New Article: Arar et al, Academic Choices and Motivation: Diverse Groups in Israel

Arar, Khalid, Ruth Abramovitz, Hanna Bar-Yishay, and Neta Notzer. “Academic Choices and Motivation: Diverse Groups in Israel.” Journal of Further and Higher Education (early view; online first).

 

URL: http://dx.doi.org/10.1080/0309877X.2016.1159291

 
Abstract

Israel is a multi-cultural society with a Jewish majority and a large Arab minority. This study aims to examine whether Israeli Arab and Jewish students have different motivations and consider different factors when choosing a college for postgraduate studies. A case study, during the academic year 2010–11 administered questionnaires to 290 Jewish and Arab postgraduate students in a private academic college in order to investigate students’ motivations for postgraduate studies and choice of college. Findings indicated that the strongest motivation expressed by all the students is a desire for self-fulfilment. Motivation for social mobility and to help to empower their society is more important for Arab students. Convenience considerations (proximity to home, flexible entrance standards and employment prospects while studying) determined college choice for Jews and Arabs more than college reputation and teaching quality. Yet Arab students attach more importance than Jewish students to the college’s quality. It is concluded that postgraduate programmes should be more sensitive to diverse students’ needs.

 

 

New Article: Arar & Massry-Herzllah , Motivation to Teach: The Case of Arab Teachers in Israel

Arar, Khalid Husny, and Asmahan Massry-Herzllah. “Motivation to Teach: The Case of Arab Teachers in Israel.” Educational Studies (early view; online first).

 

URL: http://dx.doi.org/10.1080/03055698.2015.1127136

 

Extract

This paper describes an attempt to identify factors influencing teachers’ motivation in the Arab education system. In-depth interviews with 10 school principals, 15 teachers and 3 counsellors, yielded three themes influencing Arab teachers’ motivation: (1) Arab culture, (2) the school climate and (3) government policies. Arab teachers try to meet both government requirements and the minority Arab society’s expectations that they will shape students’ academic achievements, national identity and culture. Deficient resources and Arab principals’ detached management styles augment the difficulty, negatively influencing teachers’ motivation. Suggestions are given to improve government policies and Arab principals’ work and thus to enhance teachers’ motivation.

 

 

 

New Article: Taub, Educational Reform Affecting Teachers’ Motivation

Taub, Ronit. “A New Educational Reform in Israeli High Schools Affecting Teachers’ Motivation and Perception of the Teaching Profession.” Procedia – Social and Behavioral Sciences 209.3 (2015): 503-508.

 

URL: http://dx.doi.org/10.1016/j.sbspro.2015.11.279

 

Extract

In 2011, a new educational reform was introduced in Israel, known as “Oz Le’Tmura”. The research sought to examine how the reform has influenced motivation to teach and teachers’ perceptions of the teaching profession. It was found out that the reform improves the quality of teaching, teachers’ professionalism, perception of the teaching profession and teachers’ status as they see it. This reform has redefined the factors that shape the perception of the teaching profession and motivation to teach on three levels and has improved the teachers’ work conditions and wages by introducing educational strategic processes in the education system.