התחום האקדמי המכונה "חינוך" מורכב למעשה ממגוון של שדות מחקר העוסקים במשמעותו של החינוך האישי והחינוך הציבורי מנקודות מבט סוציולוגיות, היסטוריות, פסיכולוגיות, ניהוליות, ועוד. אחד משדות מחקר אלה המכונה בספרות בשם "מינהל החינוך" (ויש המכנים אותו אף בשם מנהיגות חינוכית) עוסק בהבנת תהליכי הארגון והניהול של מוסדות חינוכיים מתוך הבנה כי מוסדות אלה בעלי מאפיינים ייחודיים המחייבים תשומת לב שונה מאשר זו הניתנת לניהולם של ארגונים עסקיים וציבוריים.

עבורי, הבנת תהליכי הניהול והארגון המתנהלים בבתי הספר היא אתגר אמיתי והדרך שבה בחרתי לבחון תהליכים אלה מבוססת על המחקר האיכותני הבוחן את הפרשנויות והתפיסות של האנשים (במקרה שלי מורים, מנהלים וכיוצא בזה) ורואה את המציאות כמורכבת מפרשנויות סובייקטיביות רבות.

אני מאמין כי הידע אותו יוצרים אני וחבריי לתחום מסייע רבות לכל מי שמועסק בבית הספר ובמוסדות חינוכיים מקבילים ומשפר את דרכי הניהול של מוסדות אלה בצורה שיטתית ומשמעותית.

 

תחומי מחקר: קריירות של מורים ומנהלים, שלבי קריירות בניהול, מנהיגות חינוכית, שיווק בתי ספר, רגשות בהוראה ובניהול בית ספר, היבטים היסטוריים ואפיסטמולוגיים של מינהל החינוך כתחום אקדמי.

 

תחומי הוראה: תיאוריות במינהל החינוך, התנהגות ארגונית, מנהיגות חינוכית, מגדר וניהול, שחיקה והתחדשות בניהול בית ספר, רפורמות ושינויים בארגוני חינוך.

השכלה:

תואר ראשון	סוציולוגיה ואנתרופולוגיה	אוניברסיטת תל אביב	קבלת התואר 1990
תואר שני	מינהל ומדיניות החינוך	האוניברסיטה העברית	קבלת התואר 1993
תואר שלישי	מינהל ומדיניות החינוך	האוניברסיטה העברית	קבלת התואר 1999
פוסט-דוק'	המכון לשיווק בתי ספר	Southampton University	2001-2002

ניסיון מקצועי:

מורה, רכז חברתי, מחנך כיתה	בית ספר תיכון מקיף ג'	אשדוד	1990-1997
מזכיר אקדמי ומרצה לחינוך	מכללה אקדמית אחווה	באר טוביה	1997-2000
מרצה למינהל החינוך	אוניברסיטת בן גוריון	באר שבע	2000-2008
ראש המסלול למינהל החינוך	אוניברסיטת בן גוריון	באר שבע	2006-2008
ראש היחידה להכשרת מורים	אוניברסיטת בן גוריון	באר שבע	2004-2008

בבית הספר לחינוך ע"ש קונסטנטינר:

מרצה וחוקר במינהל ומנהיגות חינוכית 2008-

ראש התכנית למינהל ומנהיגות בחינוך 2008-

 

מחקרים עיקריים:

2001	ההתחדשות העצמית של מורות באמצע החיים	האגודה הישראלית לקרנות מחקר וחינוך
2003	מרכיבי ההתנהגות האזרחית של מורי בתי ספר	GIF הקרן הגרמנית-ישראלית
2003	שיווק בתי ספר בעיר הקנדית אדמונטון	האגודה ללימודים קנדים
2007	שלב הקריירה המאוחרת בניהול בית ספר	הקרן הלאומית למדעים (ISF)
2008	חטיבת הביניים בישראל: חולשות וקשיים	המדען הראשי של משרד החינוך
2009	The story of female arab graduate students: Some lessons for ethnic barriers in higher education 20,000 Shekel (5000$) (PI)	VATAT Israel Committee of Budgeting, HE
2009-10	The teacher's role in drug education 84,000 Shekel (17,000$)  (PI)	The Anti-drug Association
2011	The teacher's role in safety education 147,800 Shekel (35,000$ approximately) (PI)	The Foundation of The Israeli Association of car insturance
2015	עומס בעבודת מנהל בית הספר (200,000 ש"ח)	משרד החינוך

הוראה:

• תיאוריות בסיסיות של מינהל החינוך

• תיאוריות מתקדמות של מינהל החינוך

• מנהיגות חינוכית

• המנהל בארגון: שחיקה, צמיחה והתפתחות

• ניהול בית ספר:מבט מגדרי

• ניהול החינוך החברתי-ערכי של בית הספר

• שיווק בתי ספר בעידן בחירת הורים

• רפורמות ושינויים במערכת החינוך

PUBLICATIONS

 

A.        ACADEMIC BOOKS & MONOGRAPHS

 

1.         אופלטקה,י'. (2002). משחיקה להתחדשות: סיפור חייהן של מנהלות בתי ספר. באר שבע: הוצאת הספרים של אוניברסיטת בן גוריון – 211 עמודים. (Oplatka, I. (2002). From burnout to renewal: The life stories of women school principals. Beer Sheva: Ben Gurion University Press (in Hebrew)).

 

2. Oplatka, I. (2010). The legacy of educational administration: A historical analysis of an academic field. Hamburg: Peter Lang Publisher.

*(This book has been translated to Turkish in 2016 under the title of 'Egitim Yonetimini Mirasi: Akademik Bir Alanin Tarihi Analizi" by APEGEM Akademi, Ankara).

*(This book has been translated to Persian under the title of "تحليل تاريخ مديريت اموزش به عنوان يكك حوزه علمح". طهران: انتشراات اثار معاصر.)

 

3. אופלטקה, י'. (2012). ניהול בית ספר: מהכשרה ועד פרישה. חיפה: פרדס הוצאה לאור, 137 עמודים. (Oplatka, I. (2012). The principalship: From training to retirement. Haifa: Pardes Publishing Company (in Hebrew).)

 

4. Somech, A., & Oplatka, I. (2014). Organizational citizenship behavior in schools: Research and practice for improving educational systems worldwide. London: Routledge.

 

5. Hemsley-Brown, J., & Oplatka, I. (2016). Higher education consumer choice. Basingstoke: Palgrave-Macmillan.

 

6. Yemini, M., Oplatka, I. Sagi, N. (2018). Project management in school. Basingstoke: Plagrave-Macmillan.

 

7. Oplatka, I. (2019). Reforming education in developing countries: From neoliberalism to communitarianism. London: Routledge.

 

8. Arar, K. & Oplatka, I. (2022). Advanced models of educational leadership. Cham: Springer.

 

9. Oplatka, I. (2023). Educational leadership in times of crisis: Insights from the lives of great figures in history. Cham: Palgrave-Macmillan.

 

AA.     FICTION BOOKS

           

1.   אופלטקה, י. (2021). שישה ימים אחרונים. הרצליה: מנדלי מוכר ספרים  (Oplatka I. (2021). The last six days. Herzelia: Mendale Mocher Sefarim).
 

 B.       TEXTBOOKS

 

1. אופלטקה, י'. (2007). יסודות מינהל החינוך: ניהול ומנהיגות בארגון החינוכי. חיפה: פרדס הוצאה לאור. (Oplatka, I. (2007). The essentials of educational administration. Haifa: Pardes (in Hebrew))

 

2. אופלטקה, י'. (2010). יסודות מינהל החינוך: ניהול ומנהיגות בארגון החינוך (מהדורה שנייה ומעודכנת). חיפה: פרדס הוצאה לאור. (Oplatka, I. (2010). The essentials of educational administration. (second edition). Haifa: Pardes (in Hebrew))

 

3. אופלטקה, י'. (2015). יסודות מינהל החינוך: ניהול ומנהיגות בארגון החינוך (מהדורה שלישית מורחבת). חיפה: פרדס הוצאה לאור. (Oplatka, I. (2015). The essentials of educational administration. (Third extended edition). Haifa: Pardes (in Hebrew))

 

4 אופלטקה, י'. (2022). יסודות מינהל החינוך: ניהול ומנהיגות בארגון החינוך (מהדורה רביעית). חיפה: פרדס הוצאה לאור. (Oplatka, I. (2022). The essentials of educational administration. (Fourth edition). Haifa: Pardes (in Hebrew))

 

C.        BOOK EDITING

 

1. Oplatka, I. & Hertz-Lazarowitz, R. (Eds.) (2006). Women principals in a multicultural society: New insights into feminist educational leadership. Rotterdam: Sense Publishing Company.

 

2. הרץ לזרוביץ, ר' ואופלטקה, י'. (עורכים) (2009). מגדר ואתניות בהשכלה הגבוהה. חיפה: פרדס הוצאה לאור. (Hertz-Lazarowitz, R. & Oplatka, I. (Eds.) (2009). Gender and ethnicity in higher education. Haifa: Pardes Publisher (in Hebrew).)

 

3. Oplatka, I., & Hemsley-Brown, J. (Eds.) (2012). The leadership and management of educational marketing: Research, practice and implications. London: Emerald Group Publishing.

 

4. אופלטקה, י. (עורך) (2018). רגשות בהוראה ובניהול בית ספר. תל אביב: מופת הוצאה לאור.

) Oplatka, I. (ed.), 2018. Emotions in teahcing and principalship. Tel Aviv: Mofet Publisher (in Hebrew)).

 

5. Oplatka, I., & Arar, K. (2019). Emotion Management in Teaching and Educational Leadership: A Cultural Perspective. Bingley: EMERALD Publishing Limited.

 

6. Showunmi, V., Moorosi, P., Shakeshaft, C., & Oplatka, I. (2022) (eds.). Handbook of gender and educational leadership and management. New York: Bloomsbury.

 

D.        REFEREED ARTICLES

            (* refers to joint papers with my MA/PhD students)

• Oplatka, I., Bargal, D., & Inbar, D. (2001). The process of self-renewal among women head teachers in mid-career. Journal of Educational Administration, 39 (1), 77-94. https://doi.org/10.1108/09578230110366900

 

• Oplatka, I. (2001). Self-renewal and inter-organizational transition among women principals. Journal of Career Development, 28(1), 59-75. https://doi.org/10.1177/089484530102800105

 

• Oplatka, I. (2001). I changed my management style: The cross gender transition of women head teachers in mid-career. School Leadership and Management, 21 (2), 219-23. https://doi.org/10.1080/13632430120054781

 

• Oplatka, I. (2001). Types of difficulties in the induction stage: Retrospective voices of women principals. Planning and Changing, 32 (1/2), 1-12.

 

• Oplatka, I. (2001). Building a typology of self-renewal: reflections upon life story research. The Qualitative Report. 6 (4). Retrieved from http://www.nova.edu/ssss/QR/QR6-4/oplatka.html

 

• אופלטקה, י'. ברגל ד', וענבר, ד'. (2001). שחיקה והתחדשות בקרב מנהלות בתי ספר באמצע החיים. עיונים במנהל ובארגון החינוך, 25, 153-182. (Oplatka, I., Bargal, D., & Inbar, D. (2001). Burnout and renewal among women principals in mid-career. Studies in Educational Administration, 25, 153-182. (In Hebrew)).

 

• אופלטקה, י'. (2002). תפיסות והתנהגויות שיווקיות של מנהלי בתי ספר על יסודיים: המקרה של העיר תל אביב. עיונים במנהל ובארגון החינוך, 26, 93-122.

Oplatka, I. (2002). The emergence of educational marketing: lessons from the experiences of Israeli principals. Comparative Education Review, 46 (2), 211-233. https://doi.org/10.1086/340477

 

• Oplatka, I. (2002). Women principals and the concept of burnout: an alternative voice? International Journal of Leadership in Education, 5 (3), 211-226. https://doi.org/10.1080/136031200112873

 

• Oplatka, I., Hemsley-Brown, J., & Foskett, N.H. (2002). The voice of teachers in marketing their school: personal perspectives in competitive environments. School Leadership and Management, 22 (2), 177-196. https://doi.org/10.1080/1363243022000007746

 

• מסרים סותרים? דפים, 36, 151-135.: אופלטקה, י'. (2002). מסרים שיווקיים בפרסומות של מ  Oplatka, I. (2002). implicit contradictions in public messages of low-stratified HE institutions: the case of Israeli teacher training colleges. International Journal of Educational Management, 16 (5), 248-256. https://doi.org/10.1108/09513540210434621

 

• Oplatka, I., Foskett, N.H., & Hemsley-Brown, J. (2002). Educational marketization and the head teacher's psychological well- being: A speculative conceptualization. British Journal of Educational Studies, 50 (4), 419-441. http://dx.doi.org/10.1111/1467-8527.t01-2-00212

 

• Oplatka, I. (2002). Secondary school brochures: what they tell us about diversity in a local educational arena. Education and Society, 20 (3), 45-60.

 

• Oplatka, I. (2003). School change and self-renewal: some reflections from life stories of women principals. Journal of Educational Change, 4(1), 25-43. https://doi.org/10.1023/A:1023081708728

                                                                       

• Assor, A., & Oplatka, I. (2003). Towards a comprehensive conceptual framework for understanding principals’ personal growth. Journal of Educational Administration, 41(5), 471-497. http://dx.doi.org/10.1108/09578230310489335

•                        

• אופלטקה, י'. (2003). לבחור בית ספר: הורים ותלמידים מדווחים על התנסויותיהם בבחירת בית ספר על יסודי באזורי רישום פתוחים. עיונים במנהל ובארגון החינוך, 27, 62-37.

  • Oplatka, I. (2003). Choosing the high-school in open enrolment areas: Voices of Israeli parents and children. International Journal of Educational Reform, 12, 289-306. https://doi.org/10.1177/105678790301200403

 

• Oplatka, I. (2004). The characteristics of the school organisation and the constraints on market ideology in education: An institutional view. Journal of Education Policy, 19 (2), 143-161. https://doi.org/10.1080/0144341042000186318

•  

• Oplatka, I. (2004). Prospective teachers’ constructions of leadership:  In search of an ‘androgynous’ style. Leadership and Policy in Schools, 3 (1), 37-57. http://dx.doi.org/10.1076/lpos.3.1.37.27840

 

• Oplatka, I. & Hemsley-Brown, J. (2004). The research on school marketing: Current issues and future directions. Journal of Educational Administration, 42(3), 375-400. http://dx.doi.org/10.1108/09578230410534685

 

• Oplatka, I. (2004). The principal’s career stage: An absent element in leadership perspectives. International Journal of Leadership in Education, 7 (1), 43-55. https://doi.org/10.1080/1360312032000154540

 

• Oplatka, I. (2004). The principalship in developing countries: context, characteristics and reality. Comparative Education, 40(3), 427-448. http://dx.doi.org/10.1080/0305006042000274872

 

• Oplatka, I. (2004). Concerns for classroom management in the pre-service stage: some illuminations from Israeli prospective teachers. Curriculum and Teaching, 19 (2), 19-40.

 

• Oplatka, I. (2004). The arrival of a new woman principal and teachers’ self-renewal: Reflections from life stories of mid-career teachers. Planning and Changing, 35 (1/2), 55-68.

 

• Oplatka, I. (2004). Women teachers’ emotional commitment and involvement: A universal professional feature and educational policy. Education and Society, 22 (2), 23-43.

 

• Oplatka, I. (2004). Marketing informal education institutions in Israel: The centrality of customers’ active involvement in service development. International Journal of Educational Management, 18 (7), 417-424. https://doi.org/10.1108/09513540410563121

• Oplatka, I. (2005). Breaking the routine: Voluntary inter-school transition and women teachers’ self-renewal. Teachers and Teaching, 11 (5), 465-480. https://doi.org/10.1080/13540600500238469

  • אופלטקה, י'. (2008). מעברי קריירה: הזדמנות להתחדשות עצמית של מורות באמצע החיים. דפים, 46, 190-214.

 

• Oplatka, I. (2005). Imposed school change and women teachers’ self-renewal: A new insight on successful implementation of changes in schools. School Leadership and Management, 25 (2), 171-190. http://dx.doi.org/10.1080/13632430500036165

 

• Hemsley-Brown, J. & Oplatka, I. (2005). Bridging the research-practice gap: Barriers and facilitators to research use among school principals from England and Israel. International Journal of Public Sector Management, 18 (5), 424-446. http://dx.doi.org/10.1108/09513550510608886

 

• Oplakta, I. (2006). Teachers' perceptions of their role in educational marketing: Insights from the case of Edmonton, Alberta. Canadian Journal of Educational Administration and Policy, March. http://www.umanitoba.ca/publications/cjeap/articles/izhar.html

     

• Hemsley-Brown, J. & Oplatka, I. (2006). Universities in a competitive global marketplace: A systematic review of the literature on higher education marketing. International Journal of Public Sector Management, 19(4), 316-338. http://dx.doi.org/10.1108/09513550610669176

 

• אופלטקה, י'. (2007). התנהגות אזרחית בארגון בית הספר: המושג, הגורמים לו ומרכיביו בקרב מורים בבתי ספר יסודיים ועל יסודיים. דפים, 44, 64-35.

  • Oplatka, I. (2006). Going beyond role expectations: Towards an understanding of the determinants and components of teacher organizational citizenship behavior. Educational Administration Quarterly, 42(3), 385-423. http://dx.doi.org/10.1177/0013161X05285987

 

• Oplatka, I. (2006). Women in educational administration within developing countries: Towards a new international research agenda. Journal of Educational Administration, 44(6), 604-624. http://dx.doi.org/10.1108/09578230610704819

 

• *Oplatka, I. Tevel, T. (2006). Liberation and revitalization: The choice and meaning of Higher Education among Israeli female students in mid-life. Adult Education Quarterly, 57(1), 62-84. http://dx.doi.org/10.1177/0741713606292153

 

• Oplatka, I. (2007). The place of the ‘open house’ in the school choice process: Insights from Canadian parents, children and teachers. Urban Education, 42(2), 163-184. https://doi.org/10.1177/0042085906296561

 

• עטייס, מ'. ואופלטקה, י'. (2007). משמעת וניהול כיתה בבית הספר: הבדלים מגדריים בין מנהלים ומנהלות בתי ספר. עיונים במנהל ובארגון החינוך, 29, 31-7.

*Oplatka, I. & Atias, M. (2007). Gendered views of managing discipline in school and class. Gender and Education, 19(1), 41-59. http://dx.doi.org/10.1080/09540250601087751

• *אייזנברג, מ' ואופלטקה, י'. (2008). ההורים, המפקחת והסייעת: מקורות התמיכה של גננות חדשות. עיונים במינהל ובארגון החינוך 30, 252-227.                                               *Oplatka, I. & Eizenberg, M. (2007). The perceived significance of the supervisor, the assistant, and parents for career development and survival of beginning kindergarten teachers. Teaching and Teacher Education, 23, 339-354. http://dx.doi.org/10.1016/j.tate.2006.12.012

 

• Oplatka, I. & J. Hemsley-Brown. (2007). The incorporation of market orientation in the school culture: An essential aspect of school marketing. International Journal of Educational Management, 21(4), 292-305. http://dx.doi.org/10.1108/09513540710749519

 

• Oplatka, I. (2007). The scholarship of educational management: Reflections from the 2006 CCEAM conference. International Studies in Educational Administration, 35(1), 92-104.

 

• Oplatka, I. (2007). Managing emotions in teaching: Towards an understanding of emotion displays and caring as non-prescribed role elements. Teacher College Record, 109(6), 1374-1400. https://psycnet.apa.org/doi/10.1177/016146810710900603

 

• Oplatka, I. (2007). The context and profile of teachers in developing countries in the last decade: A revealing discussion for further investigations. International Journal of Educational Management, 21(6), 476-490. http://dx.doi.org/10.1108/09513540710780019

 

• Oplatka, I. (2007). The school principal in late career: An explorative inquiry into career issues and experiences in the pre-retirement working years. Leadership and Policy in Schools, 6, 345-369. https://doi.org/10.1080/15700760701431520

 

• Oplatka, I. (2007). The principal's role in marketing the school: Subjective interpretations and potential influences. Planning & Changing, 38(3&4), 209-221.

 

• *Oplatka, I. & Mimon R. (2008). Women principals' conceptions of job satisfaction and dissatisfaction: An alternative view? International Journal of Leaderhsip in Education, 11(2), 191-210. https://doi.org/10.1080/13603120701576225

 

• Abu-Rabia Quader, S & Oplatka, I. (2008). The power of femininity: Exploring the gender and ethnic experiences of Muslim women who accessed supervisory role in a Bedouin society. Journal of Educational Administration, 46(3), 396-415. http://dx.doi.org/10.1108/09578230810869301

 

• Oplatka, I. (2008). The field of educational managenent: Some intellectual insights from the 2007 BELMAS Conference. Management in Education, 22(3), 4-10. http://dx.doi.org/10.1177/0892020608093256

 

• אופלטקה, י'. (2008). התפתחות מנהל החינוך כשדה מחקר בישראל: ניתוח תוכן של מאמרים            שהתפרסמו בכתב העת עיונים במנהל ובארגון החינוך במהלך שלושת העשורים האחרונים. עיונים במנהל ובארגון החינוך, 30, 9-26.  (Oplatka, I. (2008). The generation of educational management as a field of study in Israel: A content analysis of the papers published in 'issues in educational administration' during the last three decades. Issues in Educational Administration, 30, 9-26. (in Hebrew)).

 

• Oplatka, I. (2009). The field of educational administration: An historical overview of scholarly attempts to recognize epistemological identities, meanings and boundaries from 1960s onwards. Journal of Educational Administration, 47(1), 8-35. http://dx.doi.org/10.1108/09578230910928061

 

• Oplatka, I. (2009). Learning the principal's future internal career experiences: An assessment of a unique principal preparation programme in Israel. International Journal of Educaitonal Management, 23(2), 129-144.

 

• *Oplatka, I. & Tamir, V. (2009). "I don't want to be a school head": Women deputy heads' insightful constructions of career advancement and retention. Educational Management, Leadership & Administration, 37(2), 216-238. http://dx.doi.org/10.1177/1741143208100299

 

• אופלטקה, י' וחפר-ענתבי א'. (2009). מנהיגות פדגוגית ומוסרית בבתי הספר של המושבות בגליל בתחילת המאה העשרים: מספר תובנות מתוך כתביו של המנהל יהודה ענתבי. דור לדור, ל"ד, 101-127.. Oplatka, I. & Hefer-Antebi, E. (2009). Instructional and moral leadership in early twentieth century: The story of Yehuda Antebi, a primary school principal in the Galilee. Planning & Changing, 39(3&4), 145-155.

 

• Oplatka, I. (2009). Organizational citizenship behavior in teaching: The consequences for teachers, pupils and the school. International Journal of Educational Management, 23(5), 375-389.

 

• Yanku-Hadad, D. & Oplatka, I. (2009) Mentoring novice teachers: Motives, process and outcomes from the mentor's point of view. The New Educator, 5, 45-65. https://files.eric.ed.gov/fulltext/EJ868913.pdf

 

• Oplatka, I. (2009). Marketing the university: The subjective perceptions of Israeli academics of their role in attracting new students to their institution. Journal of Higher Education Management & Policy, 31(3), 207-217. http://dx.doi.org/10.1080/13600800902974286

 

• Oplatka, I. (2009). Shall our leaderhsip preparation programs be focused on proactive leadership for social justice? A rejoinder to Jean-marie, Normore, and Brooks. Journal of Research on Leadership Education, 4(1). http://www.ucea.org/storage/jrle/pdf/vol4_issue1_2009/Oplatka%20International%20Response.pdf

 

• Somech, A. & Oplatka, I. (2009). Coping with school violence through the lens of teachers' role breadth: The impact of participative management and job autonomy. Educational Administration Quarterly, 45(3), 424-449. http://dx.doi.org/10.1177/0013161X09334278

 

• Oplatka, I. (2009). The emergence of educational administration as a field of study in Africa: Some epistemological thoughts on context, research and scholarly work. South African Journal of Educational Management and Policy, 1(2), 97-107.

• Oplatka, I., & Tako, E. (2009). Schoolteachers' constructions of the desirable educational leadership: A career-stage perspective. School Leadership & Management, 29(5), 425-444. https://doi.org/10.1080/13632430903152286

  •  

• Oplatka, I. (2009). Educational administration as a contextual-based field: Reflections from the 2008 Commonwealth conference in SA. International Studies in Educational Administration and Policy, 37(3), 3-20.

 

• Oplatka, I., & Tubin, D. (2009). The weaknesses and shortcomings of the junior high school in Israel: Some insights into grade configurations of educational systems worldwide. International Journal of Educational Reform, 18(3), 200-221. http://dx.doi.org/10.1177/105678790901800303

 

• Hemsley-Brown, J., & Oplatka, I. (2010). Market Orientation in Universities: A comparative study of two national higher education systems. International Journal of Educational Management, 24(3), 204-220.

http://dx.doi.org/10.1108/09513541011031565

• Oplatka, I. (2010). The professoriate in the field of educational administration: Insights from an analysis of journal authors' curriculum. Journal of Educational Administration, 48(3), 392-412.

•  

• Tubin, D., & Oplatka, I. (2010). Teachers' Perspectives on Forty Years of Reform: The Case of the Israeli Junior High School. Educational Studies, 36(4), 391-402. (IF=0.640)

•  

• Oplatka, I. (2010). Principals in late career: Towards a conceptualization of principals' tasks and experiences in the pre-retirement period. Educational Administration Quarterly, 46(5), 776-815.

https://doi.org/10.1177/0013161X10380905

 (אופלטקה, י'. (2013). להיות מנהל בית ספר בתקופה שלפני הפנסיה: הבנת הצרכים של מנהלים בשלב הקריירה המאוחרת, את המשימות העומדות בפניהם. עיונים במנהל ובארגון החינוך, 33, 75-96).)

 

• *שטונדי, ז. ואופלטקה, י'. (2011). זה מעבר לתפקידי: מרכיבי ההתנהגות האזרחית בקרב גננות. דפים, 51, 105-139.;

Oplatka, I., & Stundi, M. (2011). The Components and Determinants of Preschool Teacher Organisational Citizenship Behaviour. International Journal of Educational Management, 25(3), 223-236. http://dx.doi.org/10.1108/09513541111120079

 

• Arar, H., & Oplatka, I. (2011). Perceptions of tecaher evaluation and its applications among elementary school principals in the Arab education system in Israel. Studies in Educational Evaluation, 37, 162-169.

https://doi.org/10.1016/j.stueduc.2011.03.006

 

• *Oplatka, I., & Golan, R. (2011). The teacher's extra-role behaviors: Some particular illuminations from a study of the Israeli religious state education system. Religious Education, 106(5), 516-535. http://dx.doi.org/10.1080/00344087.2011.613352

 

• . אופלטקה, י'. (2011). חקר המינהל והמדיניות בחינוך: בחינת התפתחותו של תחום דעת אקדמי בתוך מדעי החינוך. עיונים בחינוך, 5, 164-182. (Oplatka, I. (2011). The research on administration and policy in education: Understanding the development of a field of study in education. Issues in Education, 5, 164-182 (in Hebrew).

 

• אופלטקה, י'. והרץ לזרוביץ, ר'. (2011). מנהיגות נשים בארגוני חינוך: הייחודיות הישראלית בקונטקסט הבינלאומי. עיונים במנהל ובארגון החינוך, 32, 51-74. (Oplatka, I., & Hertz Lazarowitz, R. (2011). A feminine leadership in educational organiztaions: The uniqueness of Israel in the international context. Studies in Educational Administration and Organization, 32, 51-74. (in Hebrew)

 

• Oplatka, I. (2012). "Fifty years of publication": Ponderings into the lgacies of the Journal of Educational Administration. Journal of Educational Administration, 50(1), 34-56. http://dx.doi.org/10.1108/09578231211196050

 

• Oplatka, I. (2012). The 2011 BELMAS conference: New topics, diverse ideas, much more international than before. Management in Education, 26(1), 21-27.

http://dx.doi.org/10.1177/0892020611427930

 

• *Gavish, T., & Oplatka, I. (2012). Educational leadership in the era of mass media: State, consequence, and repercussions. School Leadershp and Management, 32:1, 73-89. https://doi.org/10.1080/13632434.2011.642351

 

• Oplatka, I. (2012). Towards a conceptualization of the early career stage of principalship: Current research, idiosyncrasies and future directions. International Journal of Leadership in Education, 15(2), 129-151. https://doi.org/10.1080/13603124.2011.640943

 

• Oplatka, I., & Lapidot, O. (2012). Muslim women in graduate studies: Some insights into the accessibility of higher education for minority female students. Studies in Higher Education, 37(3), 327-344.

http://dx.doi.org/10.1080/03075079.2010.514899

 

• Oplatka, I., & Nupar, I. (2012). The Components and Determinants of School Reputation: Insights from Parents' Voices. Education and Society, 30(1), 37-52.

 

• Oplatka, I. (2012). Emotional aspects of extra-role behaviors in prevention education: Some insights from interviews with exceptional teachers and school principals. Teachers and Teaching, 18(6), 717-732.

http://dx.doi.org/10.1080/13540602.2012.746506

 

• Arar, K.H., & Oplatka, I. (2013). The gender debate and teachers’ constructions of masculinity vs. femininity of the school principals: the Case of Muslim teachers in Israel. School Leadership & Management, 33(1), 97-112.

http://dx.doi.org/10.1080/13632434.2012.723620

 

• Oplatka, I. (2013). The 2012 CCEAM conference in Cyprus: Some signs of the field's intellectual maturity and global expansion. International Studies in Educational Administration and Policy, 40(3), 3-16.

 

• Oplatka, I. (2013). The principal's role in promoting teachers' extra-role behaviors: Some insights from road safety education. Leadership and Policy in school,12(4), 420-439. https://doi.org/10.1080/15700763.2013.847461

 

• Arar, K.H., & Oplatka, I. (2014). Muslim and Jewish teachers' conceptions of the male school principal's masculinity: Insights into cultural and social distinctions in principal-teacher relations. Men and Masculinity, 17(1), 22-42.

https://doi.org/10.1177/1097184X13516961

 

• Oplatka, I. (2014). Differentiating the scholarly identity of educational administration: An epistemological comparison of two neighbouring fields of study. Journal of Educational Administration, 52(1), 116-136.

• https://doi.org/10.1108/JEA-12-2012-0137

 

• Oplatka, I. (2014). Understanding teacher entrepreneurship in the globalized society: Some lessons from self-starter Israeli school teachers in road safety education. Journal of Enterprising Communities: People and Places in the Global Economy, 8(1), 20-33. https://doi.org/10.1108/JEC-06-2013-0016

 

• *Oplatka, I., & Nupar, I. (2014). The intellectual identity of educational administration: Views of Israeli academics. International Journal of Educational Management, 28(5), 546-559. http://dx.doi.org/10.1108/IJEM-06-2013-0094

 

• James, C., & Oplatka, I. (2015). An exploration of the notion of the ‘Good Enough School.' Management in Education, 29(2), 77-82. http://dx.doi.org/10.1177/0892020614544236

 

• Hemsley-Brown J, Oplatka I. (2015). 'University choice: What do we know, what don’t we know and what do we still need to find out? International Journal of Educational Management, 29 (3), pp. 254-274. http://dx.doi.org/10.1108/IJEM-10-2013-0150

 

• Oplatka, I. (2016). The 2014 CCEAM conference in Canada: Field members' concentration around specific areas of study and methodologies. International Studies in Educational Administration and Policy, 43(1), 65-78.

 

• Oplatka, I. (2016). Teaching unprivileged students with a soul: Insights into emotional leadership in unprivileged communities. International Studies in Educational Administration and Policy, 43(2), 19-30.

 

• Arar, K., & Oplatka, I. (2016). Making sense of social justice. Management in Education, 30(2) 66-73. https://doi.org/10.1177/0892020616631409

 

• Oplatka, I., & Arar, K. (2016). Leadership for social justice and the characteristics of traditional society: Ponderings on the application of Western-grounded models. International Journal of Leadership in Education, 19(3), 352-369. http://dx.doi.org/10.1080/13603124.2015.1028464

 

• Arar, K., Haj, I., Abramovitz, R. & Oplatka, I. (2016). Ethical leadership in education and its relation to ethical decision-making: The case of Arab schools leaders in Israel. Journal of Educational Administration, 54(6), 647-660. http://dx.doi.org/10.1108/JEA-11-2015-0101

 

• Lapointe, C., Langlois, L., Valois, P., Aksu, M., Arar, K., Bezzina, C., Johanssson, O., Norberg, K., & Oplatka, I. (2016). A Cross-Cultural Validation of the Ethical Leadership Questionnaire (ELQ), International Studies in Educatioanl Administration, 44(2), 55-76. https://urn.kb.se/resolve?urn=urn%3Anbn%3Ase%3Aumu%3Adiva-128812

 

• Oplatka, I. (2016). Educational administration and the relational approach: Can we suffice contextual-based knowledge production? Journal of Educational Administration and Foundations, 25(2), 41-52. http://dx.doi.org/10.1007/978-981-10-6568-2_12

 

• اوبلاتقا,يزهار.(2016). بحث المجال الأكاديمي في "الادارة التربوية" لدى المجتمع العربي في إسرائيل: أهداف وتحديات خاصة؟ الحصاد, 6, 13-27. (oplatka, I. (2016). The field of educational administration in the Arab society in Israel: Unique purpoeses and challenges? AL-Hasad, 6, 13-27. (in Arabic)

 

• Oplatka, I., & Arar, K. (2016). The field of educational administration as an arena of knowledge production: Some implications for Turkish field members. Research in Educational Adminstration and Leadership, 1(2), 161-186. https://doi.org/10.30828/real/2016.2.1

 

• Oplatka, I. (2017). Fifteen years of publication: 'Leadership and Policy in school' and its scholarly contribution since its foundation. Leadership and Policy in School, 16(1), 1-26. http://dx.doi.org/10.1080/15700763.2016.1270334

 

• Arar, K., Beycioglu, K. & Oplatka, I. (2017). A Cross-cultural Analysis of educational leadership for social justice in Israel and Turkey: Meanings, Actions and Contexts. Compare: Journal of Comparative Education, 47(2), 192-206. http://dx.doi.org/10.1080/03057925.2016.1168283

 

• אופלטקה, י (2017). דמות המורה החרדי לבנים בעיניהם של בוגרי מערכת החינוך החרדית ודרכי הוראתו בכיתה. עיונים במנהל ובארגון החינוך. 35, 91-122.

  • (Oplatka, I. (2017). The image of the teacher in the Ultra-Orthodox educational system for boys and his teaching methods: Views of the graduates of this system. Studies in Educational Administration and Organization, 35, 91-122( Hebrew).

 

• Oplatka, I. (2017). A call to adopt the concept of responsible leadership in our schools: Some insights from the business literature. International Journal of Leadership in Education, 20(4), 517-524. http://dx.doi.org/10.1080/13603124.2016.1186846

 

• Oplatka, I. (2017). Empathy regulation among Israeli school principals: Expression and suppression of major emotions in educational leadership. Journal of School Leadership, 27(1), 94-118. https://doi.org/10.1177/105268461702700104

 

• Oplatka, I. (2017). Principal Workload: Components, Determinants and Coping Strategies in an Era of Standardization and Accountability. Journal of Educational Administration, 55(5). 552-568. http://dx.doi.org/10.1108/JEA-06-2016-0071

 

• Oplatka, I. (2017). 'I'm so tired and have no time for my family': The consequences of heavy workload in principalship. International Studies in Educatioanl Administration and Policy, 45(2), 21-41.

 

• Oplatka, I., & Arar, K. (2017). The research on educational leadership in the Arab world since the 1990s. A systematic review. Review of Education, 5(3), 267-307. http://dx.doi.org/10.1002/rev3.3095

 

• Oplatka, I. (2018). Understanding emotion in educational and service organizations through semi-structured interviews: Some conceptual and practical insights. The Qualitative Report, 23(6), 1347-1363. Retrieved from https://nsuworks.nova.edu/tqr/vol23/iss6/6  

 

• *Oplatka, I. & Lapidot, A. (2018). Novice principals' perceptions of their mentoring process in early career stage: The key role of mentor-protégé relations. Journal of Educational Administration and History, 50(3), 204-222. http://dx.doi.org/10.1080/00220620.2017.1420044

• Arar, K., & Oplatka, I. (2018). Emotion display and suppression among Arab and Jewish assistant principals in Israel: The key role of culture, gender and ethnicity. Journal of Professional Capital and Community, 3(3), 173-191. http://dx.doi.org/10.1108/JPCC-12-2017-0030

 

• *חמודה, י' ואופלטקה, י. (2019). פרישה מוקדמת בקרב מנהלי בתי ספר ערבים ישראלים: מעשה, חוויות וגורמים. עיונים במנהל ובארגון החינוך, 36, 35-68.

(Hamuda, Y., Oplatka, I. (2019). Early retirement among Arab school principals in Israel. Issues in Educational Administration and Organization, 36, 35-68. Hebrew).

 

• James, C., Crawford, M., & Oplatka, I. (2019). An affective paradigm for educaitonal leadership theory and practice: Connecting affect, actions, power, and influence. International Journal of Leadership in Educaiton, 22(5), 617-628. http://dx.doi.org/10.1080/13603124.2018.1481536

 

• *Aizenberg, M., & Oplatka, I. (2019). From professional isolation to effective leadership:  Pre-school teachers' strategies of shared leadership and pedagogy. Teachers and Teaching, 25(8), 994-1013. https://doi.org/10.1080/13540602.2019.1688287

 

• *Oplatka, I., & Igla, D. (2020). The emotion of fear among schoolteachers: Sources and coping strategies. Educational Studies, 46(1), 92-105. https://doi.org/10.1080/03055698.2018.1536876

 

• *Oplatka, I & Ben-Or, H. (2020). The arrival of a newly appointed principal and teachers' responses. International Journal of Educational Management, 34(3), 492-504. http://dx.doi.org/10.1108/IJEM-05-2019-0169

• Oplatka, I. (2020). The practical legacy of the educational administration field: Probing into authors' implications for policy-makers, leaders and trainers. International Journal of Leadership in Education, 23:3, 239-258. http://dx.doi.org/10.1080/13603124.2018.1543806

 

• *Dor-Haim, P. & Oplatka, I. (2020). School principal's perception of loneliness: A career stage perspective. Journal of Educational Administration and History, 52(2), 211-227. http://dx.doi.org/10.1080/00220620.2019.1689106

 

• *פרידמן, ח'. ואופלטקה, י. (2020) טיפוסי מנהלים דואגים לאחר בקרב מנהלי בתי ספר ממלכתיים יסודיים. דפים, 74, 113-142.

• (Friedman, E., & Oplatka, I., 2020, Types of caring among elementary school principals in Israel. Dapim, 74, 113-142. Hebrew).  

 

• *Oplatka, I., & Gamerman, O. (2021). Compassion in teaching: Process, arenas, factors. Urban Education, 56(2), 318-343. http://dx.doi.org/10.1177/0042085916685765

 

• Gumus, S., Arar, K., & Oplatka, I. (2021). Review of International Research on School Leadership for Social Justice, Equity and Diversity. Journal of Educational Adminstration and History, 53(1), 81-99. http://dx.doi.org/10.1080/00220620.2020.1862767

 

• *Dor-Haim, P. & Oplatka, I. (2021). Feelings of loneliness among school principals: Experiences, causes and copying strategies. Leadership and Policy in Schools, 20(2), 261-276. https://doi.org/10.1080/15700763.2019.1668423

 

• Oplatka, I. (2021). Elven pitfalls in qualitative research: Some perils every emerging scholar and doctoral student should be aware of. The Qualitative Report, 26(6), 1881-1890. https://nsuworks.nova.edu/tqr/vol26/iss6/11/

The paper has been translated to Turkish – Oplatka, I. (2022). Nitel araştırmadaki on bir tuzak: her yeni akademisyen ve doktora öğrencisinin dikkat etmesi gereken bazı hususlar! (S. Turan & R Cansoy, Çev.). Alanyazın Eğitim Bilimleri Eleştirel İnceleme Dergisi, 3(1), 9-20, https://doi. org/10.46743/2160- 3715/2021.4783

 

• *Gutman, M., & Oplatka, I. (2021). Maintaining the image of the desired teacher": Major issues of later career senior teacher educators. Educational Studies, 47(5), 538-553. https://doi.org/10.1080/03055698.2020.1717930

 

• *Grossman, S., & Oplatka, I. (2021). Teacher disappointment: Subjective definitions, factors and consequences. Journal of Professional Capital and Community, 6(3), 205-220. http://dx.doi.org/10.1108/JPCC-03-2020-0012

 

• *Dor-Haim, P., & Oplatka, I. (2021). The implications of loneliness for school principals. International Journal of Educational Management, 35(4), 803-814. https://doi.org/10.1108/IJEM-12-2020-0564

 

• Oplatka, I. & Crawford, M. (2022). Principal, let’s talk about emotions: Some lessons COVID-19 taught us about emergency situations and leadership. International Journal of Leadership in Education, 25(1), 162-172. https://doi.org/10.1080/13603124.2021.2014981

 

• *Oplatka, I., & El-Quran, S. (2022). Emotion regulation among Bedouin teachers in Israel: Inherent conflicts between two different cultural systems of emotion rules. Compare: A Journal of Comparative and International Education, 54(2), 636-653. https://doi.org/10.1080/03057925.2020.1807913

 

• *Studni, M., & Oplatka, I. (2022). Preschool educational leaders and employee-motivation processes: The role of emotion management. International Journal of Leadership in Education, 25(3), 429-447. http://dx.doi.org/10.1080/13603124.2020.1727962

Published also in a Hebrew version - שטודני, מ. ואופלטקה,  י. (2022). להנהיג בגובה העיניים: דרכי הנעת עובדים בגן הילדים בישראל. עיונים במנהל ובארגון החינוך, 37, 169-198.

 

• Oplatka, I. (2022). Towards the post-neoliberal era in education: Some speculations about future directions in educational leadership. International Journal of Leadership in Education, 25(4), 664-674. http://dx.doi.org/10.1080/13603124.2019.1690705

 

• *Oplatka, I. & Elmalak, A. (2022). Emotional closeness and emotional distance among schoolteachers: The case of Arab teachers who teach in Jewish schools. Journal of Professional Capital and Community, 7(3), 193-208. http://dx.doi.org/10.1108/JPCC-09-2021-0060

 

• *Shlomo, H. & Oplatka, I. (2023). I am still a teacher": The place of the teaching career in the process of retirement adjustment. Educational Studies, 49(2), 219-238. https://doi.org/10.1080/03055698.2020.1837614

Published also in Hebrew: שלמה, ח' ואופלטקה, י'. (2022). מקומה של ההוראה בחוויית ההסתגלות לפרישה של המורים. חמדעת, י"ד, 1-27)

 

• *Oplatka, I. & Hoffman, N. (2023). Empathy display and suppression among ultra-Orthodox teachers: The influence of culture and religion. Religious Education, 118(1), 37-53. https://doi.org/10.1080/00344087.2022.2140896

 

• *Oplatka, I. & Nuphar, I. (2023). The process of anger regulation among school principals. International Journal of Educational Management, 37(3), 681-694. https://doi.org/10.1080/00344087.2022.2140896

• Oplatka, I. & Hassan, T. (2023). Leading schools spiritually: Some speculative insights into Arab societies. International Journal of Leadership in Education, 26(5), 892-903. https://doi.org/10.1080/13603124.2021.1934555

 

• Oplatka I. (2023). Studying negative aspects in educational leadership: The benefits of qualitative methodologies. Research in Educational Administration & Leadership, 8(3), 549-575. https://doi.org/10.30828/real.1330936

 

• *Oplatka, I. & Vertaimer, R. (2023). "I never display my emotions": Emotion suppression among Ultra-Orthodox female teachers. International Journal of Comparative Education and Development, 25(3/4), 171-185. http://dx.doi.org/10.1108/IJCED-06-2023-0056

 

• Hsieh, Y.J.T., Wilkinson, J., Longmuir, F., Heffernan, A., Fernandes, V., Variyan, G., Sum, N., Bristol, L., & I. Oplatka, (2023). School Leadership During the COVID-19 Pandemic: A Scoping Review. Leading and Managing, 29(2), 93-113.

 

• Garcia-Carmona, M. & Oplatka, I. (published online). Leading intercultural schools: The role of attentiveness in cultural diverse contexts. International Journal of Leadership in Education. https://doi.org/10.1080/13603124.2023.2261396

E.         CHAPTERS IN BOOKS

 

1. Oplatka, I. & Hertz-Lazarowitz, R. (2006). Women's leadership in education: A review of the knowledge base. In I. Oplatka & R. Hertz-Lazarowitz. (2006). Women principals in a multicultural society: New insights into feminist educational leadership (pp. 17-32). Rotterdam: Sense Publishing Company.

 

2. Oplatka, I. (2006). Equality, autonomy and innovativeness: The life story of secular women principals in Israel. In I. Oplatka & R. Hertz-Lazarowitz. (2006). Women principals in a multicultural society: New insights into feminist educational leadership (pp. 89-102). Rotterdam: Sense Publishing Company.

 

3. Oplatka, I (2008). The introduction of controlled school choice in Tel Aviv, Israel: An attempt to attain a balance between integration and pluralism. In, M. Forsey, G. Waldford, & S. Davis (eds.), School choice: An international perspective. London: Symposium Book Publishing.

 

4. Oplatka, I. (2009). Mid-career: The proper period for the mentoring of newly appointed principals. In, F. Columbus (ed.), Mentoring: Program development, relations and outcomes. Hauppauge, NY: Nova Science Publishing, inc, pp. 51-62.

 

5. Oplatka, I. (2009). Successful elements of internship programs for school principals: Some lessons for career development of professional-candidates. In F. Columbus (ed.), Career Development. Hauppauge, NY: Nova Science Publishing, inc.

 

6. Oplatka, I. (2009). Emotion management and display in teaching: Some ethical and moral considerations in the era of marketization and commericalization. In P. Schutz & M. Zembylas (eds.), Advances in teacher emotion research: The impact on teacher's lives. Dordrecht: Springer, pp. 55-72. http://dx.doi.org/10.1007/978-1-4419-0564-2_4

 

7. אופלטקה, י'. (2010). מחויבות ארגונית כמחויבות רגשית: קולות של מורתו מצליחות באמצע הקריירה. אצל, א' הרצוג וצ' ולדן (עורכות), על גב המורות: כוח ומגדר בחינוך. ירושלים: הוצאת כרמל, עמ' 181-202. (Oplatka, I. (2010). Organizational commitment as emotional commitment: Voices of successful mid-career teacerhs. In E. Hertzog & T. Walden, (eds.), At teacher's expense: Gender and power in Israeli education (pp.181-202). Jerusalem: Karmel (in Hebrew).)

 

8. Oplatka, I., & Addi-Racach, A. (2009).  Is 'educational leadership' a national-contextual field of study? Some insights from an analysis of the field's major journals. International Handbook of Educational Leadership (pp. 399-418). London: Emerald Publishing Group.

 

9. Oplatka, I. (2009). Women teachers' emotional commitment and involvement: A universal professional feature and educational policy. In J. Zajda & K. Freeman (eds.), Race, ethnicity and gender in education (pp. 195-210). Dordrecht: Springer.

 

10. Oplatka, I., & Hemsley-Brown, J. (2010). The globalization and marketisation of higher education: Some insights from the standpoint of institutional theory. In F. Maringe & N. Foskett (eds.), Globalization and internationalization in higher education (pp. 65-82). London: Continuum.

 

11. Oplatka, I., & Waite, D. (2010). The new principal preparation program model in Israel: Ponderings about practice-oriented principal training. In A. Normore (ed.). Global perspectives on educational leadership reform: The development and preparation of leaders of learning and learners of leadership and learners of leadership (pp. 47-66). London: Emerald Group Publishing.

 

12. Oplatka, I. (2011). Epilogue: Some reflections about the research on principal succession and rotation in western countries. in R. White (ed.). Principals in Succession: Transfer and Rotation in Educational Administration (pp. 157-168). London & Ontari: Althouse Press.

 

13. Oplatka, I. (2011). The dynamic nature of emotions in educational leadership: Lessons from the career stories of Israeli late-career principals. In C. Day & J. Chi-Kin Lee (eds.), New understanding of teacher's work (pp. 187-204). Dordrecht: Springer. https://doi.org/10.1007/978-94-007-0545-6_12

 

14. Oplatka, I. (2012). The possible consequences of organizational citizenship behaviors in drug and alcohol prevention education: Some insights from Israeli teachers and principals. In I. Duyar & A. Normore (eds.) Discretionary Behavior and Performance in Educational Organizations: The Missing Link in Educational Leadership and Management (pp. 277-297). London: Emerald Group Publishing.

 

15. Oplatka, I., & Hemsley-Brown, J. (2012).  The research on school marketing: current issues and furture directions – An updated version.  In I Oplatka & J. Hemsley-Brown (Eds.), The leadership and management of educational marketing: Research, practice and implications (pp. 3-35).  London: Emerald Group Publishing. https://doi.org/10.1108/S1479-3660(2012)0000015003  

 

16. Oplatka, I., & Hemsley-Brown, J. (2012). Forms of market orientation among primary and secondary schoolteachers in Israel.  In I Oplatka & J. Hemsley-Brown (Eds.), The leadership and management of educational marketing: Research, practice and implications (pp.).  London: Emerald Group Publishing. https://doi.org/10.1108/S1479-3660(2012)0000015011

 

17. Hemsley-Brown, J., & Oplatka, I. (2012). Reflections on management and leadership of educational marketing: Looking toward the future. In I Oplatka & J. Hemsley-Brown (Eds.), The leadership and management of educational marketing: Research, practice and implications (pp.267-278).  London: Emerald Group Publishing. http://dx.doi.org/10.1108/S1479-3660(2012)0000015014

 

18. Oplatka, I. (2013). The principalship in developing countries: Contexts, characteristics and realities. In L. Bell & H. Stevenson (eds.), Organizing public education (ch. 41). London: Sage. (Reproduction of my paper published in 2004 in Comparative Education).

 

19. Oplatka, I. (2013). The place of 'social justice' in the field of educational administration: An historical overview of emergent area of study. In I. Bogoch & C. Shields (eds.). International Handbook of Social [in]justice and educatoinal leadership (pp. 15-35). Dordrecht: Springer Publishing. http://dx.doi.org/10.1007/978-94-007-6555-9_2

 

20. Oplatka, I. (2015). The research on school principals in Israel: varied topics, limited scope. In H. Ärlestig & C. Day. (eds.) A decade of research on principals – cross culture perspectives (pp. 403-420).  Dordrecht: Springer. http://dx.doi.org/10.1007/978-3-319-23027-6_19

 

21. Arar, K. & Oplatka, I. (2015). The current research on Arab female educational leaders' career and leadership. In, A.I. Bowers, A.R. Shoho, & A. & B.G. Barnett, (eds.). Challenges and Opportunities of Educational Leadership Research and Practice: The State of the Field and Its Multiple Futures (pp.87-115). Information Age Publishing.

 

22. Oplatka, I. (2016). The research on gender in the field of educational management: A journals-based historical overview of an area of study. In K. & J. Hardford (eds.), Gender and leadership: Women achieving against the odds (pp.7-36). Bern: Peter Lang.

 

23. Arar, K., Turan, S., Barakat, M. & Oplatka, I. (2016). The chacateristics of educational leadership in the Middle East: A comparative analysis of three nation-states. In, D. Waite & I. Bogotch (eds.), The Wiley International Handbook of Educational Leadership (pp. 355-373). San Francisco: Wiley. http://dx.doi.org/10.1002/9781118956717.ch19

 

24. Oplatka, I. (2016). Irresponsible leadership and unethical practices in schools. A conceptual framework of the 'dark side' of educational leadership. In, A.H. Normore & J.S. Brooks (eds.), The dark side of leadership: Identifying and overcoming unethical practice in organization (pp.1-18). Bingley, UK: Emerald Group Publishing. http://dx.doi.org/10.1108/S1479-366020160000026001

 

25. אופלטקה, י'. (2016). רפורמות גלובליות בהשכלה הגבוהה: לקחים ומשמעויות למדיניות ומנהל אקדמיים בישראל. אצל, א אדי-רקח וא' כהן (עורכים), דינמיות בהשכלה הגבוהה: אסופת מאמרים לכבודו של פרופסור אברהם יוגב (עמודים, 63-86). תל אביב: היחידה לסוציולוגיה של החינוך והקהילה.   (Oplatka, I. (2016). Global reforms in higher education: Lessons for policy and administration in Israel. In, A. Adi-Racach & O. Cohen (eds.), Dynamics in higher education (pp. 63-86). Tel Aviv: The Unit of Sociology of Education and Community). In Hebrew.

 

26. Oplatka, I. (2016). El surgimiento de la gestion educative como campo de estudio en America Latina. In,. In, J. Weinstein (ed.), Liderazgo educativo en la escuela: Nueve miradas (pp. 253-276). Santiago de Chile: Ediciones, Universidad Diego Portales. (Oplatka, I. The emergence of educational administration as a field of study in Latin America: Some thoughts on culture, society and research. Written in English and Translated to Spanish).

 

27. Oplatka, I., & Arar, K. (2017). From social leadership to responsible leadership: Some insights from interviews with Jewish and Muslim school principals. In, P.S. Angelle (ed.), A global perspective of social justice leadership for school principals (pp. 167-186). Charlotte, N.C., Information Age Publishing.

 

28. Oplatka, I. (2018). Golda Meir: A leader for national revival and social justice. In, T. Noremore & J. Brooks (eds), Leading Against the Grain: Lessons from Visionaries for Creating Just and Equitable Schools (pp. 96-103). New York: Teacher College Record.

 

29. Oplatka, I. (2018). Educational Administration and the Relational Approach: Can We Suffice Contextual-Based Knowledge Production? In, S. Eacott (ed.), Beyond Leadership: A Relational Approach to Organizational Theory in Education (pp. 199-211). Singapore: Springer. http://dx.doi.org/10.1007/978-981-10-6568-2_12

 

30. אופלטקה, י. (2018). המחקר על רגשות בהוראה ובניהול חינוכי: סוגיות עיקריות, כיוונים עיקריים. בתוך, י. אופלטקה (עורך). רגשות בהוראה ובניהול בית הספר (ע' 15-41). תל אביב: מכון מופ"ת, כליל סדרת ספרים.

(Oplatka, I. (2018). The research on emotion in teaching and educational administration: Main issues, major directions. In, I. Oplatka (ed.), Emotions in teaching and school administration (pp. 15-41). Tel Aviv: Kalil Publisher) Hebrew.

 

31. זילברמן-שמש, ד'. ואופלטקה, י' (2018). הדחקת רגשות בקרב מורים: מופעים וגורמים. בתוך י. אופלטקה (עורך). רגשות בהוראה ובניהול בית הספר (ע' 67-88). תל אביב: מכון מופ"ת, כליל סדרת ספרים.

(Zilberman-Shemesh, D., & Oplatka, I. (2018). Emotion suppression among teachers. In, I. Oplatka (ed.), Emotions in teaching and school administration (pp. 67-88). Tel Aviv: Kalil Publisher) Hebrew.

 

32. Oplatka, I., & Arar, K. (2019). A call to study educator emotion as a contextualized phenomenon. In, I. Oplatka & K. Arar (eds.), Emotion management and feelings in teaching and educaitonal leadership: A cultural perspective (pp. 9-24). Bingley: Emerald Publisher. http://dx.doi.org/10.1108/978-1-78756-010-920191001

 

33. אופלטקה, י'. (2020). התרומה המעשית של שדה מחקר אקדמי: המקרה של תחום מנהל החינוך. בתוך, ח' עראר, ג' קורץ וח' בר ישי (עורכים). חינוך כמערכת מורכבת. חיפה: פרדס, עמ', 155-175. (Oplatka, I. 2020, The practical contribution of educational administration as a field of study. In K. Arar, G. Kurtz & H. Bar-Yishai (eds.), Education as a complex system. Haifa: Pardes publisher). Hebrew.

 

34. Oplatka, I. & Erlanger, C. (2020). Cultural identity and fear: The case of Ultra--Orthodox Jewish teachers in primary education. In E.A. Samier & P. Milley (eds.), Educational Administration and Leadership Identity Formation: International Theories, Problems and Challenges (pp. 153-168). London: Routledge.

 

35. Oplatka, I. (2020). The knowledge base in the field of educational administration: What every emergent field member should know? In R. Papa (Ed.), [Oxford] Encyclopedia of Educational Administration. New York, New York: Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.636

 

36. Oplatka, I., & Hemsley-Brown, J. (2021). A systematic and updated review of the literature on higher education marketing 2005-2019. In Z. Sinuany-Stern (eds.), Handbook of Operations Research and Management Science in Higher Education (pp. 35-80). Cham: Springer. https://doi.org/10.1007/978-3-030-74051-1_2

 

37. Oplatka, I. (2021). A communitarian perspective on leading towards social justice. In, C.A. Mullen (ed.). Handbook of social justice interventions in education (pp. 1251-1266). Springer. http://dx.doi.org/10.1007/978-3-030-35858-7_81

 

38. Oplatka, I. (2021). Is a science of educational leadership possible? In, F. English (ed.), The Palgrave Handbook of Eduational Leadership and Management Discourse. Cham: Palgrave-Macmillan. https://doi.org/10.1007/978-3-030-39666-4_63-1.

 

39. Oplatka, I. (2021). Emotional workload and time-use in principalship: Some insights from Israeli educational leaders. In, L. MooSung, L. Pollok & P. Tulowitzki (eds.), How School Principals Use Their Time: Implications for School Improvement, Administration, and Leadership. (pp. 215-228). London: Routledge. http://dx.doi.org/10.4324/9780429327902-14

 

40. Oplatka, I (2022). A communitarian framework for understanding the relations between schools and NGOs. In, C. Lubienski, M. Yemini & C. Maxwell (eds.), The rise of external actors in education: Shifting boundaries globally and locally (pp. 80-90). Bristol: Policy Press. http://dx.doi.org/10.1332/policypress/9781447359005.003.0005

 

41. Oplatka, I. (2022). A vida do director escolar: Uma abordagem de carreira baseada em etapas para a literanca educacional. In J. Weinstein & L. Simileli (eds.), Lideranca escolar: directores como fatores-chave para a transformacao no Brasil (pp. 98-108). Paris: UNESCO (in Portugees).

 

42. Hemsley-Brown, J. & Oplatka, I. (2022). Corporate brand communication in the higher education sector. In, T.C. Melewar, B. Nguyen & P. Foroudi (eds.), Emerald Handbook of multi-stakeholder communication (pp. 11-29). London: EMERALD publishing company. https://doi.org/10.1108/978-1-80071-897-520221004

 

43. Oplatka, I. (2023). The emergence of social justice leaders: Identity formation of new principals. In, Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International

Encyclopedia of Education (4^th ed.), 438-444. Elsevier. http://dx.doi.org/10.1016/b978-0-12-818630-5.05002-8

 

44. אופלטקה, י'. (2023). בית ספר יסודי מורחב או חטיבת ביניים: סקירת הספרות המחקרית בעולם על המבנה הגילאי של מערכת החינוך, בתוך י' הרפז וא' הורביץ (עורכים) להציל את חטיבת הביניים (עמ' 56-78). ירושלים: מכון ברנקו וייס והוצאת כנרת/דביר.

[Oplatka, I. (2023). K-8 school or middle-school: A review of the research on students configuraton in the educational system]. In, Y. Harpaz & E. Horwitz (eds.), Saving the middle-School (pp. 56-78). Jerusalem: The Branco Weiss Institute and Kinnert, Zmora, Dvir Publishing House Ltd. (Hebrew).

 

F.         BOOK REVIEW

 

1. אופלטקה, י'. (2002). סקירת ספרם של שי ובר שלום, המחקר האיכותני בחינוך. דפים, 33, 129-126. (Oplatka, I. (2002). Review of Shay and Bar-Shalom’s “the qualitative inquiry in education”. Dapim, 33, 126-129 (Hebrew).

 

2. אופלטקה, י'. (2005). סקירת ספרן של הרץ לזרוביץ ושדל, קריאה בלמידה שיתופית: פיתוח בתי ספר יהודיים וערבים. סקריפט, 9, 97-94. (Oplatka, I. (2005). Review of Hertz-Lazarowitz and Shadal's "literacy in participative leaning: Developing Arab and Jewish schools". Script, 9, 94-97 (Hebrew).

 

3. Oplatka, I. (2009). Review of Bush's "leadership and management development in education." Journal of Educational Administration, 47(4), 529-531.

 

4. Oplatka, I. (2009). Review of Brock and Lever's "Aspects of education in the Middle East and North Africa." British Educational Research Journal, 35(2), 329-331.

 

5. Oplatka, I. (2009). Review of Maringe and Gibbs's "Marketing higher education: theory and practice." Studies in Higher Education, 34(5), 595-597.

 

6. Oplatka, I. (2010). Review of Taylor's "A good school for every child: How to improve our schools?" British Educational Research Journal, 36(3), 525-526.

 

7. Oplatka, I. (2010). Review of Hoy and Diapola's "Studies in school improvement. Journal of Educational Administration, 48(4), 543-546.

 

8. Oplatka, I. (2010). Review of Johonson's "The changing landscape of education in Africa: Quality, equality & democracy." British Educational Research Journal, 36(5), 873-875.

 

9. Oplatka, I. (2011). Review of Davies and Brighouse's "Passionate leadership in education". Educational Management, Administration & Leadership, 39(1), 147-148.

 

10. Oplatka, I. (2011). Review of Aburabia-Quader's "Excluded and loved: Educated Bedouin women's life stories (Hebrew)". International Sociology Review of Books, 26(2), 194-197.

 

11. Oplatka, I. (2011). Review of Darling-Hammond et al.s' "Preparing principals for a changing world: Lessons from effective school leadership programs. Leadership and Policy in Schools, 10(2), 246-249.

 

12. Oplatka, I. (2011). Review of Tanya Fitzgerald and Jane Wilkinson's "Travelling towards a mirage? Gender, leadership and higher education". Studies in Higher Education, 36(4), 509-511.

 

13. Oplatka, I. (2011). Review of Liz Marr and Rachel Forsyth's "Identity crisis: Working in higher education in the 21th century". Studies in Higher Education, 36(7), 867-869.

 

14. Oplatka, I. (2011). Review of Strong's "The highly qualified teahcer: What is teacher quality and how do we measure it?". Teacher College Record. Number: 16625, Date Accessed: 12/22/2011 9:43:36 AM (http://www.tcrecord.org/books/abstract.asp?ContentId=16625 )

 

15. Oplatka, I. (2012). Review of Day & Gu's "The lives of teachers". Journal of Educational Administration, 50(2), 252-253.

 

16. Oplatka, I. (2012). Review of Shoho, Barnett & Tooms's "Examining the assistant principalship: New puzzles and perennial challenges for the 21^st century". Teacher College Record, http://www.tcrecord.org ID Number: 16705, Date Accessed: 3/24/2012 11:40:50 AM.

 

17. אופלטקה, י. (2012). סקירת ספרו של ערן רון, כיצד לשנות התנהגות האדם בלי לפגוע ברגשותיו: אומנות המשוב הבינאישי. הד החינוך, פ"ו(6), עמ' 128. (Oplatka, I. (2012). How to change one's behavior without hurting one's emotions: The art of the impersonal feedback. Hed Hahinuh, 86(6), p.128). in Hebrew.

 

18. Oplatka, I. (2012). Exploring the links between qualitative inquiry and global crises: Some answers and more questions. The Qualitative Report, 17(Rev. 13), 1-5. Retrieved from http://www.nova.edu/ssss/QR/QR17/oplatka.pdf

 

19. Oplatka, I. (2012). Review of Bob and Megan Tscannen-Moran's "Evocative coaching: Transforming schools one conversation at a time." International Journal of Educaitonal Management. 26(7), 729-731.

 

20. Oplatka, I. (2013). Review of Furlong & Lawn's "Disciplines of education: Their role in the future of education research." Journal of Educational Administration, 51 (1), 92-94.

 

21. אופלטקה, י. (2013). סקירת ספרו של פרנק "מתרבות של בחינות לפדגוגיה עכשווית: המעשה החינוכי בישראל לקראת שנת 2020". הד החינוך, 86(6), עמ', 116-117.

(Oplatka, I. (2013). A  Review of Frank's "From a culture of testing to actual pedagogy: Education in Israel towards 2020". Hed Hahinuh, 86(6), p.116-117). in Hebrew.

 

22. Oplatka, I. (2013). Review of Magno's "Comparative perspectives on international school leadership: Policy, preparation, and practice". European Education, 52(2), 96-98.

 

23. Oplatka, I. (2014). Review of Arar et al.'s "Arab women in management and leadership: Stories from Israel." Journal of Educational Administration, 52(1), 142-144.

 

24. Oplatka, I. (2014). Review of Haj-Yehia & Arar's "Internationalization of higher education: A study in the mobility of Arab students from Israel to other countries (in Arabic)". Education Review, Nov. http://www.edrev.info/reviews/rev1323.pdf. (also in Hebrew – אופלטקה, י'. (2014). סקירת ספרם של חאג' יחייא וערער "בנאום ההשכלה הגבוהה: מחקר על תנועתם של סטודנטים ערבים מישראל למדינות אחרות". שפה וחברה, 6(2), 206-209.  (במקור בערבית).

(גם בערבית) اوبلاتكا يزهر. (2015). مراجعة في الكتاب " تدويل التعليم العالي: دراسات في حراك الطلاب العرب من اسرائيل خارج البلاد". الحصاد, 5, 289-294.

 

25. אופלטקה, י'. (2014). סקירת ספרו של פרנק "על כתפיהם: עולמם הפוליטי של מנהלי בתי הספר בישראל בעשור השני של המאה העשרים ואחת". הד החינוך, פ"ט(1), 98-99.

(Oplatka, I. (2014). A  Review of Frank's "On their shoulders: The political world of Israeli school princiapls in the second decade of the 21th century". Hed Hahinuh, 89(1), p.98-99). In Hebrew 

 

26. Oplatka, I. (2015). Review of Longman & Madsen's "Women and leadership in higher education". Gender and Education. Published online 2/7/15

 

27. אופלטקה, י. (2015). סקירת ספרם של אבי ורמי בנבנישתי "ניהול לתקווה: מהלכה למעשה". מפגש לעבודה חינוכית סוציאלית, 42, 129-132.

(Oplatka, I. 2015. Review of Benbenishti & Benbenishti "Managing for hope: From theory to practice. Jounral of Social and Educational Work, 42, 129-132. Hebrew).

 

28. Oplatka, I. (2016). Review of Crawford's "Developing as an educational leader and manager". Educational Management, Administration & Leadership, 44(4) 706–708.

 

29. Oplatka, I. (2016). Review of Arar & Haj-Yehia's "Higher education and the Palestinian Arab minority in Israel". Higher Education Policy, 29, 419-421.

 

30. Oplatka, I. (2017). Expanding qualitative researchers’ worlds. Review of Silverman's (ed.) "Qualitative Research". Qualitative Report, 22(10), 2544-2547. Retrieved from http://nsuworks.nova.edu/tqr/vol22/iss10/2

 

31. Oplatka, I. (2019) Review of Astor et al. "Welcoming practices: Creating schools that support students and families in transition". Journal of Educational Administration and History, 51(3), 201-294.

 

32. Oplatka, I. (2019). Review of Miler's "The nature of school leadership: Global practice perspectives". Educational Review, 71(5), 670-672.

 

33. Oplatka (2020). Review of Leavy's "The Oxford handbook of qualitative research". The Qualitative Report, 25(4), 1087-1090. Retrieved from https://nsuworks.nova.edu/tqr/vol25/iss4/14

 

34. Oplatka, I. (2021). Review of Arar's "School leadership for refugees' education: Social justice leadership for immigrant, migrants, and refugees". Journal of Educational Administration and History, 53(1), 100-102.

 

35. Oplatka, I. (2022). Review of Arar et al.s' "Neoliberalism and education systems in conflict". Journal of Educational Administration and History, 54(2), 237-239.

 

36. Oplatka, I. (2022). Review of Arar et al.s' "Higher Education in the Era of Migration, Displacement and Internationalization Journal of Higher Education Policy and Management". Journla of Higher Education Policy and Management, 44(6), 636-638.