TITLE:
The Relations between Management Style, Work Motivation and Feeling of Stress among the Arab School Community
AUTHORS:
Zaher Accariya, Mahmood Khalil
KEYWORDS:
Teacher’s Motivation, The Leadership Style of the Manager of the School, The School Climate
JOURNAL NAME:
Creative Education,
Vol.7 No.14,
August
31,
2016
ABSTRACT: The current research is based on the examination of the relationship between the level of the teacher’s motivation, and between the leadership of the manager and the educational climate, and because of the scientific importance attributed to the term of motivation and its impact on the quality of the work. In the current research, we examine a part of the factors that could affect the level of the teacher’s motivation. Therefore, the goal of this research is to enrich the existing knowledge in the field of motivating teachers by proposing and testing a theoretical model, in order to explain the difference in the motivations through interaction between personal variables for leadership of the manager and the environment (school climate), and the research group that has been tested, and consists of Arab teachers in Israel. The question that led to this study is: to what extent the level of motivation can be explained through leadership, school climate and work stress? The main hypothesis of this study is a positive relationship between the level of the teacher’s motivation, the manager leadership, and the school climate. In addition this research claims that work stress is the mediator variable which supports the previous relationship. The research was conducted in the framework of a survey, which included 200 teachers of teachers among Arabs in Israel, so that the method of selection of the participants in the survey was random. The main conclusion of this study is that the most influential factor on the motivation of teachers is the principal’s leadership. Apparently, the great majority of the population of teachers in the Arab sector in Israel is influenced primarily by their direct manager, rather than from the work environment. In other words, Israeli Arab teachers prefer to receive positive feedback and strengthening through the continuance of their work, from their immediate manager, and they don’t necessarily rely and get stronger from a cooperative atmosphere.