How Novice Principals Face the Challenges of Principalship in the Arab Education System in Israel

Abstract

This article discusses challenges facing novice principals (hereinafter: NPs) and the coping strategies they develop at the inception of their managerial careers. Qualitative research employed semistructured interviews with 40 principals in the Arab education system in Israel. Findings indicated that Arab NPs face conflicting demands of their communities and the state, especially demands of recent government reforms. The sharp transition from teaching to administration is beset by challenges, engendering anxiety. The new role is complex involving immense responsibility, they need to alter their role perception, and struggle to create an organizational culture complying with their vision. Cultural blocks face female NPs since principalship is traditionally an exclusively male role, attributed much respect and power in patriarchal Arab society. All NPs noted that they lacked professional assistance and emotional support. Nevertheless, professional mentors were seen as helpful. Conclusions may inform novice school principals facing similar challenges in traditional and minority societies.