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The efforts of researchers in the 21st century have been devoted to developing novel approaches to leave planet earth green for future generations. This study aims to report the synthesis of microcapsules from natural essential peppermint oil and their application to a bleached polyester and cotton (PC) blended fabric.

Microcapsules were prepared by a complex coacervation process and applied through the conventional pad-dry-cure method. The liquid suspension of the microcapsules was examined by optical microscopy to investigate the surface morphology of the microcapsules. Scanning electron microscopy was used to examine the surface morphology of the fabric after the application of the microcapsules. The finished fabric was checked for its mosquito repellent activity at the lab scale using a standard test protocol (cage test) by inserting a human arm and hand enfolded with microcapsules treated fabric.

PC fabric treated with 6% microencapsulated peppermint oil at zero wash showed 95.3% repellency against mosquitoes, and after 30 washes, the repellency was 85.8% which confirmed the durability of the developed finished fabric. The finished samples exhibited excellent air permeabilities and absorbencies.

This study successfully developed peppermint oil microencapsulated fabric with excellent efficacy against three mosquito species.

In order to fill the gap in theoretical and empirical knowledge about the characteristics of principal workload, the purpose of this paper is to explore the components of principal workload as well as its determinants and the coping strategies commonly used by principals to face this personal state.

Semi-structured interviews were conducted with 50 principals, all from the elementary and secondary educational systems of Israel. The analysis followed the principles of qualitative research.

Four subjectively held constructs of principal workload, main sources of this workload, and the key strategies used by principals to face this workload were found in this study.

It is recommended to strengthen school autonomy, increase the number of positions of middle management, prepare future principals for the heavy workload, and encourage supportive superiors who are sensitive to this issue.

This study fills the gap in theoretical knowledge concerning principal workload, assuming that the particular characteristics of the school organization have some unique impact on this personal state. It also enables us to identify the types of this personal state occurring in educational organizations from the subjective perspectives of school members and stakeholders, thereby broadening the understanding of employee workload in various settings, including educational arenas.

This paper explores the subjective interpretations of school principals' experiences of loneliness in the workplace and the implications of those experiences. The study poses two questions: (1) How do school principals perceive that their experience of loneliness affects their emotional well-being? (2) How do school principals perceive that the experience of loneliness influences their performance at work?

Semi-structured interviews were conducted with 22 elementary and secondary school principals in Israel. A qualitative research methodology was employed to collect and analyze the data.

Data analysis resulted in four overarching themes, which captured the subjective consequences of principals' experiences of loneliness at work: a negative effect on work performance, emotional distress, physical health consequences and a positive perspective on loneliness.

Expanding upon the current knowledge regarding principals' perceived outcomes of loneliness may help to deepen our understanding of principals' emotional experiences and functioning at work. This examination is of great value as previous research has demonstrated the central role of principals on school success.

The purpose of the current study was to explore the feeling of disappointment among teachers, their subjective definition of this feeling, the sources of their disappointment and its consequences.

Semi-structured interviews were conducted with 14 Israeli teachers.

From an analysis of the teachers' accounts it was clear that teachers attribute great importance to the feeling of disappointment and consider it to be an inherent part of their work in school. Furthermore, their accounts provide insight into the importance of two main factors – the teachers' role partners and the educational system. These factors are perceived by the interviewees to have much influence on teachers' sense of disappointment, which ultimately leads to implications for daily life in school and for the teachers themselves.

The uniqueness of this study is reflected in both its theoretical and practical aspects. First, the aim of this study is to deepen the concept of disappointment within the educational context. Second, the importance of this study is in presenting the feeling of disappointment from an unexplored venue – the teachers' subjective perspective. Addressing these aspects may increase our understanding of emotions in education, in general, and help focus the discussion on teacher disappointment, in particular.

This study aims to empirically investigate the relationship between different global software development (GSD) challenges (management, process, social, technical and environmental challenges) and software project success. Further, the study examines the moderating role of total quality management (TQM) between the relationship of GSD challenges and success of software projects.

Using two field studies, the authors collected data form software developers working in globally distributed teams. In study 1 (n = 194), relationship of different dimensions of GSD challenges (management, process, social, technical and environmental challenges) and project success was examined. In study 2 (n = 138), moderating role of TQM was examined on the relationship of GSD challenges and project success.

The results of study 1 indicate that there is a negative relationship between all dimensions of GSD challenges and project success. Findings of study 2 confirmed that TQM practices moderate the negative relationship between GSD challenges and project success.

The findings of the study provide guidelines to the project managers of software industry to mitigate GSD challenges using TQM practices.

Study adds in the literature of TQM, GSD challenges and project success by (1) empirically investigating the relationship between different GSD challenges and software project success and (2) by examining the moderating role of TQM practices on relationship of GSD challenges and project success in global software development industry.

The aim of the current study was to explore emotional closeness and emotional distance between Arab teachers who teach in the Jewish State Educational System and their Jewish counterparts in the school.

The research used semi-structured interviews with 16 Arab and Jewish teachers in Israel.

The authors identified patterns of emotional closeness and emotional distance among Arab and Jewish teachers, perception gaps among Jewish and Arab teachers and the factors affecting emotional closeness/distance among them. Empirical and practical implications are suggested.

The study sheds light on the emotional aspects of multicultural educational teams and workplaces and increases our understanding of the complexity of teacher emotion in multi-ethnic and multi-religious staffrooms.

It is widely accepted that educational leaders and teachers need to manage and regulate their emotions continually, mainly because schooling and teaching processes expose many emotions. Thus, the purpose of this paper is to trace the ways Israeli assistant principals, both Arab and Jewish, manage their emotions at work.

Based on semi-structured interviews with 15 assistant principals, it was found that they are required to manage their emotions in accordance with entrenched emotion rules in the culture and society.

Most of the Jewish female APs tend to display warmth and empathy toward teachers in order to better understand their personal needs and professional performances. In contrast, Arab APs suppressed or fabricated emotional expression in their discourse with teachers and parents, in order to maintain a professional façade and retain the internal cohesion of the school. Both groups of APs believed their emotion regulation results in higher level of harmony in the school. Empirical and practical suggestions are put forward.

The paper is original and contributes to the theoretical and practical knowledge.

The purpose of this paper is to explore teachers’ responses to the arrival of new principals (NPs) into their school. More specifically, the paper poses three questions: How do teachers perceive the arrival of an NP into their school? How do teachers cope with the arrival of an NP? What are the factors affecting teachers’ responses towards the arrival of an NP?

Semi-structured interviews were conducted with 14 Israeli teachers who experienced the arrival of an NP into their school during the last three years.

The perceived image of the former principal in the teachers’ lounge and the manner in which s/he left principalship seem to greatly influence teachers’ responses towards the NP. Likewise, the first personal conversations of the NP with the teachers are highly influential on their responses to his/her arrival into their school.

The paper sheds light on the critical role of emotions towards the former principal in the induction stages of NPs.

The purpose of this paper is to investigate ethical leadership in the context of the Arab educational system in Israel. It questions the relations of ethical leadership dimensions with decision making as well as background characteristics of the educational leaders.

Arab educational leaders (n=150) from diverse Arab schools responded to valid research tool of 40 items constructed of six subscales: three ethical leadership dimensions (critique, justice and care) and three leadership work aspects (ethical sensitivity, climate and decision making). Averages were calculated for each subscale.

Significant relations were found among ethical leadership dimensions and decision making, the leaders’ school type and their seniority.

This study is based on research in diverse countries, using a common conceptual frame. Its limitation is the sample’s narrow scope.

The study results may inform the developing ethical qualities in educational leadership.

The authors recommend widening the scope of the sample examined to further clarify the concept of ethical leadership and its implications to the practice of educational leadership.