The Role of Principals, Teachers and Officials in the Implementation of Inclusion Programs and Integration into Education System in Arab-Palestinian Society in Israel

Abstract

The current study examines the implementation of inclusion and integration programs within the "MLA" program (another learning space) in the Arab education system in Israel and the share of principals and the responsible education staff. The success and ability to contain and self-image are related to the academic staff's management style and professionalism operating in Palestinian Arab society in Israel. Various studies have shown that trust between teachers and the principal facilitates cooperation, greater openness between people, and strengthens group cohesion. The purpose of the current study is to examine how management, inclusion, and self-image styles are cornerstones of the success of these programs in "MLA" classes. The current study was conducted using a combined methodology (qualitative and quantitative) involving 106 female and male teachers from secondary schools in Palestinian Arab society in Israel. The researchers used a three-part structured questionnaire, and in addition, conducted open-ended interviews with five female and male teachers who teach "MLA" classes and five female and male teachers who do not teach these classes. The study's findings showed a positive relationship between the creation of a culture of inclusion, a policy of inclusion, the nurture of doing inclusion, and the level of self-image among the participants. In addition, the findings of the study indicated differences in perceptions and attitudes between the two groups of teachers mentioned above. Despite the successes in the results of the

implementation of inclusion and integration programs, there are still gaps and backlogs in students' achievements in Arab-Palestinian education compared to students in Jewish education in Israel.