This paper examines female teachers’ attitudes toward women’s leadership as school principals in the Arab sector in Israel, VARNA with particular attention to the roles of perceived leadership styles, teaching self-efficacy, and school social protection climate. Grounded in organizational leadership theory and sociocultural perspectives on gender, the study explores how professional leadership practices interact with traditional norms within a minority context. Data were collected from 151 teachers using structured questionnaires measuring attitudes toward female leadership, leadership styles, teaching self-efficacy, and school social protection climate. Descriptive statistics, correlational analyses, and hierarchical regression models were employed. Findings indicate generally positive attitudes toward female principals. Task-oriented leadership was a positive predictor of favorable attitudes, whereas corrective and intervention-oriented leadership styles were negatively associated. Teaching self-efficacy and school social protection climate were positively related to attitudes toward female leadership, with school climate emerging as the strongest predictor. The findings highlight the central role of organizational context in shaping perceptions of women’s leadership and suggest that supportive and socially protective school environments may mitigate gender-based bias. Implications for educational leadership preparation and policy in culturally traditional contexts are discussed.
Marlene Faris (Sat,) studied this question.
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