The Impact of School Stakeholders Management on the Useof Alternative Teaching Methods in Arab Schools in Israel

This article discusses the impact of the stakeholders management of schools on the use of alternative assessment methods. Utilizing a quantitative-qualitative approach, the research surveyed 350 teachers working in twelve schools from Arab sector that were included in the survey. 197 valid questionnaires were collected back. The questionnaire includes several questions on each of the following variables: School management (independent variable) and 7 dependent variables: School support for learning and teaching; Learning attitudes of students; Relations among teachers; Supporting teachers; Supporting students; Assessment process of students’ learning; and Parents relations with the school staff. The qualitative method used the problem-centered guided interview. The sample was made of 8 parents of students acting as heads of the parents school committee, and 8 managers of educational department in local municipalities and cities. Findings indicate significant average and strong positive correlations between the school management support for teachers and the support for students learning, the relationship between teachers at work, and the use of alternative assessment of learning by teachers, which are confirmed by the findings from interviews. About the management of stakeholders such as parents and managers of education departments in local municipalities and cities within the Arab community there has been a marked shift away from passive observation of stakeholders toward hands-on involvement in key school matters, a turn powered by increasing political visibility and the transfer of some authority from central to local government. Parents now press schools and municipalities with clear demands, insisting that both parties take their voices seriously and act in their children's interest.