Prof. Orly Shapira-Lishchinsky is the head of the Institute for Social Integration at Bar-Ilan University, Israel. Her research focuses on the relationships between perceptions of organizational ethics and teachers’ retention and their withdrawal behaviors, such as tardiness, absences, turnover, and attrition. Her work explores the development of ethical codes in international educational systems through leadership strategies and team simulations. Her recent studies compare different educational systems in the world.

Professor Shapira-Lishchinksy’s research has been published in leading international academic journals focusing on educational leadership and administration. Her research has been funded by different foundations, including the Marie Sklodowska-Curie (European grant) and the Israeli Ministry of Education, and she has lectured at prestigious international conferences. Professor Shapira-Lishchinksy also serves as an expert for research services for the MSCA-IF evaluator (European Commission).

Professor Shapira-Lishchinksy was a visiting scholar at different universities out of Israel (i.e., Harvard University, Michigan State University), and she was a research scholar at the State University of New York, in Albany, New York .

EDUCATION

Year	Degree	Institution
1990-1994	B.Sc. Science in Education (Chemistry)	Technion, Israel
1996-2000	M.A Educational administration, curriculum, and mentoring	University of Haifa, Israel
2002-2006	Ph.D. Educational administration and leadership	University of Haifa, Israel
THESIS (M.A):	The effect of mentoring style and team culture on mentoring effectiveness of science and technology teachers in ORT junior high schools
DISSERTATION (Ph.D.):	Organizational ethics as predictors of teachers' withdrawal behaviors: Absence, lateness, and tendency to leave
SUPERVISOR (M.A, Ph.D.):	Professor Zehava Rosenblatt, University of Haifa, Israel

ACADEMIC AFFILATIONS/APPOINTMENTS

Year	Appointment	(Work Percentage)
1994-2000	Chemistry teacher in high school and science mentor, ORT network	100%
2000-2003	Head of science and technology project, R & D, ORT Israel	100%
2007	Instructor, Department of Educational Leadership, Administration & Policy, School of Education, Bar-Ilan University	100%
2009	Lecturer, Department of Educational Leadership, Administration & Policy, School of Education, Bar-Ilan University	100%
August 2010	Visiting Scholar, Fordham University, N.Y, at the Graduate Program, Applied Developmental Psychology Department
2011-2015	Senior Lecturer – Tenure, Department of Educational Leadership, Administration & Policy, School of Education, Bar-Ilan University	100%
August-September 2012	Visiting Scholar, University at Albany, State University of New York, Albany, NY, Department of Educational Administration and Policy Studies.
July 2015	Visiting Scholar, University of Missouri-Columbia, Department of Educational Leadership and Policy and Technology Studies.
August 2015	Visiting Scholar, The University of Alabama, Department of Educational Leadership, Policy
Oct 2015-Jau 2021	Associate professor– Tenure, Department of Educational Leadership, Administration & Policy, School of Education, Bar-Ilan University	100%
September 2016- August 2017	Research Scholar, University at Albany, State University of New York, Albany, NY, Department of Educational Administration and Policy Studies.
October 2019-2022	Expert MSCA-IF evaluator (European Commission)
October 2019-present	Expert in External Evaluation Committee of Academic Gordon College, Israel
Feb 2021- present	Full professor– Tenure	100%
Oct 2020-July 2023	Head, Department of Educational Leadership, Administration & Policy, Faculty of Education, Bar-Ilan University
2021- present	Head, The Institute for Social Integration, Bar-Ilan University
Octo 2022-present	Expert in External Evaluation Committees in Israeli Higher Educational systems
June 2022	Member, Selection Committee for faculty staff in the area of Educational Leadership, the Open University of Cyprus
August 2023	Visiting Scholar, Harvard Graduate School of Education, Cambridge, MA

Keynote Speaker, Invited Symposiums and Seminars

Shapira-Lishchinsky, O. (2005). Organizational ethics as predictors of work absence and lateness: Gender differences. Symposium at SIOP - Society for Industrial and Organizational Psychology, April, Los Angeles.
Shapira-Lishchinsky, O. (2011). Authentic leadership as a predictor of teachers' withdrawal behaviors. September, Victoria, British Columbia, Canada.
Shapira-Lishchinsky, O. (2017). Comparative studies in Educational leadership. Department of Educational Administration, Leadership and Policy, University at Albany, State University of New York.
Shapira-Lishchinsky, O. (2018). Team-based Simulations for Educational Leaders, Educational Leadership Department, Open University of Cyprus, Erasmus + programme.
Shapira-Lishchinsky, O. (April, 2019). Unlocking the Mechanism of Long-Term Learning: A Study of Simulations- based Social-Ethical Context among Mid-Level School Leaders. Dept. of Teacher Education, College of Education, Michigan State University.

Invited Lectures

Shapira-Lishchinsky, O. (July, 2015). Comparative study: The ethical aspect of TIMMS data, Department of Educational Leadership and Policy Analysis, University of Missouri-Columbia.
Shapira-Lishchinsky, O. (July, 2015). Ethical reasoning among teachers. Department of Educational Leadership, The University of Alabama.
Shapira-Lishchinsky, O. (October, 2015). Israeli principals' leadership styles, Department of Educational Leadership, Loyola University Maryland, School of Education
Shapira-Lishchinsky, O. (May, 2018). The hidden meaning of TIMSS: Principals' perceptions, Open University of Cyprus.
Shapira-Lishchinsky, O. (Feb, 2023). Leadership in Israeli educational systems. University of Teacher Education of Switzerland Zug (PHZG).
Shapira-Lishchinsky, O. (January, 2024). How to Retain High-Quality Teachers? International Ethical Perspectives on Teacher Professional Growth. The Open University of Cyprus.

Awards

Year	Topic	Funded by	Amount
2008	A time framework for the relations of lateness and absence to organizational ethics	Best Paper Proceedings: Academy of Management
2009	Organizational ethics as predictors of teachers' lateness, absence and tendency to leave	The winner of the 2009 Emerald/EFMD Outstanding Doctoral Research Award in the Education and Leadership Strategy category	1500 €
2011	Developing ethical guidelines among USA and Israeli teachers: Team-based Learning	The Lookstein Center Grant, Bar-Ilan University	$5000
2012	Psychological empowerment as a mediator between authentic leadership and teachers' withdrawal and citizenship behaviors	Rector's Grant, Bar-Ilan University	$5000
2014-2015	The ethical aspects of human resource management in education	Schnitzer Foundation	$3,000
2015	School principal leadership as perceived by teachers in Israel and the United States	Vice President for Research Foundation	$7,600
2016	HR in educational systems	Prize of Goldberg foundation, KKL organization	$1,500
2017	Exploring code of ethics for educators: An international aspect	Vice President for Research Foundation	$1,000
2018	International Aspects of Organizational Ethics in Educational Systems	Schnitzer Foundation	$2,000
2018	Higher Education Student and Staff Mobility (Open University of Cyprus)	Erasmus+ Programme	1020 €
2022	Higher Education Student and Staff Mobility (Kent University, UK)	Erasmus+ Programme	1020 €
2023	Higher Education Student and Staff Mobility (Open University of Cyprus)	Erasmus+ Programme	980 €

Publications

BOOKS

Shapira-Lishchinsky, O. (2017). Organizational Ethics in Human Resources Management in Israel’s Educational System. Padres publication, Haifa (Hebrew).
Shapira-Lishchinsky, O. (2018). International Aspects of Organizational Ethics in Educational Systems. Emerald publication, Howard House, UK.
Shapira-Lishchinsky, O. (2023). The Power of Team-Based Simulations in Educational Systems: Toward Mid-Leaders' Mentoring in Periods of Routine and Crises. Emerald publication, Howard House, UK.

CHAPTERS IN BOOKS

Rosenblatt, Z. & Shapira-Lishchinsky, O. (2010). A Re-examination of the withdrawal syndrome vis-à-vis organizational ethics in schools (2010). In: R.J. Burke, E.C. Tomlinson, & C.L. Cooper (Eds.). Crime and corruption in organizations: Why it occurs and what to do about it (pp.187-211). Farnham: Gower Publishing, UK.
Shapira-Lishchinsky, O. (2020). A Cross-national Perspective: An Ethical School Culture among Educational Stakeholders. In R. Papa (Ed.), [Oxford] Encyclopedia of Educational Administration. New York, New York: Oxford University Press.
Shapira-Lishchinsky, O. (2021). Examination of the relationships between Successful School Acculturation Leadership, Social Ecological Model, and Social Justice. In Z. Gross (Ed.). Immigrants and Comparative Education. Boston, MA: Brill publication.
Dvidoff, I*., & Shapira-Lishchinsky, O. (Forthcoming, 2021). Team-Based Simulations in Cases of Bullying in School: Ethical Learning for Teacher-Trainees. Encyclopedia of Education and Information Technology. Switzerland: Springer.
Shapira-Lishchinsky, O. (2021). The challenge of inequity in educational system under the Coronavirus pandemic and other crises: Toward a new model of teacher mentoring. In Glantz J. ((Ed.). Crisis and Pandemic Leadership. London, UK: Rowman & Littlefield.

ARTICLES IN REFEREED JOURNALS

Shapira-Lishchinsky, O. (2007). Israeli teachers' perceptions of lateness: A gender comparison. Sex Roles, 57, 3/4, 187-199. (IF= 4.154, Q1)
Shapira-Lishchinsky, O. & Rosenblatt, Z. (2009). Perceptions of organizational ethics as predictors of work absence: A test of alternative absence measures. Journal of Business Ethics, 88 (4), 717-734. (IF= 6.430, Q1)
Shapira-Lishchinsky, O. (2009). Israeli teachers’ perceptions of mentoring effectiveness. International Journal of Educational Management, 23(5), 390-403. (SJR=0.46, Q2)
Shapira-Lishchinsky, O. & Rosenblatt, Z. (2009). Organizational ethics and teachers' intent to leave: An integrative approach. Educational Administration Quarterly, 45(5), 725-758. (IF= 4.12, Q1)
Shapira-Lishchinsky, O. (2009). Ethical Dilemmas: The Experiences of Israeli Nurses. Qualitative Health Research, 19 (11), 1602-1611. (IF=3.277, Q1)
Shapira-Lishchinsky, O. (2009). Towards professionalism: Ethical perspectives of Israeli teachers. European Journal of Teacher Education, 32(4), 473-487. (IF=2.659, Q1)
Shapira-Lishchinsky, O. & Orland-Barak, L. (2009). Ethical dilemmas in teaching: The Israeli case. Education and Society, 27 (3), 27-45.
Shapira-Lishchinsky, O. (2009). Israeli male versus female teachers' intent to leave work. Gender in Management-An international Journal, 24 (7), 543-559. (IF=2.43, Q1)
Shapira-Lishchinsky, O. & Rosenblatt, Z. (2010). School ethical climate and teachers' voluntary absence. Journal of Educational Administration, 48 (2), 164-181. (SJR=1.01, Q1).
Shapira-Lishchinsky, O. & Aziel, V. (2010). Team culture perceptions, commitment, and effectiveness: Teamwork effects. Educational Practice and Theory, 32 (2), 33-56.
Rosenblatt, Z., Shapira-Lishchinsky, O. & Shirom, A. (2010). Absenteeism in Israeli schoolteachers: An organizational ethics perspective. Human Resource Management Review, 20, 247-259. (IF=6.861, Q1).
Shapira-Lishchinsky, O. (2010). Ethical dilemmas in teaching and nursing: The Israeli case, Oxford Review of Education, 36 (6), 731-748. (IF=2.055, Q1).
Shapira-Lishchinsky, O. (2011). Teachers' critical incidents: Ethical dilemmas in teaching practice, Teaching and Teacher Education, 27, 648-656. (IF=3.706, Q1).
Shapira-Lishchinsky, O. & Even-Zohar, S. (2011).Withdrawal behaviors syndrome: An ethical perspective, Journal of Business Ethics, 103(3), 429-451. (IF= 6.430, Q1)
Shapira-Lishchinsky, O. (2012). Developing ethical knowledge in the spirit of Judaism, Religious Education, 107 (1), 73-90. (SJR=0.19, Q1).
Shapira-Lishchinsky, O. (2012) Teachers' withdrawal behaviors: Integrating theory and findings. Journal of Educational Administration, 50 (3), 307 - 326. (SJR=1.01, Q1).
Shapira-Lishchinsky, O. (2012). Mentors' ethical perceptions: Implications for practice, Journal of Educational Administration, 50 (4), 437-462. (SJR=1.01, Q1).
Shapira-Lishchinsky, O. (2013). Team-based simulations: Learning ethical conduct in teacher trainee programs, Teaching and Teacher Education, 33, 1-12. (IF=3.706, Q1).
Shapira-Lishchinsky, O. & Ishan, G*. (2013). Teachers’ acceptance of absenteeism: Towards developing a specific scale, Journal of Educational Administration, 51(5), 594-617. (SJR=1.01, Q1).
Shapira-Lishchinsky, O. (2013). An ethical approach to teachers' dysfunctional Behaviors: Voluntary lateness and voluntary absence, Educational Practice and Theory, 35 (2), 63-84.
Shapira-Lishchinsky, O. (2014). Simulations in nursing practice: Toward authentic leadership, Journal of Nursing Management, 22, 60-69. (IF=3.325, Q1).
Shapira-Lishchinsky, O. (2014). Toward developing authentic leadership: Team-Based Simulations, Journal of School Leadership, 24 (5), 979-1013.
Shapira-Lishchinsky, O. (2015). Simulation-based constructivist approach for education leaders, Educational Management Administration & Leadership, 43(6), 972-988. (IF=4.092, Q1).
Shapira-Lishchinsky, O. & Tsemah, S*. (2014). Psychological empowerment as a mediator between the teachers' perceptions of authentic leadership and their withdrawal and citizenship behaviors, Educational Administration Quarterly, 50(4), 672-712. (IF= 4.12, Q1)
Shapira-Lishchinsky, O. (2014).Teacher Training Programs: Toward implementing a Naturalist Approach, Curriculum and Teaching, 29 (2), 25-41.
Shapira-Lishchinsky, O. (2014). The naturalist approach among future educational leaders: an Israeli case study, International Journal of Leadership in Education. DOI: 10.1080/13603124.2014.986209 (SJR=0.47, Q2).
Shapira-Lishchinsky, O. & Levy-Gazenfrantz, T*. (2015). Authentic leadership strategies in support of mentoring processes. School Leadership & Management, 1-19. (SJR=1.44, Q1).
Shapira-Lishchinsky, O. & Gilat, I. Z. (2015). Official Policies' and 'Teachers' Tendency to Act': Exploring the Discrepancies in Teachers' Perceptions. Education Policy Analysis Archives, 23 (82), 1-20. (IF= 0.947, Q1)
Shapira-Lishchinsky, O. & Levy- Gazenfrantz*, T. (2015). The multifaceted nature of mentors' authentic leadership and mentees’ emotional intelligence: A critical perspective. Educational Management Administration & Leadership, 1-15. (IF=4.092, Q1).
Shapira-Lishchinsky, O. Glanz, J. & Shaer*, A. (2016). Team-based Simulations: Towards developing ethical guidelines among USA and Israeli teachers in Jewish schools, Religious Education, 1-20. (SJR=0.19, Q1).
Tsemah, S.* & Shapira-Lishchinsky, O. (In press). The relationship between authentic leadership, psychological empowerment and teachers' withdrawal behaviors, Megamot, 121-156 (Hebrew).
Levy-Gazenfrantz, T. * & Shapira-Lishchinsky, O. (In press). Teachers perceptions: Authentic leadership, I’yunim Be’minhal Uve’irgun Ha’chinuch (Studies in Educational Administration and Organization), 223-258 (Hebrew).
Litchka, P.R. & Shapira-Lishchinsky (2016). Planning educational policy: Teacher perceptions of school principal transformational leadership in Israel and the US. Educational Planning, 23(2), 45-58.
Shapira-Lishchinsky, O. (2016). From ethical reasoning to teacher education for social justice, Teaching and Teacher Education, 60, 245-255. (IF=3.706, Q1)
Shapira-Lishchinsky, O., & Raftar-Ozery*, T. (2018). Leadership, absenteeism acceptance, and ethical climate as predictors of teachers’ absence and citizenship behaviors. Educational Management Administration & Leadership, 46(3), 491-510.‏ IF=4.092, Q1).
Klein, J. & Shapira-Lishchinsky, O. (2016). Intergenerational sharing of knowledge as means of deepening the organizational learning culture in schools. School leadership & Management, 36(2), 133-150. (SJR=1.44, Q1).
Rosenblatt Z. & Shapira-Lishchinsky, O. (2017).Temporal Withdrawal Behaviors in an Educational Policy Context. International Journal of Educational Management, 31(7), 895-907.‏ (SJR=0.46, Q2)
Shapira-Lishchinsky, O. & Benoliel, P. (2019). Nurses’ psychological empowerment: An integrative approach, Journal of Nursing Management. DOI: 10.1111/jonm.12726 (IF=3.325, Q1).
Shapira-Lishchinsky, O., & Ben-Amram, M*. (2018). Exploring the social ecological model based on national student achievements: extracting educational leaders’ role. International Journal of Leadership in Education, 21(3), 380-398‏. (SJR=0.47, Q2).
Shapira-Lishchinsky, O., & Litchka, P. R. (2018). The relationship between teachers’ perceptions of transformational leadership practices and the social ecological model: Universal vs national culture. International Journal of Educational Management, 32(6), 1118-1134.‏ (SJR=0.46, Q2)
Shapira-Lishchinsky, O. (2019). The implicit meaning of TIMSS: Exploring ethics in teachers’ practice, Teaching and Teacher Education. (IF=3.706, Q1).
Shapira-Lishchinsky, O. & Zavelevsky, E* (2019). Multiple Appearances of Parental Interactions and Math achievement on TIMSS International Assessment. International Journal of Science and Mathematics Education. DOI: 10.1007/s10763-018-09949-w, 1-17. (IF=2.073, Q1).
Shapira-Lishchinsky, O. (2019). The relationship between principals' perceptions of school practices and students' achievements: The implicit ethical meaning of the TIMSS. Educational Management Administration & Leadership, Article ID: 836680. (IF=4.092, Q1).
Iftach, G*., & Shapira-Lishchinsky, O. (2019). Principals’ perceptions of school identity: Logo, vision and practice. International Journal of Educational Management. (SJR=0.46, Q2).
Zavelevsky, E*. & Shapira-Lishchinsky, O. (2018). Testing the relationship between perceptions of parental involvement and academic achievements in Israel through international assessment tests (TIMSS). Dapim, 79-109 (Hebrew).
Iftach, G*., & Shapira-Lishchinsky, O. (2019). School practice and vision. The Study of Organizations and Human Resource Management Quarterly (Hebrew).
Shapira-Lishchinsky, O. (2019). Toward lifelong learning: A cross-national analysis of codes of ethics for educators. Curriculum & Teaching.
Shapira-Lishchinsky, O. & Levy- Gazenfrantz*, T. (2019). Exploring predictors of citizenship behavior and misbehavior among Ministry of Education leaders: Toward integrative approach. Journal of Educational Administration. (SJR=1.01, Q1).
Tal-Alon, N*. & Shapira-Lishchinsky, O. (2019). Ethical dilemmas among teachers with disabilities: A multifaceted approach. Teaching and Teacher Education. (IF=3.706, Q1).
Davidoff, Y., & Shapira-Lishchinsky, O. (2019). Team-based simulations among teacher trainees: Ethical dilemmas and psychological empowerment in cases of school bullying. International Journal of Technology and Inclusive Education (IJTIE), Volume 8, Issue 2, ISSN 2047-0533. (IF=7.858 , Q1).
Levy- Gazenfrantz, T.* & Shapira-Lishchinsky, O. (2019). The mechanism of organizational citizenship behavior and misbehavior. The Study of Organizations and Human Resource Management Quarterly, 4 (2), 73-89 (Hebrew).
Zavelevsky, E* & Shapira-Lishchinsky, O. (2019). An ecological perspective of

teacher retention: An emergent model. Teaching and Teacher Education. (IF=3.706,

Q1).

Shapira-Lishchinsky, O., & Ben-Amram, M*. (2020). Developing a code of ethics amongst social workers in supported employment: Exploring the socio-ecological model. The British Journal of Social Work, 50 (4). (IF=1.884, Q1).
Davidoff, Y., & Shapira-Lishchinsky, O. (2019). Psychological empowerment in scenarios of school bullying: Role playing simulations. Dapim (Hebrew).
Shapira-Lishchinsky, O. (2020). A Multi-national Study of Teachers' Codes of Ethics: Attitudes of Educational Leaders. NASSP Bulletin, 104 (1), 5-19. (SJR=0.35, Q3).
Ben-Amram, M* & Shapira-Lishchinsky, O. &. (2020). Mentoring strategies and their impact on social workers' attitudes. The Journal of Social Work, 21, 374-393. (IF=1.82, Q1).
Tal-Alon, N*. & Shapira-Lishchinsky, O. (2020). Employing teachers with disabilities: A multi-faced prism of school principals' ethical dilemmas. Educational Management Administration & Leadership, 49 (4). (IF=4.092, Q1).
Shapira-Lishchinsky, O. (2020). Proposing a new model for long-term learning among mid-level school leaders: toward enhancing organizational learning via simulation training. International Journal of Educational Management. Article ID: 646946. (SJR=0.46, Q2)
Ben-Amram, M* & Shapira-Lishchinsky, O. &. (2020). The social ecological model in supported employment. Social Security, 111, 1-27 (Hebrew).
Shapira-Lishchinsky, O. (2020). Ethical implications of TIMSS findings: An integrative model of student achievement. School Effectiveness and School Improvement, 32 (2), 306-325 doi: 10.1080/09243453.2020.1845750 (IF=2.148, Q1).
Shapira-Lishchinsky, O. (2020). Proposing a new model for long-term learning among mid-level school leaders: toward enhancing organizational learning via simulation training. International Journal of Educational Management, 34 (9), 1375-1386. doi: 10.1108(SJR=0.46, Q2)
Shapira-Lishchinsky, O., Zavelevsky, E*., Benoliel, P., Klein, J., & Schechter, C. (2021). Ecological School Culture for Novice Teachers' Retention: Principals' Perceptions. Leadership and Policy in Schools. DOI 10.1080/15700763.2021.1879170. (SJR=0.61, Q2)
Milon, L.* & Shapira-Lishchinsky, O. (2021). Authentic leadership as a mediator between professional identity, ethical climate, citizenship behavior and political behavior. International Journal of Educational Management , 10.1108/IJEM-06-2020-0295 (SJR=0.46, Q2)
Iftach*, G., & Shapira-Lishchinsky, O. (2021). Ethical dilemmas among mid-level school leaders through role-play simulations: Developing a social-ecological approach. Educational Management Administration & Leadership, 17411432211002517.‏ (IF=4.092, Q1).
Tsemah, S.* & Shapira-Lishchinsky, O. (2021). Professional identity and career aspirations as mediators between principals' authentic leadership and teachers' intentions and behaviors, Journal of Educational Administration, 59 (6), 721-738. (SJR=1.01, Q1)
Gamliel, R.C*. & Shapira–Lishchinsky, O. (2022) The Impact of Teacher and School Factors on Teachers’ Perception of Their Personal and Group Organizational Citizenship Behaviors, Leadership and Policy in Schools, (SJR=0.61, Q2) DOI: 10.1080/15700763.2022.2063748
Zavelevsky*, E., Benoliel, P., Shapira-Lishchinsky, O. (In Press). Retaining Novice Teachers: The Meaning and Measure of Ecological School Culture Construct. Teaching and Teacher Education. (IF=3.706, Q1).
Iftach*, G., & Shapira-Lishchinsky, O. (In press). Exploring middle-level school leadership styles through role-play simulations. Journal of Educational Administration, (SJR=1.01, Q1)
Tal-Alon, N., & Shapira-Lishchinsky, O. (2023). Teachers’ Disability Disclosure: Multiple Points of View. The New Educator, 19(2), 103-120.

Note: * MA or PhD advisee

Research

Retention in the workplace
Withdrawal behaviors (lateness, absenteeism, and turnover)
Career development in educational system
Organizational ethics
Ethical dilemmas in educational systems
Mentoring and training
Simulation-based workshops
Comparative Education
International assessment in science and math,
Mixed methods (qualitative+ quantitative analyses)

Courses

Mentoring and leading teams

Leadership and policy: Team-based-Simulations

Organizational ethics

Managerial thinking in education

Entrepreneurship and organizational change in educational systems

Human resource management in educational systems.

Grants

Year	Role in Research	Topic	Name of the foundation	Amount/Grade
2011	PI (with Prof. Glanz from Yeshiva University, NY)	Developing ethical guidelines among USA and Israeli teachers: Team-based Learning	The Lookstein Center Grant, Bar-Ilan University	$5000
2014-2016	PI	Team-based Simulations: Towards developing ethical codes	Shalem Foundation	$38,000
2016-2018	PI	Interdisciplinary model of schooling: Exploring ethical culture in international science assessments	MARIE SKŁODOWSKA-CURIE -Individual Fellowships, Horizon 2020, European Commission	377,319.80 EUR
2016-2019	PI (with Prof. Schechter, Dr. Klein, Dr. Benoliel)	Successful School Leadership as a Means for Retaining Novice Teachers: Towards Developing a School Ecological Culture Measure	Israeli Ministry of Education	$83,971
2021	PI	Support for emotional well-being of teachers during pandemics such as Covid-19 or future crises	Israeli Ministry of Education	$15,000
2021	PI	The Challenges of the Pandemic: Ripple Effect Based on the Social-Ecological Model	Dangor grant	$3,676
2021-2023	PI	Research Ethics in Higher Education: Toward Research Practices involving People with Intellectual Developmental Disabilities (IDD)	Shalem Foundation	$20,000
2024-2027	PI (with Prof. Goldberger & Dr. Ben David-Hadar)	Towards the development of decision-supporting strategies and tools to promote teacher retention: Use of big data from the Ministry of Education	Israeli Ministry of Innovation, Science & Technology	160,000$

Media

Open University of Cyprus:

How to Retain High-Quality Teachers? International Ethical Perspectives on Teacher Professional Growth

The launch of Prof. Orly Shapira-Lashchinsky's new book:

Team-based -simulation: Training programs for counselors in supported employment:

Fields of Expertise

Leading and managing educational system
Human resource management in educational systems.
Organizational ethics

Link to Prof. Shapira-Lishchinsky's works (ORCID):

https://orcid.org/0000-0002-5611-5638

Last Updated Date : 18/03/2024