• Suhare, Husane. (2018). Professional development among principals and deputy-principals in the Arab education system. M.A in Educational Administration and Management, Graduate School of Education, The Center for Academic Studies.
  • Noa, Khaiat. (2018). The effect of school-based management on teachers’ fatigue and burnout. M.A in Educational Administration and Management, Graduate School of Education, The Center for Academic Studies.
  • Shiri, Haims. (2018). The effect of locus of control among teachers and their job satisfaction and organizational justice. M.A in Educational Administration and Management, Graduate School of Education, The Center for Academic Studies.
  • Galit, Grazy. (2018). Teachers participation in decision making and its effect on the school climate. M.A in Educational Administration and Management, Graduate School of Education, The Center for Academic Studies.
  • Nahid, Kana’nah. (2018). Developing teenager’s leadership through teenagers’ parliament in the informal Arab education system. M.A in Educational Policy and Leadership, School of Education, Tel-Aviv University. 
  • Zina, Walaa. (2018). Dealing with conflicts between teachers in newly merged elementary school. M.A in Educational Policy and Leadership, School of Education, Tel-Aviv University.  
  • Riham, Dahbour. (2018). Developing entrepreneurship among kindergarten teachers in Jerusalem education system. M.A in Educational Policy and Leadership, School of Education, Tel-Aviv University. 
  • Asmaa, Shuli. (2018). Implementing a program for dealing with exams’ fear. M.A in Educational Policy and Leadership, School of Education, Tel-Aviv University. 

  • Diaa, Maswadi. (2017). Teachers and principals’ attitudes towards the inclusion of blind students in the elementary schools. M.Ed. in Educational Administration and Management, Graduate Department, Kibbutzim College.
  • Mohamed, Aghbaria. (2017). Teachers attitude towards the courage high school reform and its effect on their motivation to teach. M.Ed. in Educational Administration and Management, Graduate Department, Kibbutzim College.
  • Asmaa, Abu-Wasel. (2017). Managing information as a strategy for teachers’ participation in decision-making process. M.A in Educational Administration and Management, Graduate School of Education, The Center for Academic Studies. 
  • Hila, Asher. (2017). Female principals’ perception of their professional development through different career stages. M.A in Educational Administration and Management, Graduate School of Education, The Center for Academic Studies.
  • Yona, Grimber. (2017). Communication patterns between teachers and students and their effects in students’ achievement. M.A in Educational Administration and Management, Graduate School of Education, The Center for Academic Studies.
  • Dana, Cohen-Gunin. (2017). Teachers perceptions of parental involvement in high socio-economic school. M.A in Educational Administration and Management, Graduate School of Education, The Center for Academic Studies.

  • Suhare, Najar. (2016). Principal’s leadership style and job commitment among teachers in the Arab elementary education. M.Ed. in Educational Administration and Management, Graduate Department, Sakhnin Academic College of Teachers Education.
  • Fatina, Dabah. (2016). Principal’s leadership style, teacher’s burnout, and trust. M.Ed. in Educational Administration and Management, Graduate Department, Sakhnin Academic College of Teachers Education.
  • Yofa, Moady. (2016). The effect of leadership style on organizational justice, professional perception, and job commitment in the Druze education system in Israel. M.Ed. in Educational Administration and Management, Graduate Department, Sakhnin Academic College of Teachers Education. 
  • Montaha, Mozalbat. (2016). Perception of morality among school principals. M.Ed. in Educational Administration and Management, Graduate Department, Sakhnin Academic College of Teachers Education. 
  • Ahlam, Asady. (2016). Perceptions of principals and teachers of novice teachers hiring in the Arab education system. M.Ed. in Educational Administration and Management, Graduate Department, Sakhnin Academic College of Teachers Education. 
  • Honaida, Shadafne. (2016). The effect of self-management on teachers’ motivations and school effectiveness in the Arab elementary schools. M.Ed. in Educational Administration and Management, Graduate Department, Sakhnin Academic College of Teachers Education. (a paper published out of this research). 
  • Aide, Meriam. (2016). Stress and burnout among principals and teachers following New-Horizon’s reform.  M.Ed. in Educational Administration and Management, Graduate Department, Sakhnin Academic College of Teachers Education. (a paper published out of this research). 
  • Nibal, Awad. (2016). The effect of managerial practices on pedagogic coordinators and school’s outcomes. M.Ed. in Educational Administration and Management, Graduate Department, Sakhnin Academic College of Teachers Education.

  • Ibrahim, Haj. (2015). Ethical leadership among Arab school principals and vice-principals. M.Ed. in Educational Administration and Management, Graduate Department, Sakhnin Academic College of Teachers Education. (a paper published out of this research). 
  • Ibtisam, Shakhe-Ahmad. (2015). Emotions regulations in teaching among Arab teachers in elementary schools. M.Ed. in Educational Administration and Management, Graduate Department, Sakhnin Academic College of Teachers Education. (a paper published out of this research). 
  • Mohamed, Qaise. (2015). Principals appointment in the Arab education system in Israel. M.Ed. in Educational Administration and Management, Graduate Department, Sakhnin Academic College of Teachers Education. (a paper published out of two combined research projects). 
  • Manal, Kabiya. (2015). Principals appointment in high schools in the Arab education system. M.Ed. in Educational Administration and Management, Graduate Department, Sakhnin Academic College of Teachers Education.
  • Samya, Qasim. (2015). Principals’ leadership style, school climate and parent’s involvement. M.Ed. in Educational Administration and Management, Graduate Department, Sakhnin Academic College of Teachers Education. (a paper published out of two combined research projects).
  • Samhahir, Loabni. (2015). Comparison of conflict management styles among male and female school principals in the Arab education system in Israel. M.Ed. in Educational Administration and Management, Graduate Department, Sakhnin Academic College of Teachers Education.
  • Fatima, Asly. (2015). Stress among Arab teachers in implementing the New Horizon reform. M.Ed. in Educational Administration and Management, Graduate Department, Sakhnin Academic College of Teachers Education.

  • Diana, Albalasy. (2014). Teachers’ perceptions of personal dialogue in the one-to one teaching in the new high school reform. M.Ed. in Teaching & Learning, Graduate Department, Levinsky Academic College of Teachers Education.
  • Yoni, Aba. (2014). Mathematic orientation and emotional stress among preliminary students. M.Ed. in Teaching & Learning, Graduate Department, Levinsky Academic College of Teachers Education.
  • Nariman, Hafni (2014). Principals’ perceptions of teachers’ leadership and school change. M.Ed. in Teaching & Learning, Graduate Department, Levinsky Academic College of Teachers Education.
  • Suzan, Abdel-Hady. (2014). Participatory action research in leading science community in an Arab school in Israel. M.Ed. in Teaching & Learning, Graduate Department, Levinsky Academic College of Teachers Education.
  • Berl, Michal. (2014). Comparison of Elementary and High School Teachers’ Perception of Inclusion of Children with Learning Disabilities in the Regular Classes. M.Ed. in Teaching & Learning, Graduate Department, Levinsky Academic College of Teachers Education.
  • Suzan, Essa. (2014). Patterns of dealing with school violence among Arab high school teachers. M.Ed. in Teaching & Learning, Graduate Department, Levinsky Academic College of Teachers Education.
  • Sarah, Banani. (2014). New Horizon Reform between policy and implementation in elementary schools in Israel. M.Ed. in Teaching & Learning, Graduate Department, Levinsky Academic College of Teachers Education.
  • Fadia, Ibrahim. (2014). Arab principals and teachers’ dilemma of identity education. M.Ed. in Educational Administration and Management, Graduate Department, Sakhnin Academic College of Teachers Education. (two papers published out of this research). 
  • Mervat, Azam. (2014). Pioneer Arab females in the Israeli Academy. M.Ed. in Educational Administration and Management, Graduate Department, Sakhnin Academic College of Teachers Education. (a chapter published out of this research). 
  • Abeer, Khalaile. (2014). Leadership styles of Arab preliminary school principals and pupil’s achievement. M.Ed. in Educational Administration and Management, Graduate Department, Sakhnin Academic College of Teachers Education. 
  • Mariam, Rafea. (2014). Social Justice Percwptions and Implications among Arab school principals. M.Ed. in Educational Administration and Management, Graduate Department, Sakhnin Academic College of Teachers Education. (a paper published out of this research). 
  • Amal, Saris. (2014). Arab women managers coping with work-home duties. M.Ed. in Educational Administration and Management, Graduate Department, Sakhnin Academic College of Teachers Education. 
  • Lobna, Hadid. (2014). Motivation to postgraduate studies among Arab teachers. M.Ed. in Educational Administration and Management, Graduate Department, Sakhnin Academic College of Teachers Education. (a paper published out of this research). 
  • Rania, Ismael. (2014). Partnership between academy and a school through Information Technology management program. M.Ed. in Educational Administration and Management, Graduate Department, Sakhnin Academic College of Teachers Education. (a paper published out of this research). Co-chair with Prof. Malik Yousif. 

  • Ghalib, Nasr Aldeen. (2013). Teachers and Principals in Arab school between trust and regulations. M.Ed. in Educational Administration and Management, Graduate Department, Sakhnin Academic College of Teachers Education.
  • Esawi, Waleed. (2013). Coping strategies of newly appointed Arab principals. M.Ed. in Educational Administration and Management, Graduate Department, Sakhnin Academic College of Teachers Education. (a paper published out of this research). 
  • Amal, Abu Rome. (2013). Self-Management in the Arab Education.  M.Ed. in Educational Administration and Management, Graduate Department, Sakhnin Academic College of Teachers Education. (a paper published out of this research). 
  • Anwar, Afawi. (2013). Parents involvement in the Bedouin elementary schools. M.Ed. in Teaching & Learning, Graduate Department, Levinsky Academic College of Teachers Education.
  • Gila, Ben-Gigi. (2013). Teachers perceptions of empowerment school culture and teachers’ professional development. M.Ed. in Teaching & Learning, Graduate Department, Levinsky Academic College of Teachers Education.

  • Abo Elhaja, Fatema. (2012). Deep aspects of high school principal leadership in Arab high schools. M.A. in Education, School of Education, Tel-Aviv University. 
  • Yaniv, Mira (2012). The principals’ perception of teachers’ evaluation in New Horizon reform. M.A. in Education, School of Education, Tel-Aviv University. 
  • Sarhan, Yehia. (2012). Teachers and principal’s perceptions of the school principal’s role. M.A in Educational Administration and Management, Graduate School of Education, The Center for Academic Studies. 
  • Wael, Diab. (2012). Teachers’ perception of the role of subject coordinator and his actual function in different elementary schools. M.A in Educational Administration and Management, Graduate School of Education, The Center for Academic Studies. 

  • Ashkenazi, Batya. (2010). Evaluation framework for homeschooling in Israel. M.Ed. in Planning and Evaluation, Beit Berl College. 
  • Sabeh, Ahmad. (2010). The workshop as a tool to improve pedagogical processes for reinforcement learning using Homish program in the Arab high schools in Israel. M.Ed. in Planning and Evaluation, Beit Berl College.