Ayala Zadok
Biographic Data
| ID | 4460475 |
|---|---|
| NAME | Ayala Zadok |
| GIVEN NAMES | Ayala |
| FAMILY NAME | Zadok |
| SIGNATURE | ZADOK A |
| AFFILIATIONS | Bar-Ilan University |
| ORCID | 0000-0002-2161-8358 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
School middle leaders’ personality traits and collective teachers’ efficacy
Drawing upon trait-activation-theory, this study explores the moderating role of resource support in the relationship of middle-leaders’ personality traits, namely extraversion, conscientiousness, and openness to collective teacher efficacy. The study used a two-source survey design with data from 609 participants: middle-leaders and teachers in 103 secondary schools in Israel. The findings reveal that resource support served as a moderator in th…
Organizational resilience and transformational leadership for managing complex school systems
Introduction In the context of global challenges facing educational institutions, this study explores the dynamics between transformational leadership, collective teacher efficacy, and organizational resilience in school systems. Specifically, it examines the mediating role of collective teacher efficacy in the relationship between middle leaders’ transformational leadership and organizational resilience. Methods The study involved data collectio…
School middle leaders' transformational leadership and organizational resilience
This study examines how teachers' perceptions of academic emphasis moderate the relationship between their middle leaders' transformational leadership and organizational resilience subdimensions (principal organizational resilience and faculty organizational resilience). Academic emphasis in schools prioritizes academic excellence in teaching and is crucial in evaluating school effectiveness. The study used a two‐source survey design with self‐re…
Teacher-leaders’ personality traits of extraversion, conscientiousness, and openness to experience and transformational leadership
Middle-leaders' transformational leadership
Purpose The present study aimed to investigate whether the sub-dimensions of transformational leadership are differently influenced by middle-leaders’ personality traits from the Big Five typology, namely, extraversion, conscientiousness, openness to experience, agreeableness, and neuroticism, and whether the sub-dimensions of transformational leadership influence teachers' professional and organizational commitment differentially. Design/methodo…
School middle leaders’ personality traits and collective teachers’ efficacy
Drawing upon trait-activation-theory, this study explores the moderating role of resource support in the relationship of middle-leaders’ personality traits, namely extraversion, conscientiousness, and openness to collective teacher efficacy. The study used a two-source survey design with data from 609 participants: middle-leaders and teachers in 103 secondary schools in Israel. The findings reveal that resource support served as a moderator in th…
Middle-leaders' transformational leadership
Purpose The present study aimed to investigate whether the sub-dimensions of transformational leadership are differently influenced by middle-leaders’ personality traits from the Big Five typology, namely, extraversion, conscientiousness, openness to experience, agreeableness, and neuroticism, and whether the sub-dimensions of transformational leadership influence teachers' professional and organizational commitment differentially. Design/methodo…
Organizational resilience and transformational leadership for managing complex school systems
Introduction In the context of global challenges facing educational institutions, this study explores the dynamics between transformational leadership, collective teacher efficacy, and organizational resilience in school systems. Specifically, it examines the mediating role of collective teacher efficacy in the relationship between middle leaders’ transformational leadership and organizational resilience. Methods The study involved data collectio…
School middle leaders' transformational leadership and organizational resilience
This study examines how teachers' perceptions of academic emphasis moderate the relationship between their middle leaders' transformational leadership and organizational resilience subdimensions (principal organizational resilience and faculty organizational resilience). Academic emphasis in schools prioritizes academic excellence in teaching and is crucial in evaluating school effectiveness. The study used a two‐source survey design with self‐re…
Teacher-leaders’ personality traits of extraversion, conscientiousness, and openness to experience and transformational leadership
School middle leaders’ personality traits and collective teachers’ efficacy
Drawing upon trait-activation-theory, this study explores the moderating role of resource support in the relationship of middle-leaders’ personality traits, namely extraversion, conscientiousness, and openness to collective teacher efficacy. The study used a two-source survey design with data from 609 participants: middle-leaders and teachers in 103 secondary schools in Israel. The findings reveal that resource support served as a moderator in th…
Psychology (5 works) · Social Psychology (4 works) · Transformational leadership (4 works) · Big Five personality traits (3 works) · Personality (3 works) · Political science (3 works) · Public relations (3 works) · Conscientiousness (2 works) · Developmental psychology (2 works) · Engineering (2 works)