复杂、冲突的文化环境中的伊斯兰职业道德:以色列本土巴勒斯坦阿拉伯高中教师的案例

IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Ismael Abu-Saad , Afnan Haj Ali
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引用次数: 0

摘要

本研究的重点是以色列土著巴勒斯坦阿拉伯高中教师的伊斯兰职业道德(IWE)。随着 1948 年以色列国的建立,这个以穆斯林为主的巴勒斯坦阿拉伯少数民族经历了迅 速的社会经济变革,其社会政治和文化背景及价值观也受到压制。尽管融入了一个以西方为导向的国家,伊斯兰教的核心原则仍然对以色列的巴勒斯坦阿拉伯少数民族有着广泛的影响,并应用于生活的许多领域,包括工作价值观。研究样本包括 1245 名高中教师。研究利用探索性因子分析(EFA)和确认性因子分析(CFA)建立了可靠的 IWE 模型,并得出了两个可靠的 IWE 维度:"工作中的奉献精神和社会责任感 "和 "工作中的独立性、勤奋和成就感"。巴勒斯坦阿拉伯原住民教师的 IWE 水平较高,但不同性别和年龄组的教师 IWE 水平不尽相同。IWE 量表似乎是描述以色列巴勒斯坦阿拉伯原住民中学教师与工作有关的价值观的一种有 价值的测量方法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Islamic work ethics in a complex, conflicted cultural milieu: The case of indigenous Palestinian Arab high school teachers in Israel
This study focuses on Islamic work ethics (IWE) among Indigenous Palestinian Arab high school teachers in Israel. With the establishment of the State of Israel in 1948, this predominantly Muslim Palestinian Arab minority experienced rapid socioeconomic change, as well as repression of its socio-political and cultural background and values. Despite its incorporation into a Western-oriented country, the core principles of Islam continue to have broad influence on the Palestinian Arab minority in Israel, as well as applications to many areas of life, including work values. The study sample included 1245 high school teachers. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were utilized to establish a reliable model of IWE, resulting in two reliable IWE dimensions: “dedication and social responsibility at work” and “independence, diligence, and achievement at work.” Indigenous Palestinian Arab teachers reported high IWE levels, although this differed by gender and age group. The IWE scale appears to be a valuable measure for describing the work-related values of Indigenous Palestinian Arab high school teachers in Israel.
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来源期刊
International Journal of Educational Development
International Journal of Educational Development EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.20
自引率
12.00%
发文量
106
审稿时长
40 days
期刊介绍: The purpose of the International Journal of Educational Development is to foster critical debate about the role that education plays in development. IJED seeks both to develop new theoretical insights into the education-development relationship and new understandings of the extent and nature of educational change in diverse settings. It stresses the importance of understanding the interplay of local, national, regional and global contexts and dynamics in shaping education and development. Orthodox notions of development as being about growth, industrialisation or poverty reduction are increasingly questioned. There are competing accounts that stress the human dimensions of development.
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