Participative Decision-Making and School Violence: Implications of Students' Socio-Economic Status

• In Event: Demographic Variables and Their Impact on the Development of Education

Proposal

School violence is defined broadly as the threat or use of force to cause harm or intimidation to another person (Elliott et al., 1998, p. 13). Research indicates that principals' influence on student performance and the reduction of school violence is largely indirect. It occurs through promoting innovative teaching methods and technology, motivating students, and shaping teachers' perceptions of the principal's leadership style (Berger, Chionh, and Miko, 2022; Pollock, Nielsen and Wang, 2023). Accordingly, the present study focuses on participative decision-making (PDM) and teachers’ behaviours as antecedents for reducing violence in the Israeli Arab educational system.
Arab society in Israel consists of sub-communities distinguished according to their religious affiliation (e.g., Muslims, Christian, Druze, Bedouin). A report from the Ministry of Education (2020) revealed that 11% of Arab high school students fear going to school or being harmed, while 28% of Arab boys admitted to carrying a weapon on school grounds. Additionally, a high percent of this population is characterized by low socio-economic status (SES) and suffer from low the family income (OECD, 2017). The Arab society in Israel is characterised by a high degree of collectivism with high power distance (Abo-Asbah, 2014). Generally, leadership is characterized by hierarchy and strict authority (Massry-Herzallah and Arar, 2019). However, recent crises, such as the COVID-19 pandemic and war, have forced the Israeli education system to adopt technological advancements, including distance learning tools (e.g., Zoom and Google Meet), artificial intelligence, and connectivity technologies, leading to greater involvement in decision-making and increased responsibility (Authors, 2024).
Drawing upon Role Theory, the current study proposes to examine the direct and indirect relationship (through organizational commitment (OC)) between PDM and school violence in the Arab educational system in Israel. The purpose of this research is to examines the mediating role of OC in the relationship between PDM and school violence while controlling for students’ socio-economic status (SES), teachers’ profiles, and school characteristics. By highlighting the relationship between PDM practices, OC, and reduced violence, this research can inform financial and policy decisions, leading to more targeted investments in professional development, support systems, and school management strategies. This approach helps ensure that funding is directed towards initiatives that promote a positive and secure educational environment, ultimately enhancing overall educational outcomes and maximizing the return on investment in education.
Research significance. This study is important because the consequences of school violence are both serious and dangerous and can lead to diminished academic performance and a wide range of mental health problems (e.g., depression, low self-esteem, anxiety, loneliness) (Bravo-Snzana et al., 2021). Therefore, it is essential to thoroughly examine school violence due to its significant repercussions. Investigating participative decision-making (PDM) and teachers’ behaviors is crucial for reducing violence in the Israeli Arab educational system, especially when considering the impact of school socioeconomic status (SES). This study answer previous calls emphasizing the need to examine these relationships within the students from disadvantaged backgrounds that perform at lower levels academically and behavioural, compared with those from more affluent backgrounds (Even & BenDavid-Hadar, 2021). This study seeks to develop effective strategies to promote a safe and conducive learning environment with a particular focus on disadvantage students population.
Data were collected from three sources, from 350 teachers randomly chosen from 70 elementary Arab schools. Teachers answered questionnaires on PDM, OC, and demographics. Records of school violence reported by students were collected from the National Authority for Measurement and Evaluation in Education. To test the proposed hypotheses, we used Structural Equation Modelling (AMOS software 21.0). To investigate the mediational effects of the proposed interaction, 90% bias-corrected bootstrap confidence intervals Amos 21.00 based on a 5,000 bootstrap sample size. School size, school SES (values range from 1 to 5, with higher values indicating SES in a lower school), teacher education, and teacher seniority were included in the model to account for its possible confounding effects.
The results of the proposed model (full mediation M1) showed a good fit to the data (χ2/df=1.02; CFI=.995, TLI=.993, IFI=.995; RMSEA=.018). The results indicated that the overall model explained 19% of the variance in teachers’ OC and 11% of the variance in school violence. First, PDM was positively correlated to OC (β=.44, p<.001). Second, teachers’ OC was negatively correlated to school violence (β=-.24, p<.05). Third, the full mediation model that was tested using the bootstrapping procedure indicated an indirect effect of PDM via teachers’ OC on school violence (β=-.10, SE=.05; 90% CI=[-.21,-.04], p<.01). That is, teachers’ OC fully mediates the relationship between PDM and school violence. Regarding participants background, a significant relationship between SES and school violence was found (β=.16, p<.05). However, no significant relationships were found between school size, teachers’ education and seniority on the school violence (p>.05).
This study shows that PDM can also fit collectivism and high-power distance cultures. This seems to occur in parallel to other changes in the Arab sector in Israel such as technological advancements during the COVID-19 crisis including ongoing training and technological instruction, such as computer literacy and artificial intelligence, the internet of things, and connectivity technologies, have triggered a socio-cultural shift, empowering teachers to assume leadership roles and influence within Israeli Arab schools (Masry-Herzalah and Dor-Haim, 2022). Consequently, Arab teachers value senior and administrative roles and desire greater involvement in decision-making (Authors, 2023).
Additionally, our findings align with existing research that demonstrates how environmental factors related to low socioeconomic status (SES) can significantly impact students' educational and ethical values. Specifically, lower family income, reduced parental education levels, and diminished social status within the community can restrict a student's access to resources and opportunities that are crucial for academic and moral development. For instance, limited financial resources may result in inadequate educational materials, fewer extracurricular activities, and less support for academic achievement.
Therefore, implementing PDM in Arab schools may encourage teachers' OC which leads to actively participating in the prevention of violence of schools with a lower SES. This perspective challenges traditional views that an authoritarian and hierarchical leadership style is more suited to the Israeli Arab society characterized by high power distance and hierarchy.

Authors

• Misaa Nassir, Al-Qasemi Academic College of Education

• Pascale benoliel, Bar Ilan University