Search results for: Bogler Ronit
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School Autonomy and 21st Century Skills in the Israeli Educational System: Discrepancies Between the Declarative and Operational Levels
The following article analyzes two parallel processes in the Israeli educational system: first, the idea of school autonomy, exploring its origins and its pedagogical implications and effectiveness, and second, the development of the progressive education evident mainly in the cognitive domain of 21st century skills, focusing on fostering “deep knowledge” and children’s thinking skills. The manuscript explores the various “waves” of progressive pedagogies that have taken place in the Israeli school system over the years, describing and analyzing the processes that characterize them.
Updated: Aug. 23, 2016
The Contribution of Perceived Fit Between Job Demands and Abilities to Teachers’ Commitment and Job Satisfaction
The current study aims at exploring the common means that may improve organizational effectiveness by focusing on two main facets of organizational qualities: teacher commitment and job satisfaction. Data were collected from 841 randomly sampled teachers employed in 118 elementary schools in Israel. Multiple regression analyses revealed that the single variable that predicted both types of commitment (organizational and professional) and both types of satisfaction (intrinsic and extrinsic) was teachers’ perceptions of the fit between one’s job demands and abilities. The second most influential predictor was principals’ interaction with the teachers.
Updated: Jul. 31, 2014