| How do leaders and their teams bring about organizational learning and outcomes? Y Berson, R Da'as, DA Waldman Personnel Psychology 68 (1), 79-108, 2015 | 168 | 2015 |
| Instructional leadership and teachers' intent to leave: The mediating role of collective teacher efficacy and shared vision M Qadach, C Schechter, R Da’as Educational Management Administration & Leadership 48 (4), 617-634, 2020 | 119 | 2020 |
| From principals to teachers to students: Exploring an integrative model for predicting students’ achievements M Qadach, C Schechter, R Da’as Educational Administration Quarterly 56 (5), 736-778, 2020 | 55 | 2020 |
| School principals’ leadership skills: Measurement equivalence across cultures R Da’as Compare: A journal of comparative and international education 47 (2), 207-222, 2017 | 47 | 2017 |
| Teachers’ skill flexibility: Examining the impact of principals’ skills and teachers’ participation in decision making during educational reform R Da’as International Journal of Educational Management 33 (2), 287-299, 2019 | 42 | 2019 |
| Crisis leadership: Leading schools in a global pandemic C Schechter, R Da’as, M Qadach Management in Education, 08920206221084050, 2022 | 35 | 2022 |
| School principals’ skills and teacher absenteeism during Israeli educational reform: Exploring the mediating role of participation in decision-making, trust and job satisfaction R Da’as Journal of Educational Change 22 (1), 53-84, 2021 | 32 | 2021 |
| Conflict, control and culture: implications for implicit followership and leadership theories R Da’as, A Zibenberg Educational Review 73 (2), 194-208, 2021 | 30 | 2021 |
| Teacher's withdrawal behavior: Examining the impact of principals' innovative behavior and climate of organizational learning A Watted, M Barak International Journal of Educational Management 34 (8), 1339-1355, 2020 | 28 | 2020 |
| School leaders’ cognitive complexity: Impact on the Big 5 model and teachers’ organizational citizenship behavior R Da’as, C Schechter, M Qadach Journal of School Leadership 30 (5), 398-423, 2020 | 22 | 2020 |
| From principal cognitive complexity to teacher intent to leave: Exploring the mediating role of school absorptive capacity and teacher commitment R Da’as, C Schechter, M Qadach Journal of educational administration 58 (2), 227-245, 2020 | 22 | 2020 |
| Implicit leadership theory: principals' sense-making and cognitive complexity R Da'as, S Ganon-Shilon, C Schechter, M Qadach International Journal of Educational Management 35 (3), 726-740, 2021 | 20 | 2021 |
| Arab women in Israeli politics: Aspirations for fundamental equality or preservation of gender inequality N A’li, R Da’as Cultural and Religious Studies 4 (2), 67-86, 2016 | 19 | 2016 |
| Switching cognitive gears: School leaders’ cognitive complexity R Da’as, C Schechter, M Qadach NASSP Bulletin 102 (3), 181-203, 2018 | 17 | 2018 |
| Cultural values, school innovative climate and organizational affective commitment: a study of Israeli teachers A Masry-Herzallah, R Da'as International Journal of Educational Management 35 (2), 496-512, 2021 | 16 | 2021 |
| Between principals’ and a teacher’s perspective taking: the role of transformational and transactional leadership styles R Da’as International Journal of Leadership in Education 26 (4), 722-744, 2023 | 14 | 2023 |
| Organizational learning mechanisms for learning schools C Schechter, M Qadach, R Da’as The Learning Organization 29 (2), 85-99, 2022 | 14 | 2022 |
| Exploring the relationship between gender and acceptance of authority at an Arab school in Israel N A’li, R Da'as Journal of International Women's Studies 18 (2), 89-104, 2017 | 14 | 2017 |
| The missing link: Principals’ ambidexterity and teacher creativity R Da’as Leadership and Policy in Schools 22 (1), 119-140, 2023 | 13 | 2023 |
| Examining organizational absorptive capacity construct: A validation study in the school context R Da’as, M Qadach Leadership and Policy in Schools 19 (3), 327-345, 2020 | 10 | 2020 |
