The relationship between leadership style, school climate and students' persistence in middle and high schools in Arab society in Israel

Abstract

The present study examines the relationship between leadership style, school climate, and students' persistence in middle and high schools in Arab society in Israel. Various studies have shown that leadership style, in general, and school climate, in particular, impacts the students academically, emotionally, and socially. 

Moreover, they are even considered vital factors that influence students' persistence or dropping out of the education system. Therefore, the purpose of the present study focuses on examining the relationship between leadership style, school climate and students' persistence in middle and high schools in Arab society in Israel.  The current study was conducted in the quantitative methodology, in which 100 teachers from five in middle and high schools from the Arab community in the north of the country have participated. The researchers used two types of questionnaires to collect data: the first measures school climate, whereas the second examines the principals' leadership style The findings of the study indicate positive associations between a human-centered leadership style, ethical school climate and students' persistence at school. This finding points to the importance of nurturing a moral school climate and a human-centered leadership style as crucial factors influencing student persistence.