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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.

This study examines the social and human capital of successful Arab and Jewish technological entrepreneurs in Israel, and explores how human and social capital differ between technology-based industries.

A quantitative study was conducted using a sample of 1,184 technology-based ventures from two technology-based industries—life science (LS) and information technology (IT)—that were founded by Jewish and Arab entrepreneurs.

The results show that in the LS industry, successful Arab entrepreneurs possess higher human and social capital compared with Jewish entrepreneurs. However, in the IT industry, the Jewish entrepreneurs possess higher human and social capital. These findings reflect the deeper entrepreneurial challenges and opportunities regarding ethnic entrepreneurs' ability to break through technology-based industries. Future research directions are provided.

This study makes two contributions to the theoretical understanding of ethnic entrepreneurship and technology-based ventures. First, this study focuses on the impact of human and social capital on economic growth in the context of technological entrepreneurship in technology-based industries, since the ethnic entrepreneurship literature has mainly focused on traditional industries. Second, this study examines the effect of the founders' ethnicity, and explores how human and social capital factors vary across industries due to their specific contextual characteristics.

The purpose of this paper is to examine the perceptions of parental involvement among 317 teachers in the Arab education system in Israel.

A questionnaire measured teachers’ attitudes regarding parents’ involvement in the school relating to pedagogy, resources, and control.

The findings show that Arab teachers perceive parents’ involvement as related to pedagogy and resources rather than control. In addition, the research results revealed that young teachers in terms of age, and seniority of teaching, and teachers who are not members of the management team demonstrated a stronger perception of the pedagogy and control components than did older and senior teachers and teachers who are members of the management team. However, older and senior teachers and teachers who are members of the management team had a stronger perception that parental involvement related to resources than did young teachers and teachers who are not members of the management team.

Implications and directions for future research are discussed.

The paper contributes to our understandings of the different components that affect parental involvement in developing and minority societies.

The purpose of this article is to explore the difficulties facing entrepreneurs in three groups of women in Israel: immigrant women from the Former Soviet Union (FSU), women belonging to the Palestinian Israeli minority and Jewish Israeli women belonging to the majority population. Relying on the stratification approach, the authors investigate the extent to which labor market, resource and women-specific disadvantages constrain women's entrepreneurship within these three groups.

The target research population consisted of 477 women entrepreneurs who operated businesses between 2009 and 2010. Using systematic sampling, the authors surveyed 148 FSU immigrant women business owners, 150 Jewish Israeli women business owners and 170 Palestinian Israeli women business owners, using a comprehensive questionnaire administered in the entrepreneurs' native language.

The authors found similarities and differences between the three groups as to their ability to handle difficulties deriving from labor market, resource and women-specific disadvantages. Overall, the authors found that Palestinian women entrepreneurs have relatively more difficulties than the other two groups.

Women entrepreneurs' socio-political status within stratified social realities imposes constraints on their economic activities. Further research should investigate policies, which could assist in overcoming these constraints taking into consideration similarities and differences between specific groups.

In addition to shedding light on the impact of socio-political environmental circumstances on women entrepreneurs in a particular country, the authors believe that applying the social stratification approach is especially valuable at the intersection of minority status, gender and entrepreneurship.

The research investigates perceptions of teachers in the Arab education system in Israel concerning the effect of their principal’s leadership and gender on their motivation. Relying on Hofstede’s cultural dimensions as an analytic tool to understand the Arab school, the purpose of this paper is to answer the following research questions: first, how do the teachers perceive the leadership style and gender of their principal and what influence do these perceptions have on their motivation? Second, what are the influences of the different dimensions of culture described by Hofstede on the teachers’ motivation?

To answer these questions, 18 teachers from different schools in the Arab education system (10 female and 8 male) were interviewed.

The research revealed three themes which describe the teachers’ perceptions of their principals’ leadership styles with consideration of the principals’ gender: the principals’ involvement and sharing of school operations and decision making with the teachers; the extent of autonomy given to teachers; and establishment of principal–teacher relationships.

The paper concludes with implications of these leadership styles for teachers’ motivation for work, and suggestions are given to improve Arab principals’ practices and thus to enhance teachers’ motivation.