PERCEPTIONS OF ARAB FEMALE STUDENTS IN EARLY CHILDHOOD EDUCATION REGARDING THE ROLE OF EDUCATIONAL LEADERSHIP IN BUILDING A CULTURE OF PROJECT-BASED LEARNING AND STRENGTHENING PARENTAL PARTNERSHIP TO ENHANCE CHILDREN'S MOTIVATION FOR ACQUIRING SKILLS AND VALUES

Hanadi Said

Abstract


This qualitative phenomenological study explores the perceptions of twenty Arab female students specializing in early childhood education regarding the role of school principals as pedagogical leaders in building a culture of project-based learning (PBL), strengthening parental partnerships, and enhancing children's motivation for acquiring skills and values within the Israeli educational context. The study adopts the "Leadership-Practice-Mobilization Cube" (L-P-M) model, comprising three interconnected dimensions: Leadership (L) with its transformational, instructional, and contextual aspects; Practice (P) represented by project-based learning; and Mobilization (M) grounded in building community partnerships and resource mobilization. Semi-structured interviews revealed that effective educational leadership is perceived as a multidimensional construct, and that principals who demonstrate pedagogical presence, emotional intelligence, and the ability to mobilize community resources are most influential in building a culture of inquiry-based learning. The study highlights the pivotal role of project-based learning in translating leadership vision into classroom practice, while community mobilization emerged as a mechanism for strengthening partnerships and providing necessary resources. Within the complex context of Arab education in Israel, principals face dual accountability pressures yet exercise contextual leadership by navigating between centralized bureaucratic requirements and local community needs. Key challenges identified include resource constraints, class overcrowding, cultural resistance to pedagogical innovation, and limited autonomy. Nevertheless, participants emphasized that effective community mobilization and engineered success situations can transform constraints into opportunities for innovation. The proposed model offers a practical framework for achieving institutional excellence through the integration of effective leadership, innovative pedagogical practices, and sustainable community mobilization.

Keywords


educational leadership, early childhood education, project-based learning, parental partnership, community mobilization, children's motivation, Self-Determination Theory, Arab education in Israel, institutional excellence

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i7.6858

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