Rima'a Da'as
Rima'a Da'as
School of Education, The Hebrew University of Jerusalem
Verified email at mail.huji.ac.il
Cited by
Cited by
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
School principals’ leadership skills: measurement equivalence across cultures
R Da’as
Compare: A Journal of Comparative and International Education 47 (2), 207-222, 2017
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
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
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
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
Conflict, control and culture: Implications for implicit followership and leadership theories
R Da’as, A Zibenberg
Educational Review 73 (2), 194-208, 2021
Switching cognitive gears: School leaders’ cognitive complexity
R Da’as, C Schechter, M Qadach
NASSP Bulletin 102 (3), 181-203, 2018
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
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, 53-84, 2021
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
From principal cognitive complexity to teacher intent to leave: exploring the mediating role of school absorptive capacity and teacher commitment
C Schechter, M Qadach
Journal of Educational Administration, 2019
An integrative model for predicting faculty properties and student achievement in Israeli elementary schools: Exploring the role principals’ characteristics and organizational …
M Qadach, C Schechter, R Da’as
AREA Annual Meeting, TX, USA, 2017
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
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, 2020
Participation in decision making and affective trust among the teaching staff: A 2-year cross-lagged structural equation modeling during implementation reform
R Da’as
International Journal of Educational Reform 29 (1), 77-97, 2020
From Principals' Inspirational Vision Content and Potential Absorptive Capacity to Realized Absorptive Capacity: Predicting Teacher Absenteeism.
R Da'as, M Qadach
World Journal of Education 8 (2), 140-151, 2018
Cultural values, school innovative climate and organizational affective commitment: a study of Israeli teachers
A Masry-Herzallah
International Journal of Educational Management, 2020
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, 1-23, 2020
Ethical considerations of Arab-Bedouin educational leaders: Negotiating Western and indigenous decision-making values
E Ori, D Rima’a, I BERKOVICH
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