schools in Israel. Data were collected through individual interviews and analyzed using a three-sta…
Protecting instructional time
Protecting instructional time is an embedded component of instructional leadership. While the broader concept of instructional leadership has been widely studied, the specific role of protecting instructional time has received relatively little attention. This study seeks to fill that gap by exploring the strategies principals use to preserve instructional time. The participants in this qualitative study were 24 principals in elementary schools i…
How staff dynamics can constrain instructional leadership
Examining shifts in educational leadership students’ perceptions of the inhibitors to instructional leadership
How instructional leaders promote social justice
Instructional leadership is a school leadership approach with a strong focus on the development of teaching and learning. This study explores how instructional leaders act to promote social justice and eliminate school inequities. The participants in this qualitative study were 24 Israeli elementary school principals. Data collection was based on semi-structured interviews, and data analysis was theory-driven. The findings revealed that instructi…
How principals’ instructional leadership impacts schools’ middle leadership
Instructional leadership is a school leadership approach that prioritizes enhancing the quality of teaching and learning. This study explores how the principal's instructional leadership influences the school's middle leadership. The study participants were 24 principals from elementary schools in Israel, and data collection involved conducting semi-structured interviews. The collected data underwent three stages of analysis: sorting, coding, and…
Instructional Boundary Management during Covid-19
Instructional Boundary Management is an area of school leadership comprising activities that simultaneously involve instructional leadership and boundary management. This study explores principals’ Instructional Boundary Management during COVID-19. Data collection consisted of semi-structured interviews with a diverse sample of 33 Israeli elementary school principals. Data analysis indicated that principals felt an increasing need to carry out mo…
Instructional leadership during the Covid-19 pandemic
The instructional leadership approach requires school principals to give top priority to the continuous improvement of teaching quality and academic outcomes. This study explored how principals of elementary schools in Israel fulfilled their instructional leadership role during COVID-19. Data collection comprised semi-structured interviews with a diverse sample of 36 principals. Data analysis identified three different theories of action. In this…
‘Not fully coordinated’
Teacher education programmes have undergone a shift over the past decade, from traditional programmes that focused on the academic arena (university or college) towards more placement-based ones located in the field (school). Based on the loosely coupled paradigm, the present study examined the characteristics of the various relationships built between educators in the two arenas and how these relationships shape teacher education programmes in I…
From traditional to clinical approach toward continuing professional development
The current study sought to characterize three partnership models in Israeli academic institutions—the traditional, the academia‐classroom, and the clinical field‐focused models. 42 interviews were conducted with educators (teacher educators; mentor teachers; program heads) at 14 Israeli colleges and universities where the programs take place. Differences between the models were found in relation to the role definition of the mentor teacher, the …
Integrating Instructional Leadership With Social Justice Leadership
Purpose: This study explores how school principals can effectively integrate instructional leadership with social justice leadership, recognizing their dual roles in promoting academic excellence and fostering a socially just school environment. Research Methods: Participants in this qualitative study were 32 principals from elementary schools in Israel. Data collection involved one-on-one interviews and focus groups. Data analysis followed a com…
Perceptions of Israeli school principals regarding the knowledge needed for instructional leadership
Instructional leadership concerns the ongoing deep involvement of school principals in direct efforts to improve learning and achievement for all students. The goal of this study was to explore principals’ perceptions regarding the knowledge required for instructional leadership. Study participants were 38 Israeli school principals, representing the population of Israeli principals in terms of sex, age, seniority, academic degree and school level…
Instructional leadership in school middle leaders
Purpose Instructional leadership is a school leadership approach that emphasizes improving teaching and learning. This study explores how school middle leaders – teachers holding leadership positions in schools, who are responsible for a particular area or discipline of the school's curriculum – fulfill their instructional leadership role. Design/methodology/approach The participants in this qualitative study were 24 middle leaders (subject coord…
How instructional leaders promote parental involvement
Purpose Instructional leadership is an educational leadership approach in which principals are regularly and actively involved in a wide range of activities aimed at improving teaching and learning. The current study sought to answer how the principal's role in promoting parental involvement is part of their instructional leadership responsibility. Design/methodology/approach Data were collected through semi-structured interviews with 24 Israeli …
The contribution of case-based learning to adopting a multidimensional view in educational leadership students
Purpose Adopting a multidimensional view is a characteristic of systems thinking in school leadership, which involves recognizing that each component of the school system necessarily has more than one cause, result or solution. This study explores how case-based learning has contributed to the development of adopting a multidimensional view in educational leadership students. Design/methodology/approach The present study was qualitative in nature…
Instructional leadership in higher education
Instructional leadership demands educational leaders to become intensely involved in improving teaching and learning. While extensive research found this approach to be beneficial in school settings, it was insufficiently explored in higher education. Therefore, the current study explored how Israeli higher education leaders perceive their leadership role in relation to teaching and learning. Participants were 22 heads of departments in higher ed…
Between center and periphery
Purpose Instructional leadership is a major part of the responsibility of principals who achieve promising results in school improvement. This paper aims to explore the inhibiting factors for instituting instructional leadership in elementary schools located in rural areas in Israel. Design/methodology/approach The participants of this qualitative study were a diverse sample of 64 rural school principals. Data were collected through semi-structur…
Seeing wholes
How instructional leaders promote social justice
Instructional leadership is a school leadership approach with a strong focus on the development of teaching and learning. This study explores how instructional leaders act to promote social justice and eliminate school inequities. The participants in this qualitative study were 24 Israeli elementary school principals. Data collection was based on semi-structured interviews, and data analysis was theory-driven. The findings revealed that instructi…
A manuscript biography of the Sudanese Mahdi
Recent surveys of historical writing on the modern history of the Nilotic Sudan show the rather late appearence of critical historical studies which draw on contemporary Arabic source materials. Only in the last decade or so has the abundant contemporary Mahdist documentation been decribed, partly classified, and utilized by scholars. So far, few of these documents have been reproduced and, although some attempts to prepare critical editions of t…
A manuscript biography of the Sudanese Mahdi
Recent surveys of historical writing on the modern history of the Nilotic Sudan show the rather late appearence of critical historical studies which draw on contemporary Arabic source materials. Only in the last decade or so has the abundant contemporary Mahdist documentation been decribed, partly classified, and utilized by scholars. So far, few of these documents have been reproduced and, although some attempts to prepare critical editions of t…
Charles George Gordon and the problem of slavery in the Sudan
(1980). Charles George Gordon and the problem of slavery in the Sudan. Slavery & Abolition: Vol. 1, No. 3, pp. 276-291
The Life of the Sudanese Mahdi
The Mahdia was an important Islamic millenarian movement of the Nilotic Sudan in the last two decades of the nineteenth century. It contributed substantially to the emergence of the Sudan as a nation-state in the twentieth century. The Mahdi's family and heritage played a major political and cultural role in the Sudan, both before and after independence. This volume begins with introductory material on the Mahdia and a biographical sketch of the …
Middle East Contemporary Survey. Vol. V
Seeing wholes
Why principals often give overly high ratings on teacher evaluations
Middle East Contemporary Survey
Middle East Contemporary Survey
Middle East Contemporary Survey
A paradoxical approach to instructional leadership
Purpose Perceptual inhibitors to instructional leadership are based on disagreements with the premises of instructional leadership. This study explored how the paradoxical approach, which advocates “both/and” approach to conflicting demands, may moderate the influence of the perceptual inhibitors of instructional leadership. Design/methodology/approach The current study is qualitative in nature. Study participants were 30 Israeli school principal…
Social justice leadership, instructional leadership, and the goals of schooling
Purpose School principals should see themselves as social justice leaders, who have the ability to allow all students to succeed, regardless of their characteristics and backgrounds. At the same time, school principals are also called upon to demonstrate instructional leadership, which emphasizes the teaching and learning aspects of school principalship. The purpose of this paper is to examine the relations between these two roles of today’s scho…
Instructional leadership in higher education
Instructional leadership demands educational leaders to become intensely involved in improving teaching and learning. While extensive research found this approach to be beneficial in school settings, it was insufficiently explored in higher education. Therefore, the current study explored how Israeli higher education leaders perceive their leadership role in relation to teaching and learning. Participants were 22 heads of departments in higher ed…
Between center and periphery
Purpose Instructional leadership is a major part of the responsibility of principals who achieve promising results in school improvement. This paper aims to explore the inhibiting factors for instituting instructional leadership in elementary schools located in rural areas in Israel. Design/methodology/approach The participants of this qualitative study were a diverse sample of 64 rural school principals. Data were collected through semi-structur…
How National Context Indirectly Influences Instructional Leadership Implementation
Purpose: Instructional leadership has been identified as a key responsibility of principals who achieve promising results for school improvement. This study investigated how the national context has influenced the adoption of instructional leadership as a defining role responsibility for Israeli principals. Research Methods: Participants in this qualitative study consisted of a diverse sample of 46 Israeli principals, broadly representative of th…
How instructional leaders promote parental involvement
Purpose Instructional leadership is an educational leadership approach in which principals are regularly and actively involved in a wide range of activities aimed at improving teaching and learning. The current study sought to answer how the principal's role in promoting parental involvement is part of their instructional leadership responsibility. Design/methodology/approach Data were collected through semi-structured interviews with 24 Israeli …
The contribution of case-based learning to adopting a multidimensional view in educational leadership students
Purpose Adopting a multidimensional view is a characteristic of systems thinking in school leadership, which involves recognizing that each component of the school system necessarily has more than one cause, result or solution. This study explores how case-based learning has contributed to the development of adopting a multidimensional view in educational leadership students. Design/methodology/approach The present study was qualitative in nature…
Perceptions of Israeli school principals regarding the knowledge needed for instructional leadership
Instructional leadership concerns the ongoing deep involvement of school principals in direct efforts to improve learning and achievement for all students. The goal of this study was to explore principals’ perceptions regarding the knowledge required for instructional leadership. Study participants were 38 Israeli school principals, representing the population of Israeli principals in terms of sex, age, seniority, academic degree and school level…
Instructional leadership in school middle leaders
Purpose Instructional leadership is a school leadership approach that emphasizes improving teaching and learning. This study explores how school middle leaders – teachers holding leadership positions in schools, who are responsible for a particular area or discipline of the school's curriculum – fulfill their instructional leadership role. Design/methodology/approach The participants in this qualitative study were 24 middle leaders (subject coord…
Instructional Boundary Management during Covid-19
Instructional Boundary Management is an area of school leadership comprising activities that simultaneously involve instructional leadership and boundary management. This study explores principals’ Instructional Boundary Management during COVID-19. Data collection consisted of semi-structured interviews with a diverse sample of 33 Israeli elementary school principals. Data analysis indicated that principals felt an increasing need to carry out mo…
Instructional leadership during the Covid-19 pandemic
The instructional leadership approach requires school principals to give top priority to the continuous improvement of teaching quality and academic outcomes. This study explored how principals of elementary schools in Israel fulfilled their instructional leadership role during COVID-19. Data collection comprised semi-structured interviews with a diverse sample of 36 principals. Data analysis identified three different theories of action. In this…
‘Not fully coordinated’
Teacher education programmes have undergone a shift over the past decade, from traditional programmes that focused on the academic arena (university or college) towards more placement-based ones located in the field (school). Based on the loosely coupled paradigm, the present study examined the characteristics of the various relationships built between educators in the two arenas and how these relationships shape teacher education programmes in I…
From traditional to clinical approach toward continuing professional development
The current study sought to characterize three partnership models in Israeli academic institutions—the traditional, the academia‐classroom, and the clinical field‐focused models. 42 interviews were conducted with educators (teacher educators; mentor teachers; program heads) at 14 Israeli colleges and universities where the programs take place. Differences between the models were found in relation to the role definition of the mentor teacher, the …
Integrating Instructional Leadership With Social Justice Leadership
Purpose: This study explores how school principals can effectively integrate instructional leadership with social justice leadership, recognizing their dual roles in promoting academic excellence and fostering a socially just school environment. Research Methods: Participants in this qualitative study were 32 principals from elementary schools in Israel. Data collection involved one-on-one interviews and focus groups. Data analysis followed a com…
The unique role of school middle leaders in enacting social justice leadership
In recent years, social justice leadership in schools has received growing scholarly attention; however, the role of middle leaders in advancing equity has remained largely overlooked. To address this gap, the current study explores how middle leaders enact social justice leadership. This qualitative study involved 23 middle leaders from elementary schools in Israel. Data were collected through individual interviews and analyzed using a three-sta…
Protecting instructional time
Protecting instructional time is an embedded component of instructional leadership. While the broader concept of instructional leadership has been widely studied, the specific role of protecting instructional time has received relatively little attention. This study seeks to fill that gap by exploring the strategies principals use to preserve instructional time. The participants in this qualitative study were 24 principals in elementary schools i…
Teacher Education and Leadership Studies (27 obras) · Instructional leadership (25 obras) · Educational leadership (23 obras) · Pedagogy (22 obras) · Psychology (19 obras) · Political science (18 obras) · Sociology (18 obras) · Leadership style (13 obras) · Mathematics education (13 obras) · Public relations (11 obras)