schools

Zadok, A., Benoliel P., & Schechter C. (2024). Organizational resilience and transformational leadership for managing complex school systems. Frontiers in Education, 9, 1333551. https://doi.org/10.3389/feduc.2024.1333551.

Madjar, N., Zalsman, G., Weizman, A., Lev-Ran, S., & Shoval, G. (2018)

Predictors of developing mathematics anxiety among middle-school students: A 2-year prospective study. International Journal of Psychology,53(6), 426-432.  DOI: 10.1002/ijop.12403

Yablon, Y.B. (2017)

Students' Reports of Severe Violence in School as a Tool for Early Detection and Prevention. Child Development, 88(1), 55-67. DOI: 10.1111/cdev.12679

Klein, J. & Shimoni-Hershkoviz, L. (2016)

The contribution of privatization and competition in the education system to the development of an informal management culture in schools: A case study in Israel. International Journal of Educational Management, 30(4), 552-570

Shapira-Lishchinsky, O. &  Levy-Gazenfrantz, T.  (2016)

The multifaceted nature of mentors’ authentic leadership and mentees’ emotional intelligence: A critical perspective. Educational Management Administration and Leadership, 44(6), 951-969

Shapira-Lishchinsky, O. & Levy-Gazenfrantz, T. (2015)

Authentic leadership strategies in support of mentoring processes. School Leadership and Management, DOI:10.1080/13632434.2014.992777

Rosenblatt, Z. & Shapira-Lishchinsky, O. (2010)

A Re-examination of the withdrawal syndrome vis-a'-vis organizational ethics in schools. 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. & Rosenblatt, Z.. (2009)

Organizational ethics and teachers'  intent to leave: An integrative approach. Educational Administration Quarterly, 45 (5), 725-758.

Shapira-Lishchinsky, O. (2009)

Israeli male versus female teachers' intent to leave work. Gender in Management, 24 (7), 543-559

Lufi, D., Parish-Plass, J., & Cohen, A. (2003). 

Persistence in higher education and itsrelationship to other personality variables. College Student Journal, 37 (1), 50-59.

Passig, D., & Sharbat, A. (2001).

The why and how VR inschools: A preferred future pedagogic mission by a group of worldwide expertsin VR and education. The International Journal of Virtual Reality, 5 (1), 1-11.