The relationship between the level of school-involvement and “Learned helplessness” among special-education Arab-Palestinian teachers in Israel

摘要

The present study examined the relationship between involvement, in decision-making at the school and learned helplessness among special-education teachers in the Israeli Arab sector. The importance of this study lies in its focused examination of variables which correlate with states that have an adverse effect on the education system, such as stress and burnout. The findings gave considerable support to the hypotheses that predicted a significant negative correlation between school involvement and learned helplessness. The conclusions of this study support greater involvement of teachers in the school in order to improve their well-being and work efficiency.