[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-32332":3,"doc-seo-32332":27},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"file_id":15,"file_url":16,"file_type":17,"file_size":18,"view_count":4,"is_deleted":4,"is_public":19,"is_downloadable":19,"audit_status":19,"page_count":20,"language":21,"language_code":22,"table_of_contents":23,"faqs":24,"seo_title":13,"seo_description":14,"update_tm":25,"read_time":26},32332,1649267921044,"Ava Thompson","https://us-avatar.wpscdn.com/avatar/1800007509477c92dfb?_k=1779183583414876462",8,"Research & Report","Between Center and Periphery: Instructional Leadership in Israeli Rural Schools","Instructional leadership is a core responsibility of principals seeking effective school improvement, yet rural elementary schools face distinct barriers. This qualitative study investigates inhibiting factors in Israel’s rural areas using semi-structured interviews with 64 principals and three-stage analysis (condensing, coding, categorizing). Results show principals avoid instructional leadership due to community relationship dynamics that hinder monitoring and control, and parents’ disagreement with learning- and achievement-centered emphases.","cbCaiaF9KfbTgVvO","https://ap.wps.com/l/cbCaiaF9KfbTgVvO","pdf",152997,1,14,"English","en","# Abstract\n# Purpose\n# Design/methodology/approach\n# Findings\n# Introduction\n## Context and school leadership\n## Instructional leadership in elementary schools\n## Research focus and motivation","[{\"question\":\"What was the purpose of the study?\",\"answer\":\"To explore inhibiting factors that prevent the implementation of instructional leadership in Israeli rural elementary schools.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"A qualitative study used semi-structured interviews with 64 rural school principals, followed by a three-stage analysis: condensing, coding, and categorizing.\"},{\"question\":\"What factors inhibit rural principals from practicing instructional leadership?\",\"answer\":\"Community relationships make monitoring and control difficult, and parents’ characteristics include disagreement with instructional leadership’s emphasis on learning and achievement.\"}]",1781126624,35,{"code":4,"msg":28,"data":29},"ok",{"site_id":30,"language":22,"slug":31,"title":13,"keywords":32,"description":14,"schema_data":33,"social_meta":84,"head_meta":86,"extra_data":88,"updated_unix":25},105,"between-center-and-periphery-instructional-leadership-in-israeli-rural-schools","",{"@graph":34,"@context":83},[35,52,66],{"@type":36,"itemListElement":37},"BreadcrumbList",[38,42,46,49],{"item":39,"name":40,"@type":41,"position":19},"https://docshare.wps.com","Home","ListItem",{"item":43,"name":44,"@type":41,"position":45},"https://docshare.wps.com/document/","Document",2,{"item":47,"name":12,"@type":41,"position":48},"https://docshare.wps.com/document/research-report/",3,{"item":50,"name":13,"@type":41,"position":51},"https://docshare.wps.com/document/between-center-and-periphery-instructional-leadership-in-israeli-rural-schools/32332/",4,{"url":50,"name":13,"@type":53,"author":54,"headline":13,"publisher":56,"fileFormat":59,"description":14,"dateModified":60,"datePublished":60,"encodingFormat":59,"isAccessibleForFree":61,"interactionStatistic":62},"DigitalDocument",{"name":9,"@type":55},"Person",{"url":39,"name":57,"@type":58},"DocShare","Organization","application/pdf","2026-06-10",true,{"@type":63,"interactionType":64,"userInteractionCount":4},"InteractionCounter",{"@type":65},"ViewAction",{"@type":67,"mainEntity":68},"FAQPage",[69,75,79],{"name":70,"@type":71,"acceptedAnswer":72},"What was the purpose of the study?","Question",{"text":73,"@type":74},"To explore inhibiting factors that prevent the implementation of instructional leadership in Israeli rural elementary schools.","Answer",{"name":76,"@type":71,"acceptedAnswer":77},"How was the research conducted?",{"text":78,"@type":74},"A qualitative study used semi-structured interviews with 64 rural school principals, followed by a three-stage analysis: condensing, coding, and categorizing.",{"name":80,"@type":71,"acceptedAnswer":81},"What factors inhibit rural principals from practicing instructional leadership?",{"text":82,"@type":74},"Community relationships make monitoring and control difficult, and parents’ characteristics include disagreement with instructional leadership’s emphasis on learning and achievement.","https://schema.org",{"og:url":50,"og:type":85,"og:title":13,"og:site_name":57,"og:description":14},"article",{"robots":87,"canonical":50},"index,follow",{"doc_id":7,"site_id":30}]