THE IMPACT OF PRINCIPALS’ PARTICIPATORY DECISION-MAKING ON TEACHER PROFESSIONAL DEVELOPMENT IN ARAB ELEMENTARY SCHOOLS IN ISRAEL

Resumé

Educational leadership has undergone a shift from hierarchical administrative approaches toward collaborative models that recognize teachers as active contributors to school improvement. In this context, participatory decision-making has emerged as a significant leadership practice linked to enhancing teacher empowerment, boosting motivation, and increasing professional engagement. Despite growing international evidence, qualitative research examining the impact of participatory leadership on teacher professional development in Arab primary schools in Israel- an environment where educational processes are shaped by distinct cultural, organizational, and social characteristics- remains limited. This study aimed to examine the impact of participatory decision-making practices by school principals on the professional development of teachers in Arab elementary schools in Israel, and to explore the mechanisms through which leadership practices influence teachers' professional experiences and growth. The study employed a qualitative, interpretive research design based on the phenomenological approach; data were collected through semi-structured interviews with thirty-nine participants-comprising seven principals and thirty-two teachers- from Arab elementary schools in northern Israel. The thematic analysis identified five interconnected themes: leadership styles and teacher engagement levels, empowerment and school affiliation, motivation and structural barriers, commitment and collaborative school culture, and the broad constraints imposed by cultural norms and institutional hierarchy. The results indicate that, although participatory leadership significantly enhances teachers' intrinsic motivation and empowerment, its implementation is often hindered by superficial administrative practices and centralized structural pressures. The study concludes by offering practical recommendations for establishing genuine collaborative structures within educational contexts serving minority groups.