Israeli Students’ Evaluations Regarding Leadership Education in Post-Primary Schools
This article examines the way students attending middle and high schools in Israel evaluate leadership education in their schools and the extent to which it contributes to their leader self-efficacy. Based on 376 questionnaires completed by teenage girls (<i>n</i> = 243) and boys (<i&...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2023-10-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/13/10/1017 |
| _version_ | 1797574033022124032 |
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| author | Shenhav Perets Nitza Davidovitch Eyal Lewin |
| author_facet | Shenhav Perets Nitza Davidovitch Eyal Lewin |
| author_sort | Shenhav Perets |
| collection | DOAJ |
| description | This article examines the way students attending middle and high schools in Israel evaluate leadership education in their schools and the extent to which it contributes to their leader self-efficacy. Based on 376 questionnaires completed by teenage girls (<i>n</i> = 243) and boys (<i>n</i> = 133) who attend middle and high school in the public education system in Israel, it focuses on their perceptions regarding their school as their main leadership development establishment. Using a Likert scale to measure attitudes and perceptions of youth leadership, the questionnaire was used to investigate the following topics: the school’s efforts to impart leadership and encourage leadership and leadership ability, their self-perceptions of leadership ability, and the impact of the school staff on their leadership development. Students expressed discontent with the school’s ability to impart and motivate leadership, and family members and youth organizations are perceived as more influential. Students in middle schools participate more in leadership programs but evaluate the school’s contribution to leadership development less favorably than high school students. Although girls and boys are participating in leadership programs at a similar rate, girls’ leader self-efficacy is relatively low. Implementing leadership education has some deficiencies that require policymakers to make necessary adjustments regarding age and gender. |
| first_indexed | 2024-03-10T21:17:29Z |
| format | Article |
| id | doaj.art-54d35f8e0d0a4171bef11836cd23466c |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-10T21:17:29Z |
| publishDate | 2023-10-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-54d35f8e0d0a4171bef11836cd23466c2023-11-19T16:16:57ZengMDPI AGEducation Sciences2227-71022023-10-011310101710.3390/educsci13101017Israeli Students’ Evaluations Regarding Leadership Education in Post-Primary SchoolsShenhav Perets0Nitza Davidovitch1Eyal Lewin2Department of Education, Ariel University, Ariel 40700, IsraelDepartment of Education, Ariel University, Ariel 40700, IsraelDepartment of Middle East Studies and Political Science, Ariel University, Ariel 40700, IsraelThis article examines the way students attending middle and high schools in Israel evaluate leadership education in their schools and the extent to which it contributes to their leader self-efficacy. Based on 376 questionnaires completed by teenage girls (<i>n</i> = 243) and boys (<i>n</i> = 133) who attend middle and high school in the public education system in Israel, it focuses on their perceptions regarding their school as their main leadership development establishment. Using a Likert scale to measure attitudes and perceptions of youth leadership, the questionnaire was used to investigate the following topics: the school’s efforts to impart leadership and encourage leadership and leadership ability, their self-perceptions of leadership ability, and the impact of the school staff on their leadership development. Students expressed discontent with the school’s ability to impart and motivate leadership, and family members and youth organizations are perceived as more influential. Students in middle schools participate more in leadership programs but evaluate the school’s contribution to leadership development less favorably than high school students. Although girls and boys are participating in leadership programs at a similar rate, girls’ leader self-efficacy is relatively low. Implementing leadership education has some deficiencies that require policymakers to make necessary adjustments regarding age and gender.https://www.mdpi.com/2227-7102/13/10/1017Israeli studentsleadership developmentteenage girlspost-primary schoolleadership programsleader self-efficacy |
| spellingShingle | Shenhav Perets Nitza Davidovitch Eyal Lewin Israeli Students’ Evaluations Regarding Leadership Education in Post-Primary Schools Education Sciences Israeli students leadership development teenage girls post-primary school leadership programs leader self-efficacy |
| title | Israeli Students’ Evaluations Regarding Leadership Education in Post-Primary Schools |
| title_full | Israeli Students’ Evaluations Regarding Leadership Education in Post-Primary Schools |
| title_fullStr | Israeli Students’ Evaluations Regarding Leadership Education in Post-Primary Schools |
| title_full_unstemmed | Israeli Students’ Evaluations Regarding Leadership Education in Post-Primary Schools |
| title_short | Israeli Students’ Evaluations Regarding Leadership Education in Post-Primary Schools |
| title_sort | israeli students evaluations regarding leadership education in post primary schools |
| topic | Israeli students leadership development teenage girls post-primary school leadership programs leader self-efficacy |
| url | https://www.mdpi.com/2227-7102/13/10/1017 |
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