ABSTRACT Two major education system reforms were introduced by Israel’s government in collaboration with the teachers’ unions. These reforms redefine principals’ and teachers’ roles, increasing teachers’ work hours, and the scope of their work. School principals absent from the reform negotiations, are expected to apply the reform, although their work conditions were harmed. This research examines how principals cope with those reforms, and why they sometimes apply them in ways that seem to contradict their interests? Semi-structured interviews with 30 school principals, and 10 schoolteachers, indicated that the reforms have encumbered school principals’ complex tasks. They have little time or ability to thoroughly apply the reforms, responding to multiple stakeholders, political pressures, the exam regime, human resource management, etc. They often ignore policy directives, delegating authority to others, refrain from using certain resources provided by the reforms and allow internal forces to lead, while remaining uninvolved. Conclusions are presented.

中文翻译：

---

了解改革、学校对重大变化的反应：以以色列为例

摘要 以色列政府与教师工会合作推出了两项重大的教育系统改革。这些改革重新定义了校长和教师的角色，增加了教师的工作时间和工作范围。没有参加改革谈判的校长有望实施改革，尽管他们的工作条件受到了损害。这项研究考察了校长如何应对这些改革，以及为什么他们有时会以似乎与他们的利益相矛盾的方式应用这些改革？对 30 名校长和 10 名教师的半结构化访谈表明，改革阻碍了校长的复杂任务。他们几乎没有时间或能力彻底应用改革，应对多方利益相关者、政治压力、考试制度、人力资源管理等。他们往往无视政策指令，将权力下放给他人，不使用改革提供的某些资源，并允许内部力量发挥主导作用，同时不参与其中。提出了结论。