HOW LEADERSHIP SKILLS OF ARAB WOMEN IN ADMINISTRATIVE POSITIONS AFFECT EMPLOYEE PERFORMANCE AND SERVICE QUALITY IN PUBLIC INSTITUTIONS IN NORTHERN ISRAEL?

Abstrakt

This study examines how leadership skills of Arab women in administrative positions influence employee performance and service quality in public institutions in Northern Israel. Despite increasing global attention to gender equality and women's leadership, Arab women remain significantly underrepresented in senior administrative positions, particularly in culturally complex minority contexts. This gap reflects a complex interplay between social norms, gender stereotypes, and traditional institutional practices that place an unspoken ceiling on women's advancement (Acker, 1990; Eagly & Karau, 2002). Using a qualitative interpretivist design, data were collected through semi-structured interviews with 30 participants (15 female leaders and 15 employees) across education, health, municipal, and social service sectors (Kvale & Brinkmann, 2015; Rubin & Rubin, 2012). Thematic analysis revealed eight themes highlighting emotional intelligence, participative decision-making, relational leadership, gendered evaluation of leadership legitimacy, professional discipline, institutional barriers, employee development, and socio-cultural identity as central factors influencing organizational outcomes (Braun & Clarke, 2006; Saldaña, 2021). Findings indicate that women's leadership is a socially constructed and context-dependent practice shaped by emotional, cultural, and institutional dynamics (Arar, 2019; Saris, 2017). The study contributes to leadership theory by challenging universal models and emphasizing culturally situated leadership practices in minority contexts, providing practical insights for policymakers and institutional leaders seeking to enhance women's leadership effectiveness and organizational performance in culturally diverse settings.