Head, Faculty International Affairs Unit | Head, Program of Leadership, Organizational Development and Policy in Education, Bar-Ilan University | Chair, Diversity, Equity and Inclusion at the Faculty of Education, Bar-Ilan University

Associate Prof. Pascale Benoliel

Head, Faculty International Affairs Unit | Head, Program of Leadership, Organizational Development and Policy in Education, Bar-Ilan University | Chair, Diversity, Equity and Inclusion at the Faculty of Education, Bar-Ilan University
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03-7384029
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Building 905 Room 513
    CV

    CAREER HIGHLIGHTS

    • Associate Professor with tenure, Leadership, Organizational Development and Policy program, Faculty of Education, Bar-Ilan University
    • Chair, Diversity, Equity and Inclusion at the Faculty of Education, Bar-Ilan University • Head, Program of Leadership, Organizational Development and Policy in Education, Bar-Ilan University
    • Adjunct Associate Professor, Ed.D. Community-based Leadership, Department of Educational studies, School of Education, CUNY University, CSI, NY
    • Authored/co-authored more than 40 articles in highly ranked journals (e.g., Teaching and Teacher Education, Educational Administration Quarterly, Critical Studies in Education, Educational Management Administration & Leadership, Journal of Educational Administration) • Principal Investigator of two research grants for the Chief Scientist Israel's Ministry of Education (93000$)
    • Active participation at highly respected international conferences (AERA, UCEA, CIES)
    • Extensive experience with quantitative, qualitative, and mixed research methods
    • Member of the Editorial board of the International Studies in Sociology of Education journal
    • Guest co-editor of two special issues published in leading Q1 educational policy journals
    • Referee, Jury member for the French Ministry for Europe and Foreign Affairs Awards and Grants - Chateaubriand fellowships
    • Guest speaker at the State University of New York, NY; The City University of New York, NY; Fordham University, NY
    • Recipient of the 2023 AERA SIG Organizational Theory Best Paper Award
    • Recipient of the Outstanding Reviewer Award in the 2020 Emerald Literati Awards for Excellence
    • Recipient of the Highly Commended Award Winner of the 2012 Emerald/EFMD Outstanding Doctoral Research Awards, in the Education and Leadership strategy category

    EDUCATION

    •  2014-Present - Post-doctorate (visiting scholar), Educational Leadership and Policy, University at Albany, State University of New York, SUNY, NY
    • 2008-2012 PhD, Educational Leadership and Policy, University of Haifa, Israel PhD Thesis: Managing from the boundary in Senior Management Teams: Exploring the antecedents and consequences of the school leader’s external and internal activities at the individual, team, and organizational levels (Written in English)
    • 2003-2007 MA, Educational Leadership and Policy, University of Haifa, Israel MA thesis: The positive and negative effects of participative leadership on teachers’ well-being and performance: Exploring the moderating role of the Big Five personality dimensions
    • 1997-2002 BSc, Bachelor of Science (Education Biology-Science including teaching license), TECHNION Israel Institute of Technology, Israel
    Awards

     

    • 2023 Best Paper Award – AERA SIG Organizational Theory
    • 2020 Outstanding Reviewer in the 2020 Emerald Literati Awards for Excellence
    • 2013 The Highly Commended Award Winner of the 2012 Emerald/EFMD

     

    Outstanding Doctoral Research Awards in the Education and Leadership strategy category

    • 2010 Research financing fund, University of Haifa 900$
    • 2010 PhD Excellency scholarship, University of Haifa 13,000 $
    Publications

     

    ARTICLES IN REFEREED JOURNALS (Note: * indicates graduate student co-author)

    1. *Nassir, M., & Benoliel, P. (Early online publication, 2023). Promoting school effectiveness: Examining the mediating role of teachers' organizational commitment and the moderating role of a school cultural sector. Educational Management Administration & Leadership. IF:3.6; Q1

    2. *Zadok, A., & Benoliel, P. (Early online publication, 2023). Middle-leaders transformational leadership: Antecedents and consequences. International Journal of Educational Management.

    3. Benoliel, P. & Schechter, C. (Early online publication, 2023). Smart Collaborative ecosystem: Leading complex school systems. Journal of Educational Administration. IF: 2.152; Q3

    4. *Nadav, N., Benoliel, P., & Schechter, C. (Early online publication, 2023). Principals’ systems thinking and school effectiveness: The mediating role of collective teacher efficacy. Educational Management Administration & Leadership. IF:3.6; Q1

    5. Liu, Y., & Benoliel, P. (Early online publication, 2022). National context, school factors, and individual characteristics: Which matters most for teacher collaboration? Teaching and Teacher Education. IF:3.782; Q1

    6. *Nassir, M. & Benoliel, P. (Early online publication, 2022). Principal-teacher gender (dis)similarity as a moderator in the relationship between paternalistic leadership and organisational citizenship behaviour in the Arab minority in Israel. Educational Management Administration & Leadership. IF:3.6; Q1

    7. *Zavelevsky, E., Benoliel, P., & Shapira-Lishchinsky, O. (Early online publication, 2022). Retaining novice teachers: The meaning and measure of ecological school culture construct. Teaching and Teacher Education, 117, 103783. IF:3.782; Q1

    8. *Nadav, N., Benoliel, P., & Schechter, C. (Accepted for publication). Principals’ systems thinking and teachers’ withdrawal behaviors: The intervening role of a school structure and principal-teacher gender (dis)similarity. British Educational Research Journal. IF:2.213; Q3

    9. Shaked, H., & Benoliel, P. (Early online publication, 2022). Instructional Boundary Management during COVID-19. Educational Management Administration & Leadership, 1-17. IF:3.6; Q1

    10. Benoliel, P. (2021). A Team-based perspective for school improvement: The mediating role of school management teams. Journal of Research on Educational Effectiveness, 14(2), 442-470. IF: 2.500; Q2

    11. Shaked, H., Benoliel, P. & Hallinger, P., (2021). How national context indirectly influences instructional leadership implementation: The case of Israel. Educational Administration Quarterly, 57(3) 437–469. IF: 4.000; Q1

    12. Benoliel P. (2021). Is it your personality, your boundary leadership, or both? An integrative approach for the improvement of school management team effectiveness. Journal of Educational Administration, 59(6), 669-687. IF: 2.152; Q3

    13. *Zavelevsky, E., Shapira‐Lishchinsky, O., Benoliel, P., Klein, J. & Schechter, C. (2021). Ecological school culture for novice teachers’ retention: Principals’ perceptions. Leadership and Policy in Schools. SJR: 0.706

    14. Benoliel, P., & Berkovich, I. (2021). Learning from intelligent failure: an organizational resource for school improvement. Journal of Educational Administration, 59(4), 402-421. IF: 2.152; Q3

    15. Benoliel, P., & Berkovich, I. (2021, Guest Editorial). Failures in school and school failures: Lessons for successful school management. Journal of Educational Administration, 59(4), 397-401. IF: 2.152; Q3

    16. Benoliel, P., & Berkovich, I. (2021). Ideal teachers according to TALIS: Societal orientations of education and global diagnosis of teacher self-efficacy. European Educational Research Journal, 20(2), 143–158. IF: 1.787; Q3

    17. Berkovich, I., & Benoliel, P. (2021, Guest Editorial). Organisational perspectives on globalisation in education. Globalisation, Societies and Education, 19(1), 2-6. SJR: 0.983

    18. Berkovich, I., & Benoliel, P. (2021). Framing the role of the school leader in OECD documents: A critical analysis. Globalisation, Societies and Education, 19(1), 41-54. SJR: 0.983

    19. Benoliel, P., Shaked, H., *Nadav N., & Schechter, C. (2021). Principals’ systems thinking attribute: Exploring a principal-middle-leader relational demography perspective. Journal of Educational Administration, 59(1), 22-42. SJR: 1.491

    20. *Nadav, N., Benoliel, P., Shaked, H., & Schechter, C. (2021). Exploring school principals' systems thinking competencies. Leadership and Policy in Schools, 20(4), 579-598. SJR: 0.706

    21. Benoliel, P. (2020). Principals’ boundary activities and school violence: The mediating role of school management teams. Educational Management Administration & Leadership, 48(2), 286-304. IF: 4.208; Q1

    22. Berkovich, I., & Benoliel, P. (2020). Marketing teacher quality: critical discourse analysis of OECD documents on effective teaching and TALIS, Critical Studies in Education, 61)4(, 496-511. IF: 3.837; Q1

    23. Shaked, H. & Benoliel, P. (2020). Instructional Boundary Management: The complementarity of instructional leadership and boundary management. Educational Management Administration & Leadership, 48(5), 821-839. IF: 4.208; Q1

    24. Berkovich, I., & Benoliel, P. (2020). The educational aims of the OECD in its TALIS insight and lesson reports: exploring societal orientations. Critical Studies in Education, 61(2), 166–179. IF: 3.837; Q1

    25. Barth, A., & Benoliel, P. (2019). School religious-cultural attributes and school principals’ leadership styles in Israel. Religious Education, 114(4), 470-485‏

    26. Benoliel, P. & Berkovich, I., (2019). Understanding OECD representations of teachers and teaching: a visual discourse analysis of covers in OECD documents. Globalisation, Societies and Education, 17(2), 132-146. SJR: 0.983

    27. Shapira‐Lishchinsky, O., & Benoliel, P. (2019). Nurses’ psychological empowerment: An integrative approach. Journal of Nursing Management, 27(3), 661-670. IF: 3.325; Q1

    28. Benoliel, P., Shaked, H., *Nadav N., & Schechter, C. (2019). School principals' systems thinking: Antecedents and consequences. Journal of Educational Administration, 57(2), 167-184. SJR: 1.491

    29. Benoliel, P. & Berkovich, I. (2018). A cross-national examination of the effect of the Schwartz cultural dimensions on PISA performance assessments. Social Indicators Research, 139(2), 825-845. IF: 1.703; Q2

    30. Benoliel, P. & Somech, A. (2018). A new perspective for understanding the role of school managers: The impact of principals’ boundary activities on the effectiveness of school management team. Teachers College Record, 120(3), 1-40. SJR: 1.519

    31. Benoliel, P. & Schechter, C. (2018). Teamwork doubting and doubting teamwork. Improving Schools, 21(3), 225–239. SJR: 0.496

    32. Benoliel, P. (2017). Managing senior management team boundaries and school improvement: An investigation of the school leader role. International Journal of Leadership in Education, 20(1), 57-86. SJR: 0.642

    33. Benoliel, P. & Schechter, C. (2017). Is it Personal? Teacher's personality and the principal's role in professional learning communities. Improving Schools, 20(3), 222–235. SJR: 0.496

    34. Benoliel, P. & Berkovich, I. (2017). There is no 'T' in school improvement: The missing team perspective. International Journal of Educational Management, 31(7), 922-929. SJR: 0.559

    35. Benoliel, P. & Barth, A. (2017). The implications of the school’s cultural attributes in the relationships between participative leadership and teacher job satisfaction and burnout. Journal of Educational Administration, 55(6), 640-656. SJR: 1.491; Q1

    36. Benoliel, P. & Schechter, C. (2017). Promoting the school learning processes: Principals as learning boundary spanners. International Journal of Educational Management, 31(7), 878-894. SJR: 0.559

    37. Benoliel, P. & Somech, A. (2016). Functional heterogeneity and senior management team effectiveness: The mediating role of school leadership. Journal of Educational Administration, 54(4), 492-512. SJR: 1.491

    38. Benoliel, P. & Somech, A. (2015). The role of leader boundary activities in enhancing interdisciplinary team effectiveness. Small Group Research, 46(1), 83–124. IF:2.660; Q3

    39. Benoliel, P. & Somech, A. (2014). The health and performance effects of participative leadership: Exploring the moderating role of the big five personality dimensions. European Journal of Work and Organizational Psychology, 23(2), 277-294. IF:3.968; Q1

    40. Benoliel, P. & Somech, A. (2010). Who benefits from participative management? Journal of Educational Administration, 48(3), 285-308. SJR: 1.491 41. Barth, A., & Benoliel, P. (2022). Well-being of Ultra-orthodox female teachers working in state-religious secular schools. Dapim (Hebrew).

    42. *Haouzi, Z., Barth, A., & Benoliel, P. (2022). Educational leadership as a predictor of organizational commitment among ultra-orthodox teachers. The Study of Organizations and Human Resource Management in Education (Hebrew).

    Courses

     

    2022-Present Organizational effectiveness, organizational behavior and leadership in educational systems Seminar (Quantitative) MA Fall

    2021/ Spring 2022 Cohort - Quantitative inquiry and mixed methods in the social sciences (CUNY, CSI, NY) Lecture (Online course) EdD

    2017-Present Global leadership in multicultural and dynamic educational systems - level 1 Lecture MA

    2017-Present Global leadership in multicultural and dynamic educational systems - level 2 Lecture MA

    2014-Present Simulation and study cases Workshop BA

    2014-Present Practical training in educational leadership Workshop BA

    2014-2022 The Israeli educational system Lecture BA

    2014-2019 Globalization, organizational change and development Online course MA

    2014-2019 Formal and informal organizational systems Online course MA

    2014-2017 The role of the educational leader in policy design Lecture BA

    Grants

     

    • 2018-2019 Chief Scientist – Israel's Ministry of Education 13,000 $ Principal Investigator with colleagues. “Successful school leadership as a means for retaining novice teachers: Towards developing a school ecological culture measure”
    • 2016-2018 Chief Scientist – Israel's Ministry of Education 80,000 $ Principal Investigator with colleagues "Successful School Leadership as a Means for Retaining Novice Teachers: Towards Developing a School Ecological Culture Measure"
    Fields of Expertise

     

    1. Educational governance, comparative research, cross-cultural research

    2. Leadership in minorities and underrepresented population

    3. Diversity, equity and inclusion in higher education

    4. Boundary management, teamwork, senior management team

    5. Organizational theory and organizational effectiveness

    6. Teacher retention and well-being

    Last Updated Date : 07/12/2023