This study examined the effects of enabling and coercive bureaucracies of the government education authority (GEA), and perceived organizational support during the pandemic on teachers' intention to leave the profession in Israel. Data were collected through a cross-sectional survey of 267 Israeli public school teachers (80% women). I used a…

In the year 2000, Israel purportedly adopted a multicultural educational policy. It replaced the covert assimilation policy, which was referred to as "the integration policy." The aim of the present study was to analyse the contemporary Israeli program of value education. Using the method of content analysis, the present study sought to…

Although teacher's personality is an essential component of successful classroom learning, most teacher education programs accept students solely on the basis of scholastic ability scores such as school grades, national test scores (SAT, GRE) or undergraduate college transcripts. To ensure suitability to teaching, a personality-evaluation system…

Examines the impact of teacher unions in two centralized educational systems--France and Israel--on school reforms. Document analysis and interview data suggest that, since 1970, teacher unions in both countries have been demanding and receiving more say in educational policy reforms. Despite similarities in tactics, French unions are more…

Israel has recently seen the growth of a movement demanding greater parental choice and more diversity in public schools. This article examines the state-supported TALI (or reinforcing Jewish studies) schools, focusing on a study analyzing the motives behind parental choice and the effects of choice on the social and cultural composition of…

Examines teacher education reform in Israel, focusing on educational reform documents analyzed by applying methods from poetics and intellectual history. The analysis shows how global reform rhetoric has been used to negotiate a new construct somewhere between the "ideal model" of teacher professionalism imported from pace-setting…

An historical approach to Israeli education in the kibbutz focuses on communal educational practices stemming from the ideological influences of the kibbutz youth movement. Work is an essential part of the kibbutz educational process and is integrated with the total life of the kibbutz. (JN)

Concern exists that youth leaving the kibbutz have no occupation skills needed to secure work in the outside world. In a survey, two opposing hypotheses were examined: (1) kibbutz-born persons will be unable to adapt to outside life because of educational limitations; and (2) because of their education, kibbutz-born persons will display…

Relevance of kibbutz education in relation to influence of progressive Western tradition is examined in: (1) analysis of objectives; (2) discussion of the success of the kibbutz in attaining the objectives; (3) comparison of the objectives in light of differences in social relations between the West and the kibbutz; and (4) reinterpretation of…

A rating of the prestige levels for occupations in kibbutz and nonkibbutz society indicated that kibbutz members rated jobs according to values which differed markedly from those of other sectors of society. Kibbutz grading did not discriminate between white- and blue-collar jobs, while nonkibbutz grading was determined by income level,…

An examination of the relationship between higher education and the kibbutz economy investigated the importance of individual self-development. As the kibbutz economy has become increasingly industrialized, the issue of higher education creates generational conflict and conflict in terms of a balance between social reproduction and individual…

Increase in the number of individuals pursuing postsecondary schooling involves economic and social costs to the kibbutz. "Educational revolution" in the kibbutz refers to growing aspirations of the kibbutzim toward higher education. Measures taken by the kibbutz movement and individual kibbutzim to counteract the problems created by the…

A study examines environmental and personality factors as predictors of academic achievement among kibbutz and urban high school students. Results of a comparison of personality factors indicate that kibbutz students are more restrained, reserved, adaptable, and conforming. The higher scores of city students on intelligence tests may stem from a…

In a recent survey, various methods used by kibbutz teachers in evaluating student academic progress included: (1) formative vs. summative evaluation; (2) goal-related evaluation; (3) individualized evaluation vs. uniform standard evaluation; and (4) informal evaluation. (JN)

The kibbutz is presented as an example of a constructive microcommunity in which a special relationship exists with education. A model, to serve as a basis for analyzing the kibbutz school, has three main categories: (1) school provides services for the whole community; (2) school is assisted by the community; and (3) community has expectations…