Ori Eyal

• Doctor of Education
• Hebrew University of Jerusalem

The study investigated the link between principals’ awareness of their effect on teachers’ emotional reframing (i.e., a form of interpersonal emotion regulation aiding in cognitive reappraisal) and variables pertinent to school leadership, positive emotions, and organizational commitment. Data were collected from 69 primary schools, with 69 princip...

Purpose Literature on teacher leadership highlights a significant gap in understanding the role of teacher leaders (TLs) as entrepreneurs. This research aims to bridge this gap by examining the multifaceted entrepreneurial dimension of teacher leadership. It specifically focuses on providing a comprehensive profile of these leaders and assessing th...

Purpose The current body of research has separately examined ethics education design and evaluation, as well as the development of ethical identity in managers. However, a notable deficiency in the literature lies in the absence of a comprehensive investigation into the interconnections between these two areas. This conceptual paper aims to address...

The present study used social network analysis to investigate the moderating effect of individuals’ identities on the relationship between the structure of their networks and professional knowledge orientations (exploitation, exploration, and ambidexterity). It examined the ego networks of Israeli youth soccer coaches ( N = 88) based on their vocat...

Addressing early career school leader attrition and turnover, education systems assign mentors to ease novice principals’ socialization, but results are varied and many mechanisms of this variance are still unexplained. To fill gaps in the literature, different mentor profiles were typified. Fifty-six mentor and mentee interviews were thematically...

Collaborations between public schools and non-system actors (NSAs) raise questions regarding the influence of such external partners. Focusing on the case of civic education, this study asks how such cross-sector alliances (CSAs) impact the citizenship conceptions promoted in Israeli classrooms. Thirty-two interviews were conducted with teachers en...

The present research explored the effect of different profiles of emotional feedback in principal-teacher relations on followers' perceptions of the leader (attributed charisma and leader–member exchange (LMX)). The study is based on a field survey of 645 teachers. The findings indicate four profiles of emotional feedback from principal, as experie...

On-the-job social support, especially from a manager, is viewed as an effective antidote to work-related stress. That said, our knowledge of what induces employees to turn to supervisors for such help remains incomplete. Revolving around in-depth interviews with 24 teachers and 12 principals and a focus group consisting of 12 school counselors, thi...

In this section, we recap the evidence as to the indispensability of emotional leadership in schools and the knowledge garnered from the innovative research project that undergirds this work. This is followed by an outline of the study’s contributions to the fields of psychology, organizational management, and, of course, educational administration...

The opening chapter surveys the theories on affect within supervisory relations that inspired our quest to explore emotional leadership in schools. Among the theories presented herein are (a) transformational leadership, (b) emotion management of employees, and (c) social support at work. In discussions on each of these topics, we review the litera...

The present study explores whether principals’ emotional intelligence, especially the wherewithal to recognize emotions, encourages their transformational leadership behaviors, which in turn promote the positive reframing of teachers’ emotions. To this end, we have analyzed multi-source data from principals and their teachers at 69 randomly sampled...

Empirical studies have drawn a correlation between principals’ transformational leadership and both teachers’ motivation and commitment to school. For the most part, though, researchers have overlooked the emotional mechanisms that undergird this relation. Our point of departure is that transformational leaders can alter the emotions of subordinate...

Educational leadership naturally plays a major role in a school’s success. Many contend that such leadership is exerted through the principal’s influence over faculty members’ emotions, attitudes, and behaviors. That said, the literature’s understanding of how principals affect teacher emotions is rather scant. Most of the relevant studies revolve...

Managerial reframing of subordinates’ negative emotions is a key part of on-the-job socio-emotional support. The objective behind this qualitative research study is to enhance our understanding of principal-induced reframing of teacher feelings. On the basis of data culled from interviews with 12 principals and 24 faculty members of elementary scho...

Taken together, the insights and empirically backed findings in the book put forth a new model of school leadership that centers around reframing teachers’ negative emotions. This paradigm suggests that affective principals operate along both a motivational track (cultivating the faculty’s need for personal meaning in their lives) and a recovery pa...

Both researchers and practitioners alike are increasingly aware of the importance of emotions to an organization’s performance. Against this backdrop, we argue that it is incumbent upon principals to display emotional leadership and to put a priority on the affective wellness of their teachers. This introduction also presents the underlying questio...

Against the backdrop of research that tells us emotions are playing an increasingly prevalent role in organizations’ performance, this text draws on empirical studies to powerfully argue that it is incumbent upon school principals to display emotional leadership within the education system. A Model of Emotional Leadership in Schools sets out the i...

Purpose This study aims to explore the conception and construct of ideological leadership (IL) as it relates to public organizations, such as public schools, and to validate a tool for its measurement in this setting. Design/methodology/approach Data was collected from 633 teachers working at 69 randomly-sampled Israeli public schools. In each sch...

Ethical considerations have been examined in American and European school management research, but indigenous and comparative aspects have largely been understudied. To better understand the ethical decision-making of indigenous school leaders, the present research aims to examine the ethical considerations of one such minority group – Bedouin Arab...

Research knowledge about the role of teachers’ personality in shaping their mood is still limited. The present study explores the associations between teachers’ five broad personality traits (known as the ‘Big Five’), emotion regulation (suppression and reappraisal), and mood. Data collected from a sample of 113 Israeli teachers were analysed using...

Leaders’ reframing of employees’ negative emotions is a vital part of socio-emotional support at work. This qualitative research aimed to achieve a richer understanding of principals’ reframing of teachers’ negative emotions in principal-teacher relations. The study used data from semi-structured interviews with 12 principals and 24 teachers and fo...

Despite the centrality of research concerning both ethics and leadership styles in education administration, our knowledge of the relations between them is limited. The present study closes this gap by investigating the relations of transformational and transactional leadership with multiple ethical paradigms that have been suggested as relevant to...

Purpose In recent years, third sector–school partnerships have become more common and received increasing research attention. Yet, the ethical aspects of third sector–school partnerships have not been discussed in-depth. As a result, the field lacks a conceptual framework that makes possible in-depth understanding of the ethical characteristics in...

We examined how early childhood educators made sense of a universal preschool-type of initiative. Twelve educators were interviewed using semi-structured techniques. Qualitative analysis revealed that policy enactment manifested through adaptability, collaboration, and recognition practices. It also revealed internalized understandings about profes...

Attitude development and identity formation in educational leadership are the goals of non-traditional, and in the 21st century also of neo-traditional, development initiatives. Ethics education emerges as one of the linchpins in neo-traditional and non-traditional development initiatives. Yet, despite considerable interest in ethics education in e...

Purpose: In recent years, the rise of cross-sector alliances (CSAs) in education has elicited growing concerns regarding the unrestrained influence of external partners. Against this backdrop, this study aims to explore the ways in which public schools perceive and collaborate with nonsystem actors (NSAs). Research Methods: Using a qualitative desi...

Social support at work is considered useful in treating job-related stress, and supervisors' emotional support has been found to be the most effective source of support at work. But an understanding of what elements make employees use supervisors as a source of emotional support is lacking. The present qualitative study included in-depth interviews...

The purpose of this research is to achieve a deeper understanding of emotional support in principal–teacher relations. The study aims to shed light on the role of principals’ supportive communication strategies in providing emotional support to teachers, and on the proximal affective outcome of such support. The study used quantitative data obtaine...

Purpose This a methodological review of the literature on educational leaders and emotions that includes 49 empirical studies published in peer-reviewed journals between 1992-2012. Design/methodology/approach The work systematically analyzes descriptive information, methods, and designs in these studies, and their development over time. Finding...

Purpose Empirical evidence links transformational school leadership to teachers' autonomous and affective organizational commitment. Little empirical research, however, has focused on the emotional mechanisms behind these relations. Following the argument in the literature that transformational leadership can transform followers' emotions, we exam...

Educational leadership plays a significant role in school success, through its effects on teachers’ emotions, attitudes, and behaviours. However, the knowledge of how school leaders influence teachers’ emotions is very limited. Most existing evidence focuses on general explanations that are not the result of controlled research designs, which is wh...

Research on school principals' behaviours that affect teachers' emotional states is limited. Currently, the focus is primarily on extreme manifestations of mistreatment and emotional abuse; normative daily behaviours, such as emotionally manipulative ones, have yet to be explored. The purpose of the present study is to investigate primary school pr...

The present study aims to examine whether principals’ emotional intelligence (specifically, their ability to recognize emotions in others) makes them more effective transformational leaders, measured by the reframing of teachers’ emotions. The study uses multisource data from principals and their teachers in 69 randomly sampled primary schools. Pri...

Purpose – The purpose of this paper is to identify the epistemological trends in the Israeli Educational Leadership (EL) scholarship between the years 2000 and 2012. Design/methodology/approach – The 51 studies included in this review were detected through a systematic search in online academic databases. Abstracts of studies identified as being r...

The aim of the present article is to review the international evidence about emotional aspects related to educational leaders. The review focuses on empirical studies published in peer-refereed educational journals between 1992 and 2012. First, we address the importance of researching emotions for understanding educational leaders. Next, we present...

This study explores how educational champions—teachers who initiate unsolicited innovation—construct their entrepreneurial endeavors while interacting with principals’ management styles and how that interaction influences the sustainability of teachers’ initiatives. Through semistructured interviews ( N = 71) and analysis anchored in grounded theor...

Purpose Scholars have adopted a multiple ethical paradigms approach in an attempt to better understand the bases upon which everyday ethical dilemmas are resolved by educational leaders. The aim of this study is to examine the ethical considerations in ethical judgments of aspiring principals. Design/methodology/approach To examine the ethical con...

Purpose The purpose of this paper is to investigate the relationship between educational leadership and teacher's motivation. The research described here was anchored in the convergence of two fundamental theories of leadership and motivation: the full range model of leadership and self‐determination theory. The central hypotheses were that transfo...

Considering Cohen, March and Olsen's (1972) "garbage can model," this paper seeks to examine how educational reforms, adopted by Israel from pre-statehood to contemporarily times, have impacted the role of principals and whether these reforms have prepared them to address challenges of the system. Using second-order historical sources, the paper em...

The free-market is commonly presented by its supporters as the best environment for introducing innovations. This paper challenges the universality of this contention by arguing that free-market dynamics cannot provide the appropriate conditions for significant educational changes. By adopting the perspective of systems research, I claim that the d...

Purpose The purpose of this paper is to explore the association between public schools' networks and strategies of entrepreneurship. Design/methodology/approach The Public School Entrepreneurship Inventory (PSEI) and a questionnaire on schools' networks were administered to a stratified, random sample of teachers and principals from 140 Israeli el...

Purpose By exploring the unique networks of parents, this paper attempts to shed light on the assumptions of social capital theory, showing the advantages of combining bonding and bridging social capital for educational entrepreneurship. Design/methodology/approach This paper focuses on a group of Israeli parents who founded a new school. Data col...

The aim of this study is to discover the relationship between different leadership styles and alternative entrepreneurial strategies in the not-for-profit public school system. We develop a conceptual framework for understanding various strategies of corporate entrepreneurship. Accordingly, we hypothesize that transformational leadership can promot...

Entrepreneurship is one of the fundamental strategies of business organizations. However, the unique characteristics of entrepreneurship in education have not been fully examined. This study examines the concept of entrepreneurship in a centralized educational system, presents a tool for measuring educational entrepreneurship, and demonstrates its...