Muslim and Jewish Teachers' Conceptions of the Male School Principal's Masculinity: Insights into Cultural and Social Distinctions in Principal-Teacher Relations

This qualitative research examined perceptions of Muslim and Jewish teachers in Israel concerning the masculinity of male school principals, and the way in which these perceptions affect principal-teacher relationships. Muslim and Jewish teachers studying for master of arts' degrees in a university and a teacher-education college in Israel completed open questionnaires and participated in semi-structured interviews. Findings indicated similarities and differences between the perceptions of the two different cultural groups, highlighting reciprocal principal-teacher influences and elucidating a cultural discourse concerning a principal's perceived masculinity and femininity. It is concluded that the concept of the school principal's masculinity is a fluid social construct, varying according to cultural-ideological perceptions that affect the principal's own preferred communication patterns in the school. Since both masculine and feminine qualities are needed for effective education leadership, a policy advocating employment of female mentors for newly appointed principals, in order to give voice to female qualities in principalship, is strongly recommended.