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The purpose of this paper is to discuss the factors that attract (pull) or discourage (push) Palestinian students from Israel (PSI) to study at a Palestinian university, the Arab American University in Jenin (AAUJ), for the first time since the establishment of Israel in 1948.

A qualitative research method using in-depth interviews with 15 PSI who study at AAUJ attempts to define the motivations behind PSI preferring AAUJ, on one hand, and constraints, on the other hand.

The findings of the study show factors that attract PSI to study at the AAUJ and what subjects they choose to study there, the encounter with a similar culture and nationalism in a Palestinian campus in the occupied West Bank; the most significant difficulties and impediments they face there, whether economic or political, are discussed. This paper contributes to an understanding of the new national re-encounter between two Palestinian groups in a university campus, one under Israel’s occupation and the other that has Israeli citizenship.

It is a unique phenomenon in the trends of international students’ mobility in the world.

This study aims to expand the authors’ exploratory qualitative study, describing the characteristics of the flow of Palestinian Arab citizens of Israel (PAI) to Jordanian higher education (HE) institutes as an alternative to HE studies in Israel (Jordanization).

At this stage of the study, 460 PAI studying in six Jordanian universities answered a questionnaire indicating the factors that led them to seek HE in Jordan. Respondents’ comparisons between the Israeli and Jordanian HE systems were analysed.

Results showed that Jordanian HE attracts PAIs for practical reasons: lenient acceptance policy and better chances to graduate, while cultural and linguistic similarities between the PAI and Jordanian societies are less influential. Israel's HE is attractive for financial reasons and employment qualification.

Future research should compare the absorption of these graduates of Jordanian universities in Israel's labour market with the absorption of other graduates from Israeli and foreign universities.

The under‐representative proportion of PAI students in Israeli universities indicates the need for diversified programmes and reforms to bring more PAI students into Israeli campuses. Pre‐academic programmes focusing on acquisition of academic learning skills could assist PAI students during their first academic year and help prevent dropout.

This study provides unique and specific knowledge concerning the topic of indigenous ethnic minorities who migrate to study outside their states.

The purpose of this paper is to examine Arab teachers’ motivations and justifications for choosing a college for postgraduate studies.

During the academic year 2014, the authors administered questionnaires to 150 Arab teachers studying postgraduate courses at a peripheral all-Arab teacher-training college in order to investigate their motivations for engaging in postgraduate studies and their justifications for choosing this college.

Findings indicated that the strongest motivation expressed by the students is intrinsic: desires for self-fulfillment and further education. Aspirations for social mobility also motivate the Arab teachers, while professional development is of less importance. Convenience (proximity to home and employment prospects while studying) determines the justification to choose this college. The reputation of the college was of less importance. Correlation and predictive tests reveal no connection between the level of intrinsic motivations and factors for choosing this college. Extrinsic motivations positively correlate with the justifications of convenience and reputation.

The conclusion is that for the Arab teachers, the possibility to pursue postgraduate studies at a peripheral all-Arab teacher-training college near home answers the needs of those looking for professional development.

The paper contributes to the authors’ understanding of teachers’ choice of a higher education institution for their postgraduate studies and professional developement.

The purpose of this paper is to develop a model in which leadership styles (transformational or transactional leadership) directly and indirectly (through occupation perception) affect teacher performance (in-role performance and organizational citizenship behavior (OCB)).

The research hypothesis holds that the leadership style (transformational or transactional) has a direct and indirect effect on teacher performance (through occupation perception). These hypotheses have been tested on data collected from 630 Arab Israeli teachers.

Teachers’ in-role performance increases as they perceive their principals’ leadership style as more transformational and less transactional. In addition, the results reveal that the effect of transformational principals’ leadership style on OCB is expressed only by indirect effect (through occupational perception).

The results of the study contribute to the understanding of the way leadership style and performance interact in schools, and the importance of teachers’ occupational perception in explaining this relationship. Future research should further investigate the teachers’ occupational perceptions and its effect on their performance as little research has been conducted to date.

The field of educational systems has witnessed an increase in studies of organizational citizenship behavior (OCB) as it contributes to the effectiveness and success of schools and achieving their objectives and goals. The purpose of this paper is to examine the relationships between principals’ leadership style, occupational perceptions and OCB.

The research hypothesis holds that the leadership style (transformational or transactional) have a direct and indirect effect on OCB (through occupation perception). These hypotheses have been tested on data collected from 620 Arab Israeli teachers.

The results reveal that: transformational and transactional leadership have no direct effect on OCB, an indirect effect of occupational perception on the relationship between transformational leadership and OCB, occupational perception did not mediate the effect between transactional leadership and OCB.

The results of the study contribute to the understanding of the way leadership style and OCB interact in schools, and the importance of teachers’ occupational perception in explaining this relationship. Future research should further investigate the teachers’ occupational perceptions and its effect on their performance as little research has been conducted to date.

The purpose of this paper is to investigate the issue of school-based management (SBM) in elementary schools in the Arab education system in Israel, comparing schools experienced in SBM, schools beginning to use SBM and schools that do not use SBM.

A quantitative research used a structured questionnaire to gather responses from 214 teachers from ten Arab schools in Israel, 70 from schools that do not practice SBM, 64 from schools beginning to use SBM and 80 from schools defined as experienced in the use of SBM. The questionnaire included six parts.

Findings indicated that perceived improvements in pedagogy, organizational structure and participation in decision making were strikingly evident in schools with experience of SBM, more than in the two other types of school. Contrastingly, perceived improvements in budget management were more evident in schools beginning to use SBM. It was also found that teachers teaching in schools with experience in SBM reported the highest levels of satisfaction while teachers teaching in schools that do not use SBM reported lowest levels of satisfaction. The most influential dimension of satisfaction was teachers’ participation in decision making.

The paper is original in its context, uniqueness, social and practical contribution.