The Struggle to Maintain Schools in Times of War

Round 1

Reviewer 1 Report

Comments and Suggestions for Authors

Your paper focuses upon a little touched upon but important subject : the conditions within Arab schools in the state of Israel and the behavior of school principals. It displays the same admirable  empathy in your presentation as the intervention model you employed does. Your references are usually clear, although you need to explain what "Guardian of the Walls" is about (92). Your abstract promises some reflections upon the broader applicability of your method, but I do not find that promise fulfilled in your conclusion. I wonder how far change in the attitude of the principals really compensates for exterior negative factors.

Author Response

Response to Reviewer 1

Thank you for your positive feedback and insightful comments. Attached is the manuscript which has undergone many changes according to your comments; all changes made in it are marked in yellow. We have revised the manuscript based on your suggestions.

 We appreciate your positive comments on the importance of the topic and the empathetic approach.

 

Comment 1: Your references are usually clear, although you need to explain what "Guardian of the Walls" is about (92).

Response:

 We have added a brief explanation within the text to clarify this reference. (page 4)

 

Comment 2: Your abstract promises some reflections upon the broader applicability of your method, but I do not find that promise fulfilled in your conclusion. I wonder how far change in the attitude of the principals really compensates for exterior negative factors.

Response:

1. Regarding Broader Applicability: We have expanded the Conclusion section to include more explicit reflections on the potential broader applicability of the "empathetic inquiry" model. (page 15-16)
2. Regarding Attitude Change vs. External Factors: We have added discussion points in the revised Discussion/Conclusion section acknowledging the significance of external factors and the limitations of focusing solely on attitude change within the scope of this study. (page 16)

 

 

Reviewer 2 Report

Comments and Suggestions for Authors

I find myself distracted by the initial story of the two boys. Given that my understanding of many Arab schools is gender segregated after grade 3, referencing a female principal later in the story creates cognitive dissonance for me as a reader. It would have been helpful to know more about the context of this research related to the school environment. Are Arab schools structured differently in Israel?

A more robust description of the school (rural/urban, mixed/gender separate, age level, large/small). Author(s) provide an overview of the situation for Arab schools in Israel, but doesn't help the reader understand the nature of the specific schools that are the subjects of this study.

How were the principals recruited for this study? Did they know they were participants in the study? How was the data collected that supports the findings at the end of the paper? Information that would help the reader understand the study is missing throughout the paper.

The topic is compelling and has a potential global impact as we negotiate turbulent times in many parts of the world. I believe the paper needs some wordsmithing to clarify language and reduce some of the repetition of phrases.

Author Response

Response to Reviewer 2

Thank you for your constructive feedback and detailed review. Attached is the manuscript which has undergone many changes according to your comments; all changes made in it are marked in yellow. We have revised the manuscript to address your points:

We appreciate you recognizing the compelling nature of the topic.

 

Comment 1:

I find myself distracted by the initial story of the two boys. Given that my understanding of many Arab schools is gender segregated after grade 3, referencing a female principal later in the story creates cognitive dissonance for me as a reader. It would have been helpful to know more about the context of this research related to the school environment. Are Arab schools structured differently in Israel?

 

Response

 We have added a new section regarding the structure and environment of Arab schools in Israel within the Introduction and Methodology section to clarify the setting. (page 3)

 

Comment 2:

A more robust description of the school (rural/urban, mixed/gender separate, age level, large/small). Author(s) provide an overview of the situation for Arab schools in Israel, but doesn't help the reader understand the nature of the specific schools that are the subjects of this study.

 

Response

 We have incorporated more specific details about the schools included in the study into the introduction/ background/ methodology. (page 1, and 3)

 

 

Comment 3:

How were the principals recruited for this study? Did they know they were participants in the study? How was the data collected that supports the findings at the end of the paper? Information that would help the reader understand the study is missing throughout the paper.

 

Response

 We have added and clarified information regarding principal recruitment, the informed consent process, and data collection methods within the Methodology section. (page 5 and 6)

Comment 4:

The topic is compelling and has a potential global impact as we negotiate turbulent times in many parts of the world. I believe the paper needs some wordsmithing to clarify language and reduce some of the repetition of phrases.

 

Response

 

 The manuscript has undergone careful revision throughout to improve clarity, enhance flow, and reduce repetition.

Round 2

Reviewer 1 Report

Comments and Suggestions for Authors

The paper sensitively and honestly focuses upon the challenges faced by principals in arab schools in Israel. The problems these administrators face are more than personal, yet the personal appears often and significantly in the guise of facing threats aimed at the safety of the principal. You observe that systematic factors beyond the control of the administrator make objective solutions to the challenges faced improbable, but you demonstrate that, on the subjective plane, the principal, through empathic interaction with peers, may experience a strengthening of morale required for coping with such threats.

Reviewer 2 Report

Comments and Suggestions for Authors

The updates to this article significantly enhance the clarity and impact of the content on the social-emotional aspect of the principalship in Arab schools in Israel, particularly in the context of current times. The dialogue shared to demonstrate the specific steps of the forum's work with principals adds to the clarity of the feelings, anxieties, and fears encountered by principals in this environment. I look forward to continued research on the long-term effects of this intervention in environments of war and violence on school leadership, as well as the influence of leadership supported by this intervention on student achievement.