Innovative Leadership among Arab School Principals within the Green Line and Its Relationship to Job Gratitude among Special Education Teachers

16 22

Authors

  • Shireen Essam Azab Israeli Ministry of Education

DOI:

https://doi.org/10.55549/epess.890

Keywords:

Innovative leadership, Job gratitude, Special education teachers, Green line

Abstract

This study aimed to identify the degree of practising innovative leadership among Arab School Principals within the Green Line and its relationship to job gratitude among Special Education Teachers from the principals' and teachers' point of view. The study sample consisted of 348 principals and teachers selected using the available method. The descriptive correlational approach was used, and a questionnaire was used to collect data. The results showed that the degree of practising innovative leadership among school principals was high, and the results revealed that special education teachers' job gratitude level was high. The results also indicated a strong, statistically significant correlation between the degree of practising innovative leadership among school principals and the level of job gratitude among special education teachers. In light of the results, the researcher recommends that school principals continue practising innovative leadership and directing them towards adopting a common vision in school work that enhances job gratitude among teachers and its continuity.

Downloads

Published

2025-05-05

How to Cite

Azab, S. E. (2025). Innovative Leadership among Arab School Principals within the Green Line and Its Relationship to Job Gratitude among Special Education Teachers. The Eurasia Proceedings of Educational and Social Sciences, 40, 11–16. https://doi.org/10.55549/epess.890

Issue

Vol. 40 (2025)

Section

Articles

License

Copyright (c) 2025 The Eurasia Proceedings of Educational and Social Sciences

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

The articles may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material. All authors are requested to disclose any actual or potential conflict of interest including any financial, personal or other relationships with other people or organizations regarding the submitted work.