Purpose

Instructional leadership is a major part of the responsibility of principals who achieve promising results in school improvement. This paper aims to explore the inhibiting factors for instituting instructional leadership in elementary schools located in rural areas in Israel.

Design/methodology/approach

The participants of this qualitative study were a diverse sample of 64 rural school principals. Data were collected through semi-structured interviews. Data analysis proceeded in a three-stage process that involved condensing, coding and categorizing.

Findings

This study revealed that rural principals refrain from practicing instructional leadership because of two specific inhibiting factors: relationships within the community, which make it difficult for them to implement a school leadership policy that includes monitoring and control and characteristics of parents, who disagree with the instructional leadership's emphasis on learning and achievement.

Originality/value

The findings of this reinforce argument that propose context as an under-used theoretical lens for understanding differences in principals' practices across different contexts.

中文翻译：

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中心与边缘之间：以色列农村学校的教学领导力

目的

教学领导是校长职责的主要部分，他们在学校改进方面取得了可喜的成果。本文旨在探讨在以色列农村地区的小学中建立教学领导的抑制因素。

设计/方法/方法

这项定性研究的参与者是 64 名农村学校校长的多元化样本。数据是通过半结构化访谈收集的。数据分析分三个阶段进行，包括压缩、编码和分类。

发现

这项研究表明，农村校长之所以不实践教学领导，是因为两个特定的抑制因素：社区内部的关系，这使他们难以实施包括监督和控制在内的学校领导政策以及不同意教学的家长的特点。领导重视学习和成就。

原创性/价值

这一发现强化了这样的论点，即提出上下文作为理解不同背景下校长实践差异的未充分利用的理论视角。