THE REALITY OF JOB EMBEDDEDNESS FOR TEACHERS AT PUBLIC SCHOOLS IN BETHLEHEM DIRECTORATE OF EDUCATION FROM PRINCIPALS POINT OF VIEW (QUALITATIVE STUDY)

Abstract

The study aimed at investigating the reality of teacher's job embeddedness at public schools in Bethlehem Directorate of Education from principals perspectives. In order to achieve the objectives of the study, the researcher adopted the qualitative method by collecting and analyzing data based on the grounded theory to come up with a theory that explains the reality of job embeddedness among teachers. The researcher selected a purposive sample consisting of 18 male and female principals at public schools, where theoretical saturation was operationalized in a way that was consistent with the research objectives. The study revealed a high level of job embeddedness among public school teachers, and in light of the results, the study suggested a number of important recommendations, including strengthening the role of principals towards building positive and constructive relationships between them and in service teachers because it maintains a high level of organizational embeddedness and developing systems and instructions that guarantee a teacher’s right to remain in his position unless he submits a request asking to move to another position, The most important recommendations revealed by this study are Strengthening and building a positive, constructive role between principals and in-service teachers, because it is the way to maintain a high organizational embeddedness, and  Developing systems and instructions to guarantee the teacher’s right to remain in his workplace unless he submits a request asking for moving from his workplace to another organization.

Key words: Job Embeddedness, Teachers at Public Schools, Bethlehem Directorate of Education