Abstract
This paper overviews the development of stakeholders’ theory and its implementation in Israeli school. Teachers, parents, and school principals are analyzed by their stakeholder style in a modern school. Bibu and Saris (Bibu and Saris in Revista de Management Comparat International 2:200–216, 2017) point out that the stakeholder’s model is appropriate for a modern school of globalization era in general, in Israel in particular. The long way from shareholders to stakeholders’ emphasis reflects changes that took place in the whole society. Their study demonstrated that the stakeholder model which originally was designed for business, may be successfully implemented at school and cause improvement in both pupils’ achievements and the school climate. Israeli school in the Arab sector who chose to implement the model first—became a story of success not just in the Arab sector, but also in the whole Northern region of Israel. Therefore, the stakeholders’ model should be used in the educational sector, although it is a managerial one, developed for business organizations. As of today, the authors did not finally build their empirical implementation steps, but they are looking for interesting and innovative alternatives for the new digital era of schools—such as the skills-based model proposed by Connolly et al. (Connolly et al. in Edu Manag Adm Leadersh 45:5–19, 2017), where stakeholders’ teams are built on the basis of their expertise and not their interest in the institution.
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Natour, Y., Sirota, J. (2024). Main Approach Ideas for Stakeholders’ Model in Israeli School. In: Prostean, G.I., Lavios, J.J., Brancu, L., Şahin, F. (eds) Management, Innovation and Entrepreneurship in Challenging Global Times. Lecture Notes in Management and Industrial Engineering. Springer, Cham. https://doi.org/10.1007/978-3-031-47164-3_23
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