Mowafaq Qadach
Biographic Data
| ID | 5030697 |
|---|---|
| NAME | Mowafaq Qadach |
| GIVEN NAMES | Mowafaq |
| FAMILY NAME | Qadach |
| SIGNATURE | QADACH M |
| AFFILIATIONS | Al-Qasemi Academic College of Education |
| ORCID | 0000-0002-7389-0433 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Leadership for school innovation culture, academic success, and teacher creativity through organisational climate for creativity
Based on leadership-style and innovation theories, the aim of this study is to examine the effects of transformational and passive-avoidant leadership on organisational climate for creativity (OCC), and the latter’s effect on teacher and school innovation as measured by: culture of inquiry, innovation, and exploration; school emphasis on academic success; and individual innovation outcome by teacher's creativity. The study further examines the in…
Social justice leadership for school effectiveness in structurally marginalized settings: The mediating role of teachers’ collective efficacy
Crisis leadership: Developing and validating a scale for school principals’ crisis management in Israel
In an era of uncertainty and frequent crises, understanding how school principals lead effectively under adversity has become increasingly important for ensuring educational continuity and resilience. This quantitative study aimed to develop and validate a new scale for school principals’ management during a crisis, with exploratory and confirmatory factor analyses of the scale items to examine factorial validity. Three samples from Israel's educ…
Crisis leadership: Principals’ metaphors during Covid-19
The roles of school principals changed during the Covid-19 pandemic, alongside all changes in the school system and society. Exploring the metaphors they used, the current qualitative research is an exploration of 42 Israeli Arab and Jewish middle-school principals’ interpretations of their leadership role in the time of crisis. Analysis of semistructured interviews yielded three themes: the organizational role, the professional role, and the emo…
Self-efficacy of school principals for effective school functioning during the Covid-19 crisis
Purpose The current study seeks first to examine the prediction of school functioning in crises during the COVID-19 pandemic by school principals’ self-efficacy; second, to explore the differences in all dimensions of self-efficacy and school functioning during crises in Arab and Jewish schools in Israel and third, to determine which of school principals’ self-efficacy dimensions best predicted school functioning during the COVID-19 crisis. Desig…
Strategies that parents of gifted children use in tense situations with teachers in mixed-ability classes
Scholars have paid little attention to the strategies used by parents of gifted children who learn in mixed-abilities classroom when interacting with their teachers. In this research we studied how parents of gifted children in mixed-ability classrooms position themselves with their children’s teachers in conflicted situations. By using multiple case studies and positioning theory as an analytical framework, this research revealed three strategie…
School principal's self-regulated learning: A conceptual framework of learning-centered leadership
Purpose This study explores a conceptual framework that addresses a school principal's self-regulated learning (SPSRL) as well as possible avenues for future conceptualization of, and research into this issue. Design/methodology/approach The conceptual framework of SPSRL is based on an extensive literature review of the research on student’s and teacher’s self-regulated learning models. Findings A novel conceptual and practical SPSRL framework fo…
Implicit leadership theory: Principals' sense-making and cognitive complexity
Purpose This conceptual paper explores a novel model explaining teachers' perceptions of their effective leader through the lens of implicit leadership theory (ILT), using the concepts of school principals' sense-making and cognitive complexity (CC). Design/methodology/approach The sense-making framework and CC theory were used to explain ILT, which focuses on individuals' perceptions of leaders' prototypical and anti-prototypical attributes. Fin…
From Principals to Teachers to Students: Exploring an Integrative Model for Predicting Students’ Achievements
Purpose: This study explored a theoretical model proposing direct and mediated effects for principals’ characteristics—principals’ information-processing mechanisms (PIPMs) and instructional leadership (IL)—with organizational learning mechanisms (OLMs), for schools’ OLMs with teachers’ characteristics—teachers’ affective commitment (TAC), collective teacher efficacy (CTE), and teachers’ job satisfaction (TJS)—and finally, for teachers’ character…
Crisis leadership: Principals’ metaphors during Covid-19
The roles of school principals changed during the Covid-19 pandemic, alongside all changes in the school system and society. Exploring the metaphors they used, the current qualitative research is an exploration of 42 Israeli Arab and Jewish middle-school principals’ interpretations of their leadership role in the time of crisis. Analysis of semistructured interviews yielded three themes: the organizational role, the professional role, and the emo…
From Principals to Teachers to Students: Exploring an Integrative Model for Predicting Students’ Achievements
Purpose: This study explored a theoretical model proposing direct and mediated effects for principals’ characteristics—principals’ information-processing mechanisms (PIPMs) and instructional leadership (IL)—with organizational learning mechanisms (OLMs), for schools’ OLMs with teachers’ characteristics—teachers’ affective commitment (TAC), collective teacher efficacy (CTE), and teachers’ job satisfaction (TJS)—and finally, for teachers’ character…
Implicit leadership theory: Principals' sense-making and cognitive complexity
Purpose This conceptual paper explores a novel model explaining teachers' perceptions of their effective leader through the lens of implicit leadership theory (ILT), using the concepts of school principals' sense-making and cognitive complexity (CC). Design/methodology/approach The sense-making framework and CC theory were used to explain ILT, which focuses on individuals' perceptions of leaders' prototypical and anti-prototypical attributes. Fin…
School principal's self-regulated learning: A conceptual framework of learning-centered leadership
Purpose This study explores a conceptual framework that addresses a school principal's self-regulated learning (SPSRL) as well as possible avenues for future conceptualization of, and research into this issue. Design/methodology/approach The conceptual framework of SPSRL is based on an extensive literature review of the research on student’s and teacher’s self-regulated learning models. Findings A novel conceptual and practical SPSRL framework fo…
Self-efficacy of school principals for effective school functioning during the Covid-19 crisis
Purpose The current study seeks first to examine the prediction of school functioning in crises during the COVID-19 pandemic by school principals’ self-efficacy; second, to explore the differences in all dimensions of self-efficacy and school functioning during crises in Arab and Jewish schools in Israel and third, to determine which of school principals’ self-efficacy dimensions best predicted school functioning during the COVID-19 crisis. Desig…
Strategies that parents of gifted children use in tense situations with teachers in mixed-ability classes
Scholars have paid little attention to the strategies used by parents of gifted children who learn in mixed-abilities classroom when interacting with their teachers. In this research we studied how parents of gifted children in mixed-ability classrooms position themselves with their children’s teachers in conflicted situations. By using multiple case studies and positioning theory as an analytical framework, this research revealed three strategie…
Crisis leadership: Developing and validating a scale for school principals’ crisis management in Israel
In an era of uncertainty and frequent crises, understanding how school principals lead effectively under adversity has become increasingly important for ensuring educational continuity and resilience. This quantitative study aimed to develop and validate a new scale for school principals’ management during a crisis, with exploratory and confirmatory factor analyses of the scale items to examine factorial validity. Three samples from Israel's educ…
Crisis leadership: Principals’ metaphors during Covid-19
The roles of school principals changed during the Covid-19 pandemic, alongside all changes in the school system and society. Exploring the metaphors they used, the current qualitative research is an exploration of 42 Israeli Arab and Jewish middle-school principals’ interpretations of their leadership role in the time of crisis. Analysis of semistructured interviews yielded three themes: the organizational role, the professional role, and the emo…
Leadership for school innovation culture, academic success, and teacher creativity through organisational climate for creativity
Based on leadership-style and innovation theories, the aim of this study is to examine the effects of transformational and passive-avoidant leadership on organisational climate for creativity (OCC), and the latter’s effect on teacher and school innovation as measured by: culture of inquiry, innovation, and exploration; school emphasis on academic success; and individual innovation outcome by teacher's creativity. The study further examines the in…
Social justice leadership for school effectiveness in structurally marginalized settings: The mediating role of teachers’ collective efficacy
Psychology (6 works) · Teacher Education and Leadership Studies (5 works) · Pedagogy (4 works) · Creativity (3 works) · Mathematics education (3 works) · Originality (3 works) · Social Psychology (3 works) · Structural equation modeling (3 works) · Computer Science (2 works) · Creativity in Education and Neuroscience (2 works)