Rima'a Da'as
Rima'a Da'as
School of Education, The Hebrew University of Jerusalem
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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
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
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
School principals’ leadership skills: Measurement equivalence across cultures
R Da’as
Compare: A journal of comparative and international education 47 (2), 207-222, 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
Crisis leadership: Leading schools in a global pandemic
C Schechter, R Da’as, M Qadach
Management in Education, 08920206221084050, 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
Conflict, control and culture: implications for implicit followership and leadership theories
R Da’as, A Zibenberg
Educational Review 73 (2), 194-208, 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
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
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
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
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
Switching cognitive gears: School leaders’ cognitive complexity
R Da’as, C Schechter, M Qadach
NASSP Bulletin 102 (3), 181-203, 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
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
Organizational learning mechanisms for learning schools
C Schechter, M Qadach, R Da’as
The Learning Organization 29 (2), 85-99, 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
The missing link: Principals’ ambidexterity and teacher creativity
R Da’as
Leadership and Policy in Schools 22 (1), 119-140, 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
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