Sigalit Tsemach
Biographic Data
| ID | 4605642 |
|---|---|
| NAME | Sigalit Tsemach |
| GIVEN NAMES | Sigalit |
| FAMILY NAME | Tsemach |
| SIGNATURE | TSEMACH S |
| AFFILIATIONS | Department of Educational Administration, Michlala Jerusalem Collage, Jerusalem, Israel |
| ORCID | 0000-0002-7113-9734 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Principals’ participative leadership and teachers’ burnout and job satisfaction, before, during and after the Covid-19 pandemic
Purpose The COVID-19 pandemic had a detrimental effect on educational systems around the world, transferring millions of students and teachers to remote learning overnight. Moreover, it affected the relationships of principals and teachers to their job routines. The current research aims to explore differences in the relationship of principals’ participative leadership to teachers’ job satisfaction and burnout before, during and after the COVID-1…
Principals’ leadership styles as predictors of teachers’ attitude toward parental involvement
Introduction Parental involvement has become a key component of school success. Both in terms of organizational functioning and students’ individual excellence. Many factors influence parental involvement, one of which is teachers’ attitudes toward it. The way teachers address parental involvement is shaped by personal, professional, cultural, and organizational characteristics. The current study explores the influence of principals’ leadership s…
Authentic leadership as a predictor of organizational citizenship behaviour and teachers’ burnout
Teachers’ attitudes and behaviours have been studied for the past few decades, but recently, especially due to changes following covid-19, a new concept named ‘quiet quitting’ has emerged. This term refers to the widespread phenomenon of employees setting limits to their employers and insisting on their unwillingness to go beyond job requirements. This study explored the relationships between principals’ authentic leadership (AL) and teachers’ or…
Perceptions of Principal Authentic Leadership
This research compares teachers’ perceptions of principals’ authentic-leadership dimensions, between collectivistic and individualistic cultures in the Israeli-Jewish (non-Arab) elementary schools. Culture will predict authentic-leadership dimensions with an individualistic tendency toward authenticity. 482 Israeli elementary school teachers (30% state-secular, 39% state-religious, 31% ultra-Orthodox) completed the Authentic Leadership Questionna…
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Perceptions of Principal Authentic Leadership
This research compares teachers’ perceptions of principals’ authentic-leadership dimensions, between collectivistic and individualistic cultures in the Israeli-Jewish (non-Arab) elementary schools. Culture will predict authentic-leadership dimensions with an individualistic tendency toward authenticity. 482 Israeli elementary school teachers (30% state-secular, 39% state-religious, 31% ultra-Orthodox) completed the Authentic Leadership Questionna…
Principals’ leadership styles as predictors of teachers’ attitude toward parental involvement
Introduction Parental involvement has become a key component of school success. Both in terms of organizational functioning and students’ individual excellence. Many factors influence parental involvement, one of which is teachers’ attitudes toward it. The way teachers address parental involvement is shaped by personal, professional, cultural, and organizational characteristics. The current study explores the influence of principals’ leadership s…
Authentic leadership as a predictor of organizational citizenship behaviour and teachers’ burnout
Teachers’ attitudes and behaviours have been studied for the past few decades, but recently, especially due to changes following covid-19, a new concept named ‘quiet quitting’ has emerged. This term refers to the widespread phenomenon of employees setting limits to their employers and insisting on their unwillingness to go beyond job requirements. This study explored the relationships between principals’ authentic leadership (AL) and teachers’ or…
Principals’ participative leadership and teachers’ burnout and job satisfaction, before, during and after the Covid-19 pandemic
Purpose The COVID-19 pandemic had a detrimental effect on educational systems around the world, transferring millions of students and teachers to remote learning overnight. Moreover, it affected the relationships of principals and teachers to their job routines. The current research aims to explore differences in the relationship of principals’ participative leadership to teachers’ job satisfaction and burnout before, during and after the COVID-1…
Psychology (3 works) · Social Psychology (3 works) · Burnout (2 works) · Developmental psychology (2 works) · Pedagogy (2 works) · Sociology (2 works) · Applied Psychology (1 work) · Authentic leadership (1 work) · Clinical Psychology (1 work) · Collaborative Teaching and Inclusion (1 work)