פרופ' מן המניין | ראשת המכון לאינטגרציה חברתית

פרופ' אורלי שפירא-לשצ'ינסקי

פרופ' מן המניין | ראשת המכון לאינטגרציה חברתית
טלפון
משרד
בניין 905 חדר 517
שעות קבלה
ראה קובץ בעמוד הבית-הודעות
    מגמות לתואר ראשון
    קורות חיים

    פרופ' אורלי שפירא-לשצ'ינסקי היא ראש המכון לאינטגרציה באוניברסיטת בר-אילן, מחקריה מתמקדים ביחסים בין תפיסות אתיקה ארגונית ושימור המורים לבין התנהגויות הנסיגה שלהם, כגון איחורים, היעדרויות, נטייה לעזוב ועזיבה בפועל. במסגרת מחקריה, פרופ' אורלי שפירא-לשצ'ינסקי חוקרת את הפיתוח של קודים אתיים במערכות חינוך בינלאומיות באמצעות אסטרטגיות מנהיגות וסימולציות בקרב צוותים חינוכיים. מחקריה האחרונים משווים מערכות חינוך שונות בעולם תוך דגש על מנהיגות ועיצוב מדיניות חינוכית.

    מחקריה של פרופ' שפירא-לשצ'ינסקי פורסמו בכתבי עת אקדמיים בינלאומיים מובילים המתמקדים במנהיגות וניהול מערכות חינוך ועיצוב מדיניות חינוכית. המחקר שלה מומן על ידי קרנות שונות, כולל מארי סקלודובסקה-קירי (מענק אירופי) ומשרד החינוך הישראלי, והיא הרצתה בכנסים בינלאומיים יוקרתיים. פרופ' שפירא-לשצ'ינסקי משמשת גם כמומחית הערכה ל MSCA-IF (הצעות מחקר לקרן האירופית).

    פרופ' אורלי שפירא-לשצ'ינסקי הייתה חוקרת אורחת ומחקר באוניברסיטאות שונות מחוץ לישראל (לדוג', אוניברסיטת הרווארד, אוניברסיטת מישיגן סטייט, ובאוניברסיטת  באלבני, במדינת ניו יורק.

     

    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

    1. 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.
    2. Shapira-Lishchinsky, O. (2011). Authentic leadership as a predictor of teachers' withdrawal behaviors. September, Victoria, British Columbia, Canada.
    3. Shapira-Lishchinsky, O. (2017). Comparative studies in Educational leadership. Department of Educational  Administration, Leadership and Policy, University at Albany, State University of New York.
    4. Shapira-Lishchinsky, O. (2018). Team-based Simulations for Educational Leaders, Educational Leadership Department, Open University of Cyprus, Erasmus + programme.
    5. 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

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

     

    פרסים

    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 €

    פרסומים

    BOOKS

    1. Shapira-Lishchinsky, O. (2017). Organizational Ethics in Human Resources Management in Israel’s Educational System. Padres publication, Haifa (Hebrew).
    2. Shapira-Lishchinsky, O. (2018). International Aspects of Organizational Ethics in Educational Systems. Emerald publication, Howard House, UK.
    3. 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

    1. 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.
    2. 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.
    3. 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.
    4. 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.
    5. 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

    1. Shapira-Lishchinsky, O. (2007). Israeli teachers' perceptions of lateness: A gender comparison. Sex Roles, 57, 3/4, 187-199. (IF= 4.154, Q1)
    2. 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) 
    3. Shapira-Lishchinsky, O. (2009). Israeli teachers’ perceptions of mentoring effectiveness. International Journal of Educational Management, 23(5), 390-403. (SJR=0.46, Q2)
    4. 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)
    5. Shapira-Lishchinsky, O. (2009). Ethical Dilemmas: The Experiences of Israeli Nurses. Qualitative Health Research, 19 (11), 1602-1611. (IF=3.277, Q1)
    6. Shapira-Lishchinsky, O. (2009). Towards professionalism: Ethical perspectives of   Israeli teachers. European Journal of Teacher Education, 32(4), 473-487. (IF=2.659, Q1) 
    7. Shapira-Lishchinsky, O. & Orland-Barak, L. (2009). Ethical dilemmas in teaching: The Israeli case. Education and Society, 27 (3), 27-45.
    8. 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)
    9. 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).
    10. Shapira-Lishchinsky, O. & Aziel, V.  (2010). Team culture perceptions, commitment, and  effectiveness: Teamwork effects. Educational Practice and Theory, 32 (2), 33-56.
    11. 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).
    12. 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).
    13. Shapira-Lishchinsky, O. (2011). Teachers' critical incidents: Ethical dilemmas in teaching practice, Teaching and Teacher Education, 27, 648-656. (IF=3.706, Q1).
    14. 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) 
    15. Shapira-Lishchinsky, O. (2012). Developing ethical knowledge in the spirit of   Judaism, Religious Education, 107 (1), 73-90. (SJR=0.19, Q1).
    16. Shapira-Lishchinsky, O. (2012) Teachers' withdrawal behaviors: Integrating theory and findings. Journal of Educational Administration, 50 (3), 307 - 326. (SJR=1.01, Q1).
    17. Shapira-Lishchinsky, O. (2012).  Mentors' ethical perceptions: Implications for practice, Journal of Educational Administration, 50 (4), 437-462. (SJR=1.01, Q1).
    18. 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).
    19. 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).
    20. Shapira-Lishchinsky, O. (2013). An ethical approach to teachers' dysfunctional Behaviors: Voluntary lateness and voluntary absence, Educational Practice and Theory, 35 (2), 63-84.
    21. Shapira-Lishchinsky, O. (2014). Simulations in nursing practice: Toward authentic leadership, Journal of Nursing Management, 22, 60-69. (IF=3.325, Q1).
    22. Shapira-Lishchinsky, O. (2014). Toward developing authentic leadership: Team-Based Simulations, Journal of School Leadership, 24 (5), 979-1013.
    23. Shapira-Lishchinsky, O. (2015). Simulation-based constructivist approach for education leaders, Educational Management Administration & Leadership, 43(6), 972-988. (IF=4.092, Q1).
    24. 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)
    25. Shapira-Lishchinsky, O. (2014).Teacher Training Programs: Toward implementing a Naturalist Approach, Curriculum and Teaching, 29 (2), 25-41.
    26. 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).
    27. Shapira-Lishchinsky, O. & Levy-Gazenfrantz, T*. (2015). Authentic leadership strategies in support of mentoring processes. School Leadership & Management, 1-19. (SJR=1.44, Q1).
    28. 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)
    29. 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).
    30. 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).
    31. Tsemah, S.*  & Shapira-Lishchinsky, O. (In press). The relationship between authentic leadership, psychological empowerment and teachers' withdrawal behaviors, Megamot, 121-156   (Hebrew).
    32. 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).
    33. 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.
    34.  Shapira-Lishchinsky, O. (2016). From ethical reasoning to teacher education for social justice, Teaching and Teacher Education, 60, 245-255. (IF=3.706, Q1)
    35. 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).
    36. 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).
    37. 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)
    38. 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).
    39. 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).
    40. 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 Management32(6), 1118-1134.‏ (SJR=0.46, Q2)
    41. Shapira-Lishchinsky, O. (2019). The implicit meaning of TIMSS: Exploring ethics in teachers’ practice, Teaching and Teacher Education(IF=3.706, Q1).
    42. 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). 
    43. 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).
    44. Iftach, G*., & Shapira-Lishchinsky, O. (2019). Principals’ perceptions of school identity: Logo, vision and practiceInternational Journal of Educational Management. (SJR=0.46, Q2).
    45. 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).
    46. Iftach, G*., & Shapira-Lishchinsky, O. (2019). School practice and vision. The Study of Organizations and Human Resource Management Quarterly (Hebrew).
    47. Shapira-Lishchinsky, O. (2019). Toward lifelong learning: A cross-national analysis of codes of ethics for educators. Curriculum & Teaching.
    48. 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).
    49. Tal-Alon, N*. & Shapira-Lishchinsky, O. (2019). Ethical dilemmas among teachers with disabilities: A multifaceted approach. Teaching and Teacher Education. (IF=3.706, Q1).
    50. 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).
    51. 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).
    52. Zavelevsky, E* & Shapira-Lishchinsky, O. (2019).  An ecological perspective of         

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

          Q1).

    1. 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).
    2. Davidoff, Y., & Shapira-Lishchinsky, O. (2019). Psychological empowerment in scenarios of school bullying: Role playing simulations. Dapim (Hebrew).
    3. 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).
    4. 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). 
    5. Tal-Alon, N*. & Shapira-LishchinskyO. (2020). Employing teachers with disabilities: A multi-faced prism of school principals' ethical dilemmas.  Educational Management Administration & Leadership, 49 (4). (IF=4.092, Q1).
    6. 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)
    7. Ben-Amram, M* & Shapira-Lishchinsky, O. &. (2020). The social ecological model in supported employment. Social Security, 111, 1-27 (Hebrew).
    8. 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).
    9. 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)
    10. 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)
    11. 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)
    12. 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).
    13. 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)
    14. 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
    15. 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).
    16. 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)
    17. 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

     

      מחקר
      • שימור במקום העבודה
      • התנהגויות נסיגה (איחורים, היעדרות ותחלופה)
      • פיתוח קריירה במערכת החינוך
      • אתיקה ארגונית
      • דילמות אתיות במערכות חינוך
      • הדרכה 
      • סדנאות מבוססות סימולציה
      • חינוך השוואתי
      • הערכה בינלאומית במדעים ומתמטיקה
      • שיטות מעורבות (ניתוחים איכותיים+ כמותיים)
      קורסים
       
      77200 תיאוריות במנהיגות ובארגון החינוך       
      77238 סדנא בסימולציה ובניתוח אירועים       
      77813 משאבי אנוש במערכת החינוך       
      77869 מנהיגות ועיצוב מדיניות חינוכית- מתיאוריה למעשה:סדנא יישומית
      קרנות מחקר

      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$

      באמצעי התקשורת

      הרצאות בתחומי המחקר

      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:

       

       

       

       

      תחומי התמחות

      הובלה וניהול מערכות חינוך
      ניהול משאבי אנוש במערכות חינוך
      אתיקה ארגונית
      קישור לעבודותיה של פרופ' שפירא-לישצ'ינסקי (ORCID):

      קישור למחקרים

         

       

       

       

       

       

      תאריך עדכון אחרון : 18/03/2024