Differences Between Teachers’ and School Principals’ Perceptions of Learning Skills Promotion in the Classroom.
Prof. Nassar Tarabiy
Prof. Souad Abu Rukon
Ministry of education
Abstract
The promotion of learning skills has become a central goal of contemporary education systems, reflecting increased emphasis on learner autonomy, higher-order thinking, and lifelong learning competencies (Sermons, 2018). Although these skills are widely acknowledged as essential, teachers and school principals may differ in how they perceive their importance and implementation in classroom practice. Such differences are shaped by professional roles, organizational conditions, and individual beliefs.
This quantitative study examined differences between teachers’ and school principals’ perceptions of promoting learning skills in the classroom and identified factors predicting these perceptions within the Israeli educational context. Data were collected from 350 educators (210 teachers and 140 principals) using a structured questionnaire measuring perceived importance of learning skills, perceived implementation, organizational support, self-efficacy, and perceived barriers. Data were analyzed using reliability analysis, independent-samples t-tests, analysis of variance (ANOVA), Pearson correlation analysis, and multiple regression.
The findings revealed statistically significant differences between teachers and principals across all measured dimensions, with principals reporting higher perceptions of importance, implementation, and organizational support. Organizational support, self-efficacy, perceived importance, and professional role emerged as significant predictors of perceived implementation of learning skills. These findings highlight the importance of instructional leadership and supportive organizational conditions in aligning perceptions and strengthening the promotion of learning skills in classroom practice.
The study extends existing research by integrating organizational and psychological predictors within a single quantitative model and by providing role-based evidence from a centralized education system, with implications for other centralized education systems worldwide. Organizational support emerged as the strongest predictor, followed by self-efficacy and professional role.
Keywords: learning skills; instructional leadership; organizational support; self-efficacy; teachers’ perceptions; principals’ perceptions; centralized education system
1. Introduction
Promoting learning skills among students has become a primary educational goal in many education systems worldwide (Sermons, 2018). This global emphasis is reflected in international policy frameworks that highlight learning skills such as critical thinking, self-regulation, and adaptability as essential competencies for future-oriented education systems (OECD, 2019).
Learning skills encompass a range of cognitive, metacognitive, motivational, and social abilities that support students’ academic achievement, lifelong learning, and future success (Sanchez et al., 2022; Veletić et al., 2023). These skills are increasingly associated with personalized and competency-based educational approaches, enabling learners to manage their learning processes and pursue individual aspirations in rapidly changing social and economic contexts (ElSayary, 2024).
Despite growing consensus regarding the importance of learning skills, their promotion in classroom practice remains uneven. Teachers often face structural constraints such as curriculum overload, assessment pressures, and diverse student needs, which may limit opportunities to explicitly foster learning skills during instruction. As a result, discrepancies may emerge between the perceived importance of learning skills and their actual implementation in everyday teaching practices.
Teachers and school principals occupy distinct yet interconnected roles within the education system. Teachers are primarily responsible for classroom-level implementation and direct interaction with students, whereas principals operate at the organizational level, shaping school vision, instructional priorities, and professional development frameworks (Jackson, 2018). These differing professional responsibilities may lead to variations in perceptions regarding the importance, feasibility, and support for promoting learning skills.
Comparative research examining teachers’ and principals’ perceptions of the same educational phenomenon remains relatively limited. While teachers’ perceptions and influencing factors have been more extensively documented, principals’ perceptions have received less empirical attention (Lin & Chen, 2024). Furthermore, the specific variables shaping these perceptions and the extent to which they differ between roles remain underexplored.
In the Israeli educational context, this issue is particularly salient. Educational reforms increasingly emphasize higher-order thinking, independent learning, and adaptability, while schools operate within a centralized system characterized by accountability demands and curricular regulation. These conditions may intensify perceptual gaps between policy-level intentions and classroom-level realities, underscoring the need to examine how teachers and principals perceive the promotion of learning skills and what factors predict these perceptions.
Accordingly, the present study aims to examine differences between teachers’ and school principals’ perceptions of promoting learning skills in the classroom and to identify demographic, organizational, and psychological factors predicting these perceptions. By addressing these issues within the Israeli context, this study seeks to contribute to the international literature on learning skills, instructional leadership, and educational change.
2. Theoretical Framework and Literature Review
2.1 Learning Skills: Definitions and Conceptual Perspectives
Learning skills have been conceptualized in the literature as a multidimensional construct encompassing cognitive, metacognitive, motivational, and behavioral components. Recent studies emphasize the role of self-regulated learning processes in promoting learning skills, highlighting learners’ planning, monitoring, and reflection within instructional contexts (Schunk & Greene, 2018; Panadero, 2020), which enable learners to manage, regulate, and optimize their learning processes (Sermons, 2018).
Early conceptualizations emphasized the cognitive aspects of learning skills, focusing on information processing, strategy use, and problem-solving abilities. More recent approaches have expanded this perspective to include metacognitive awareness, self-regulation, and motivational factors, highlighting learners’ active role in controlling their learning processes (Sanchez et al., 2022). This shift reflects broader educational paradigms that view learning as an active, self-directed process rather than passive knowledge acquisition.
Contemporary research further underscores the relevance of learning skills in personalized and competency-based education systems. Veletić et al. (2023) argue that learning skills are essential for adapting instruction to individual learners’ needs, enabling flexibility and responsiveness in diverse classroom contexts. Similarly, ElSayary (2024) emphasizes that learning skills serve as a foundation for lifelong learning, particularly in environments characterized by rapid technological and societal change.
Despite variations in terminology and emphasis, there is broad agreement that learning skills are teachable competencies that can be systematically developed through intentional instructional practices. This consensus has led to increased attention to how schools and educators can effectively promote learning skills within everyday teaching and learning environments.
2.2 Promoting Learning Skills in Classroom Practice
While the theoretical importance of learning skills is widely acknowledged, their translation into classroom practice presents significant challenges. Teachers play a central role in fostering learning skills through instructional design, classroom interaction, and assessment practices. Contemporary motivation research suggests that students’ engagement in learning-skills-related practices is closely linked to autonomy-supportive instructional environments (Howard et al., 2021).
Research indicates that explicit instruction in learning strategies, opportunities for reflection, and supportive feedback are critical for the development of students’ learning skills (Sanchez et al., 2022). Recent meta-analytic evidence indicates that formative assessment and feedback practices play a central role in supporting the development of learning skills across diverse educational settings (Wiliam, 2018; Wisniewski et al., 2020).
Instructional strategies designed to strengthen learning-related skills have also been shown to support students’ engagement and skill development across subject domains (Permana & Cunandar, 2025).
However, empirical studies consistently report gaps between teachers’ recognition of the importance of learning skills and their actual implementation in classroom practice. Teachers often operate under constraints such as curriculum overload, limited instructional time, and accountability pressures, which may restrict opportunities to prioritize learning skills alongside content coverage (Sermons, 2018). As a result, learning skills may be addressed implicitly or sporadically rather than systematically embedded within instruction.
Furthermore, teachers’ pedagogical beliefs and professional experiences influence how learning skills are enacted in practice. Educators who perceive learning skills as integral to academic achievement are more likely to integrate strategy instruction and reflective activities into their teaching (Veletić et al., 2023). Conversely, when learning skills are viewed as secondary to content mastery, their promotion may be marginalized.
The variability in classroom-level implementation underscores the need to examine not only individual teacher practices but also the broader organizational context in which teaching occurs. Classroom practices do not exist in isolation; they are shaped by school policies, leadership expectations, and institutional support structures. Studies examining teacher involvement in curriculum-related decision-making indicate that such involvement is positively associated with instructional effectiveness and student learning outcomes (Kusmawan et al., 2025).
2.3 Instructional Leadership and Organizational Support
Instructional leadership has been identified as a key factor influencing the adoption and sustainability of pedagogical practices aimed at promoting learning skills. Recent research on instructional leadership highlights its indirect yet significant influence on classroom practices through organizational support, professional learning, and shared instructional goals (Hallinger et al., 2020; Liu et al., 2023).
Principals play a crucial role in shaping school culture, articulating instructional priorities, and providing the conditions necessary for pedagogical innovation (Jackson, 2018).
Organizational support encompasses a range of leadership behaviors and structural conditions, including professional development opportunities, collaborative learning environments, availability of resources, and clear pedagogical guidance. Research suggests that when teachers perceive strong organizational support, they are more likely to engage in innovative instructional practices and sustain changes over time (Jackson, 2018).
emphasizes that instructional leadership is most effective when it fosters shared vision and professional dialogue rather than top-down compliance. In schools where principals actively support instructional improvement and encourage reflective practice, teachers report higher levels of engagement and confidence in implementing complex pedagogical approaches. Recent evidence from centralized education systems indicates that principals’ instructional leadership plays a critical role in enhancing teachers’ professional learning and instructional practices (Abbaspour et al., 2024).
Within the context of learning skills promotion, organizational support may be particularly important. Because learning skills often require shifts in instructional focus and assessment practices, teachers may need explicit encouragement, training, and ongoing support from school leadership. Without such support, efforts to promote learning skills may remain fragmented or inconsistent.
Contemporary analyses of school leadership practices further highlight the role of principals’ strategic actions in improving instructional quality and overall school effectiveness (Johnson et al., 2024). Studies focusing on school climate suggest that teachers’ perceptions of organizational trust and support are associated with their willingness to implement complex instructional practices related to learning skills (Van Maele & Van Houtte, 2019).
2.4 Teachers’ and Principals’ Perceptions: A Comparative Perspective
Differences between teachers’ and principals’ perceptions of instructional practices have been documented in various areas of educational research. Teachers and principals occupy distinct professional positions that shape their perspectives, priorities, and experiences within the school system (Lin & Chen, 2024).
Teachers’ perceptions are grounded in daily classroom realities, including student diversity, instructional constraints, and immediate pedagogical challenges. Principals, in contrast, tend to adopt a broader organizational perspective, focusing on school-wide goals, policy implementation, and long-term improvement strategies. These differing vantage points may lead to discrepancies in how learning skills promotion is perceived and evaluated.
Lin and Chen (2024) argue that such perceptual gaps can hinder the alignment between instructional leadership and classroom practice. When principals perceive learning skills as well-supported and effectively implemented, but teachers experience significant barriers at the classroom level, initiatives aimed at promoting learning skills may fail to achieve their intended impact.
Understanding these perceptual differences is therefore critical for designing coherent and effective educational interventions. Comparative analysis of teachers’ and principals’ perceptions can shed light on areas of alignment and tension, informing leadership practices and professional development efforts.
2.5 Self-Efficacy and Perceived Barriers in Educational Change
In addition to organizational factors, individual psychological variables play an important role in shaping instructional behavior. Recent research on educational innovation suggests that educators’ perceptions of change initiatives are shaped by both organizational support and individual readiness for innovation (Alwaqdani, 2025).
Teacher self-efficacy refers to educators’ beliefs in their ability to successfully perform instructional tasks and influence student learning outcomes. Research has consistently linked higher levels of self-efficacy to greater willingness to adopt innovative and learner-centered teaching practices (Sermons, 2018).
Educators with strong self-efficacy are more likely to experiment with instructional strategies that promote learning skills, persist in the face of challenges, and adapt their practices to students’ needs. Conversely, low self-efficacy may limit teachers’ engagement with complex pedagogical approaches, even when organizational support is present.
Perceived barriers represent another important dimension of educational change. These barriers may include time constraints, workload, assessment demands, insufficient training, and lack of resources. Importantly, awareness of barriers does not necessarily reflect resistance to change; rather, it may indicate a realistic appraisal of the challenges associated with implementing new instructional practices (Veletić et al., 2023).
Examining self-efficacy and perceived barriers alongside organizational support provides a more comprehensive understanding of the factors influencing learning skills promotion. Integrating these variables into a unified framework allows for a nuanced analysis of how individual beliefs and contextual conditions interact to shape educators’ perceptions and practices.
3. Research Model and Hypotheses
Building on the theoretical framework and literature reviewed above, the present study proposes an integrative research model that examines differences between teachers’ and school principals’ perceptions of promoting learning skills in the classroom, as well as the organizational and individual factors predicting these perceptions.
The model is grounded in three complementary assumptions. First, perceptions of promoting learning skills are shaped by educators’ professional role within the school organization. Second, organizational conditions, particularly instructional leadership and perceived organizational support, play a central role in facilitating or constraining the promotion of learning skills. Third, individual psychological factors, such as self-efficacy and perceived barriers, influence educators’ engagement with learning skills-oriented instructional practices.
3.1 Professional Role and Perceptions of Learning Skills Promotion
Teachers and school principals occupy distinct positions within the educational system, which shape their perspectives, responsibilities, and daily experiences. Teachers are primarily engaged in classroom-level implementation, while principals operate at the organizational and leadership level, focusing on policy, vision, and instructional coordination (Jackson, 2018; Lin & Chen, 2024). These differences suggest that teachers and principals may not perceive the promotion of learning skills in the same way.
Previous research has indicated that principals tend to report more favorable perceptions of instructional initiatives than teachers, particularly in areas related to organizational support and implementation. Based on this literature, the present study assumes that principals will report higher perceptions regarding the importance and implementation of learning skills compared to teachers.
Hypothesis 1 (H1):
There are statistically significant differences between teachers and school principals in their perceptions of promoting learning skills in the classroom, with principals reporting higher levels across all dimensions.
3.2 Organizational Support as a Predictor of Implementation
Organizational support has been widely recognized as a critical determinant of instructional practice. Supportive leadership, access to professional development, collaborative school culture, and clear pedagogical guidance have been associated with greater adoption of innovative teaching approaches (Jackson, 2018).
In the context of learning skills promotion, organizational support may be particularly influential, as such practices often require changes in instructional focus, assessment methods, and classroom routines. When educators perceive that their school leadership actively supports learning skills promotion, they are more likely to integrate these practices into their teaching.
Hypothesis 2 (H2):
Perceived organizational support is positively associated with perceived implementation of learning skills in the classroom.
3.3 Self-Efficacy and Learning Skills Implementation
Self-efficacy plays a central role in shaping educators’ instructional behavior. Educators who believe in their ability to successfully promote learning skills are more likely to engage in complex instructional practices, persist in the face of challenges, and adapt their teaching strategies to students’ needs (Sermons, 2018).
Within the present research model, self-efficacy is conceptualized as a key individual predictor of perceived implementation. Even in supportive organizational contexts, low self-efficacy may limit educators’ willingness to adopt learning skills-oriented practices.
Hypothesis 3 (H3):
Educators’ self-efficacy is positively associated with perceived implementation of learning skills in the classroom.
3.4 Perceived Importance of Learning Skills
Perceptions of importance reflect educators’ beliefs regarding the value and relevance of learning skills within the educational process. Research suggests that when educators view learning skills as essential for student success, they are more likely to prioritize their promotion in classroom practice (Sanchez et al., 2022; Veletić et al., 2023).
Accordingly, perceived importance is expected to function as a motivational factor that influences implementation, independently of organizational and psychological conditions.
Hypothesis 4 (H4):
Perceived importance of learning skills is positively associated with perceived implementation of learning skills in the classroom.
3.5 Perceived Barriers to Learning Skills Promotion
Perceived barriers represent educators’ assessments of constraints that hinder the promotion of learning skills, such as time limitations, curriculum demands, and lack of resources. While barriers are often viewed as inhibiting factors, the literature suggests that awareness of barriers may coexist with high levels of engagement, particularly among educators who are actively involved in instructional change (Veletić et al., 2023).
In the present study, perceived barriers are examined as a potential predictor of implementation, with the expectation that higher levels of perceived barriers may be associated with lower perceived implementation.
Hypothesis 5 (H5):
Perceived barriers to promoting learning skills are negatively associated with perceived implementation of learning skills in the classroom.
3.6 Integrated Predictive Model
In addition to examining individual relationships, the present study adopts an integrated approach by simultaneously considering professional role, organizational support, self-efficacy, perceived importance, and perceived barriers as predictors of perceived implementation of learning skills. This approach allows for the identification of unique contributions of each factor while controlling for the others.
Hypothesis 6 (H6):
Professional role, organizational support, self-efficacy, perceived importance, and perceived barriers jointly predict perceived implementation of learning skills in the classroom.
4. Methodology (Israeli centralized education system context)
4.1 Research Design
The present study employed a quantitative, cross-sectional research design aimed at examining differences between teachers’ and school principals’ perceptions of promoting learning skills in the classroom, as well as identifying organizational and individual factors predicting these perceptions. A survey-based methodology was chosen in order to collect data from a relatively large sample of educators and to allow for the application of inferential statistical analyses, including group comparisons and predictive modeling.
This design is particularly suitable for addressing the research objectives, as it enables systematic comparison between professional roles (teachers and principals) and the examination of relationships among multiple variables within a unified analytical framework.
4.2 Participants
The study sample consisted of 350 educators from the Israeli education system, including 210 teachers (60%) and 140 school principals (40%). Participants were drawn from a range of schools representing diverse educational stages and contexts.
Demographic characteristics included gender, age, level of education, years of professional experience, and professional role (teacher or principal). The sample included educators with varying levels of seniority and academic qualifications, allowing for examination of potential background effects.
Participation in the study was voluntary, and respondents were informed that their answers would remain anonymous and be used solely for research purposes.
4.3 Research Instrument
Data were collected using a structured self-report questionnaire developed specifically for the purposes of this study, based on the theoretical framework and literature reviewed. The questionnaire consisted of 25 items organized into five constructs, each measured by five items:
- Perceived Importance of Learning Skills – educators’ beliefs regarding the value and relevance of promoting learning skills in classroom instruction.
- Perceived Implementation of Learning Skills – the extent to which educators perceive learning skills as being actively promoted in classroom practice.
- Organizational Support – perceptions of leadership support, professional development, and institutional conditions that facilitate learning skills promotion.
- Self-Efficacy – educators’ beliefs in their capacity to effectively promote learning skills among students.
- Perceived Barriers – perceived constraints and challenges that hinder the promotion of learning skills.
All items were rated on a five-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree). Higher scores indicated stronger agreement with the construct being measured.
Composite scores for each construct were calculated by averaging the relevant items.
4.4 Validity and Reliability
Content validity of the questionnaire was established through alignment with the theoretical framework and relevant literature on learning skills, instructional leadership, organizational support, and self-efficacy. The structure of the questionnaire reflects the multidimensional nature of learning skills promotion as conceptualized in previous research.
Internal consistency reliability was assessed using Cronbach’s alpha coefficients for each construct. All five constructs demonstrated excellent reliability, with alpha values exceeding the commonly accepted threshold of .90, indicating strong internal consistency and supporting the use of composite scores in subsequent analyses.
Although Cronbach’s alpha values were very high across all scales, this pattern is consistent with intentionally homogeneous item wording designed to ensure construct clarity and reliability in large-scale quantitative research.
4.5 Procedure
Data were collected during the academic year through an online questionnaire distributed to teachers and school principals across various educational institutions in Israel. Participants received an invitation explaining the purpose of the study and assuring confidentiality and anonymity.
Respondents completed the questionnaire individually at their convenience. No identifying information was collected, and all responses were recorded anonymously.
4.6 Data Analysis
Data were analyzed using IBM SPSS Statistics. Descriptive statistics (means and standard deviations) were computed for all study variables. Internal consistency reliability was assessed using Cronbach’s alpha coefficients.
To examine differences between teachers and school principals, independent-samples t-tests with Welch’s correction were conducted. One-way analyses of variance (ANOVA) were used to test for differences based on demographic and contextual variables, including age, years of experience, and level of education.
Relationships among the main study variables were examined using Pearson correlation analysis. To identify predictors of perceived implementation of learning skills, a multiple regression analysis was conducted, with perceived implementation as the dependent variable and professional role, organizational support, self-efficacy, perceived importance, and perceived barriers as independent variables.
Statistical significance was set at p < .05 for all analyses.
5. Results
5.1 Reliability Analysis
Internal consistency of the questionnaire was assessed using Cronbach’s alpha coefficients for each construct. As presented in Table 1, all five scales demonstrated excellent internal reliability, with alpha values exceeding .90. These results indicate high internal consistency and support the use of composite mean scores for subsequent analyses.
Table 1
Cronbach’s Alpha Coefficients for Study Constructs (N = 350)
| Construct | Number of Items | Cronbach’s α |
| Perceived Importance of Learning Skills | 5 | .969 |
| Perceived Implementation of Learning Skills | 5 | .968 |
| Organizational Support | 5 | .971 |
| Self-Efficacy | 5 | .963 |
| Perceived Barriers | 5 | .971 |
Figure 1 Internal Consistency (Cronbach’s α) of the Study Scales
5.2 Descriptive Statistics by Professional Role
Means and standard deviations were calculated separately for teachers and school principals in the Israeli education system. As shown in Table 2, principals reported consistently higher mean scores than teachers across all constructs.
Table 2
Means and Standard Deviations by Professional Role
| Construct | Teachers (n = 210) M (SD) | Principals (n = 140) M (SD) |
| Perceived Importance | 2.99 (.36) | 4.00 (.38) |
| Perceived Implementation | 3.00 (.39) | 3.99 (.35) |
| Organizational Support | 2.93 (.37) | 4.00 (.35) |
| Self-Efficacy | 3.05 (.37) | 4.02 (.33) |
| Perceived Barriers | 3.01 (.36) | 4.03 (.38) |
| Overall Score | 2.99 (.19) | 4.00 (.18) |
These descriptive results suggest substantial perceptual differences between teachers and principals regarding the promotion of learning skills.
Figure 2 Mean Scores of Teachers and Principals Across Study Variables
5.3 Differences Between Teachers and Principals
To examine group differences, independent-samples t-tests with Welch’s correction were conducted. As presented in Table 3, statistically significant differences were found between teachers and principals across all study variables (p < .001). Effect sizes (Cohen’s d) indicated very large effects, reflecting substantial practical significance.
Table 3
Independent Samples t-Tests Comparing Teachers and Principals
| Construct | t | df | p | Cohen’s d |
| Perceived Importance | -24.81 | 290.09 | <.001 | 2.73 |
| Perceived Implementation | -25.02 | 318.83 | <.001 | 2.67 |
| Organizational Support | -27.48 | 306.11 | <.001 | 2.97 |
| Self-Efficacy | -25.61 | 316.28 | <.001 | 2.74 |
| Perceived Barriers | -25.36 | 285.08 | <.001 | 2.80 |
| Overall Score | -51.50 | 307.48 | <.001 | 5.57 |
Overall, principals in the Israeli education system reported significantly higher perceptions of learning skills promotion than teachers across all dimensions.
Figure 3 Differences Between Teachers and Principals in Perceptions of Learning Skills Promotion
5.4 Differences by Demographic and Contextual Variables
One-way analyses of variance (ANOVA) were conducted to examine whether perceived implementation of learning skills differed according to demographic and contextual variables, including age, years of professional experience, level of education, and participation in professional development.
The analyses revealed no statistically significant differences across these variables (p > .05). Effect sizes (η²) were small, indicating that demographic characteristics did not meaningfully explain variance in perceived implementation.
Table 4
ANOVA Results for Perceived Implementation of Learning Skills
| Variable | F | df | p | η² |
| Age | 0.32 | (3, 346) | .813 | .003 |
| Years of Experience | 1.85 | (3, 346) | .138 | .016 |
| Level of Education | 1.38 | (2, 347) | .253 | .008 |
| Professional Development | 0.56 | (3, 346) | .640 | .005 |
Figure 4 Perceived Implementation of Learning Skills Across Demographic Groups
5.5 Correlational Analysis
Pearson correlation coefficients were calculated to examine relationships among the main study variables. As shown in Table 5, strong and statistically significant positive correlations were found between perceived importance, organizational support, self-efficacy, and perceived implementation of learning skills (p < .01).
Table 5
Pearson Correlations Between Main Study Variables
| Variable | 1 | 2 | 3 | 4 | 5 |
| 1. Perceived Importance | — | ||||
| 2. Perceived Implementation | .82** | — | |||
| 3. Organizational Support | .79** | .85** | — | ||
| 4. Self-Efficacy | .76** | .83** | .81** | — | |
| 5. Perceived Barriers | .68** | .71** | .74** | .69** | — |
Note. p < .01.
Figure 5 Correlation Patterns Among Organizational and Individual Variables
Prior to conducting the regression analysis, variance inflation factors (VIFs) were examined and did not indicate problematic multicollinearity among the predictors.
5.6 Predictors of Learning Skills Implementation
A multiple regression analysis was conducted to identify predictors of perceived implementation of learning skills in the classroom. Perceived implementation served as the dependent variable, while professional role (teacher vs. principal), organizational support, self-efficacy, perceived importance, and perceived barriers were entered as independent variables.
The overall model was statistically significant, explaining 64% of the variance in perceived implementation, R² = .64, F(6, 343) = 85.90, p < .001.
Table 6
Multiple Regression Predicting Perceived Implementation of Learning Skills
| Predictor | B | SE | β | t | p |
| Organizational Support | 0.31 | 0.04 | .33 | 7.88 | <.001 |
| Self-Efficacy | 0.28 | 0.05 | .26 | 6.01 | <.001 |
| Perceived Importance | 0.22 | 0.05 | .21 | 4.79 | <.001 |
| Perceived Barriers | -0.19 | 0.04 | -.18 | -4.52 | <.001 |
| Professional Role (Principal) | 0.34 | 0.06 | .24 | 5.67 | <.001 |
Figure 6 Predictive Model of Learning Skills Implementation (β)
6. Discussion
The present study examined differences between teachers’ and school principals’ perceptions of promoting learning skills in the classroom within the Israeli education system and identified organizational and individual factors predicting these perceptions. The findings provide clear empirical evidence of substantial perceptual gaps between the two professional groups, alongside strong predictors related to organizational support, self-efficacy, and perceived importance of learning skills.
By examining teachers and school principals simultaneously, the present study contributes to the literature by demonstrating how professional role interacts with organizational support and self-efficacy to shape perceptions of learning skills implementation.
6.1 Differences Between Teachers’ and Principals’ Perceptions
The results revealed statistically significant differences between teachers and principals across all examined dimensions, including perceived importance, perceived implementation, organizational support, self-efficacy, and perceived barriers. In all cases, principals reported higher perceptions than teachers, with very large effect sizes. These findings align with prior research cited in the original article, which suggests that principals often report more favorable perceptions of instructional initiatives than teachers due to their organizational and leadership-oriented roles (Jackson, 2018).
From a role-based perspective, these differences are unsurprising. Teachers in the Israeli education system operate at the classroom level, where they must contend with curriculum overload, assessment demands, and diverse student needs. Principals, by contrast, are more closely aligned with policy directives and school-wide goals emphasizing the development of learning skills (Lin & Chen, 2024). As noted in the original article, this divergence in professional responsibilities may contribute to differing perceptions regarding the feasibility and effectiveness of learning skills promotion.
The magnitude of the observed differences suggests that these perceptual gaps are not merely attitudinal but reflect deeper structural and organizational dynamics within schools. This finding reinforces the argument presented in the original article that alignment between instructional leadership and classroom practice cannot be assumed and must be actively cultivated.
6.2 Organizational Support as a Central Predictor
One of the most salient findings of the study is the strong predictive role of organizational support in explaining perceived implementation of learning skills. Organizational support emerged as the strongest positive predictor in the regression model, consistent with the emphasis placed on instructional leadership in the original article (Jackson, 2018).
These results suggest that when Israeli educators perceive their school leadership as supportive—through professional development opportunities, pedagogical guidance, and a collaborative school culture—they are more likely to report active promotion of learning skills in classroom practice. This finding supports the theoretical position advanced in the original article, which argues that organizational conditions play a decisive role in translating pedagogical ideals into practice.
Importantly, the results indicate that organizational support influences implementation perceptions beyond individual characteristics or demographic variables. This reinforces the view that systemic and leadership-related factors are central to educational change, particularly in centralized systems such as Israel’s, where school-level leadership mediates between national policy and classroom enactment.
6.3 The Role of Self-Efficacy in Learning Skills Promotion
Educators’ self-efficacy also emerged as a significant positive predictor of perceived implementation. This finding is consistent with the discussion in the original article, which highlights self-efficacy as a key psychological factor shaping educators’ engagement with innovative instructional practices (Sermons, 2018).
In the Israeli context, where teachers often face high levels of accountability and workload, self-efficacy may function as a critical internal resource that enables educators to persist in promoting learning skills despite external constraints. Teachers who believe in their ability to foster learning skills are more likely to integrate reflective activities, strategy instruction, and learner-centered approaches into their teaching.
The results suggest that organizational support and self-efficacy are mutually reinforcing. Supportive leadership may enhance educators’ confidence, while high self-efficacy may increase teachers’ responsiveness to organizational initiatives. This interaction echoes the integrative framework proposed in the original article, which emphasizes the interplay between contextual and individual factors.
6.4 Perceived Importance and Perceived Barriers
Perceived importance of learning skills was also found to be a significant predictor of implementation, indicating that educators who view learning skills as essential are more likely to prioritize their promotion. This finding aligns with the literature reviewed in the original article, which links pedagogical beliefs to instructional behavior (Sanchez et al., 2022; Veletić et al., 2023).
Interestingly, perceived barriers demonstrated a negative association with implementation, yet their presence did not negate the effects of organizational support or self-efficacy. As discussed in the original article, awareness of barriers may reflect a realistic appraisal of instructional challenges rather than resistance to pedagogical change. Educators who are actively engaged in promoting learning skills may be more attuned to the obstacles they encounter.
This nuanced relationship underscores the importance of addressing barriers at the organizational level rather than attributing limited implementation to individual reluctance. Reducing structural constraints and providing targeted support may help mitigate the negative impact of perceived barriers.
6.5 Limited Role of Demographic Variables
Consistent with the findings reported in the Results section, demographic variables such as age, years of experience, and level of education did not significantly predict perceived implementation of learning skills. This finding supports the argument advanced in the original article that perceptions of learning skills promotion are shaped primarily by professional role and organizational context rather than by individual background characteristics.
In the Israeli education system, this suggests that professional development and policy interventions should focus less on demographic differentiation and more on strengthening school-wide conditions and leadership practices that support learning skills promotion across roles.
6.6 Contribution to the Israeli and International Literature
By examining teachers’ and principals’ perceptions within the same organizational context, this study extends the empirical foundation laid by the original article. The findings provide robust quantitative evidence supporting the theoretical claims regarding perceptual gaps, organizational support, and self-efficacy.
Moreover, by situating the analysis within the Israeli education system, the study contributes context-specific insights that are relevant to other centralized education systems facing similar challenges. At the same time, the results resonate with international research on instructional leadership and learning skills promotion, enhancing the broader applicability of the findings.
7. Conclusion
The present study provides comprehensive empirical evidence regarding differences between teachers’ and school principals’ perceptions of promoting learning skills in the classroom within the Israeli education system. The findings reveal substantial perceptual gaps between professional roles, with principals consistently reporting higher perceptions of importance, implementation, and organizational support than teachers.
Importantly, the results demonstrate that organizational support and self-efficacy play a central role in predicting perceived implementation of learning skills, beyond demographic characteristics. These findings reinforce the argument advanced in the original article that effective promotion of learning skills depends not only on individual commitment but also on supportive leadership and coherent organizational conditions.
By integrating role-based, organizational, and psychological perspectives, this study contributes to the international literature on learning skills and instructional leadership while offering context-sensitive insights relevant to centralized education systems such as Israel’s. Addressing perceptual gaps and strengthening organizational support may enhance the alignment between educational policy, leadership intentions, and classroom practice, ultimately supporting the development of students’ learning skills.
8. Practical Implications and Recommendations
The findings of the present study carry important practical implications for educational leadership, classroom practice, and policy within the Israeli education system. The substantial perceptual gaps identified between teachers and school principals, alongside the strong predictive role of organizational support and self-efficacy, point to several actionable directions for improving the promotion of learning skills in schools.
8.1 Implications for School Leadership and Principals
Given the central role of organizational support identified in this study, school principals occupy a critical position in fostering effective promotion of learning skills. The findings suggest that leadership practices should move beyond formal declarations of pedagogical priorities and focus on creating concrete conditions that enable teachers to integrate learning skills into daily instruction.
In the Israeli context, this involves articulating a clear and shared pedagogical vision regarding learning skills, accompanied by explicit expectations and practical guidance. Principals should prioritize instructional leadership practices that encourage professional dialogue, collaborative planning, and reflective discussion around learning skills. Consistent with the arguments presented in the original article, leadership that emphasizes support rather than compliance is more likely to promote meaningful instructional change.
Additionally, principals should allocate time and resources for sustained professional development focused on learning skills. Rather than isolated workshops, ongoing learning communities and coaching models may help teachers translate abstract concepts into classroom practice. Such approaches can also contribute to reducing the perceptual gap between leadership intentions and teachers’ instructional realities.
8.2 Implications for Teachers and Classroom Practice
For teachers, the findings underscore the importance of strengthening professional self-efficacy in relation to learning skills promotion. Teachers who perceive themselves as capable of fostering learning skills are more likely to report higher levels of implementation, even in the presence of structural constraints. Professional development initiatives should therefore aim not only to enhance pedagogical knowledge but also to build teachers’ confidence in applying learning skills-oriented strategies.
In practical terms, this may include providing teachers with concrete instructional tools, exemplars of classroom practice, and opportunities to observe and reflect on effective implementation. Aligning assessment practices with learning skills objectives may also help legitimize teachers’ efforts and reduce tensions between content coverage and skills development.
The findings further suggest that teachers’ awareness of barriers should be acknowledged rather than dismissed. Recognizing constraints such as time pressure and curriculum demands allows school leaders to engage teachers in problem-solving processes and co-construct feasible instructional approaches. This collaborative stance aligns with the emphasis in the original article on shared responsibility for pedagogical change.
8.3 Implications for Professional Development
The results highlight the need for professional development frameworks that integrate organizational and individual dimensions. In the Israeli education system, professional development often operates at the system or district level, which may limit its relevance to specific school contexts. The present findings suggest that school-based professional development, supported by leadership and tailored to teachers’ needs, may be particularly effective in promoting learning skills.
Professional development programs should explicitly address the connections between learning skills, instructional strategies, and assessment practices. Moreover, opportunities for joint participation of teachers and principals in professional learning activities may help foster shared understanding and reduce perceptual gaps. Such joint learning experiences can enhance coherence between leadership expectations and classroom implementation.
8.4 Policy-Level Implications
At the policy level, the findings suggest that initiatives aimed at promoting learning skills should pay greater attention to the mediating role of school leadership and organizational conditions. Policymakers should consider how national reforms and curricular guidelines are translated into actionable practices at the school level.
In a centralized system such as Israel’s, providing schools with greater flexibility in instructional decision-making, alongside clear support structures, may enhance the effectiveness of learning skills initiatives. Policies that emphasize accountability without corresponding support may inadvertently widen the gap between intended and enacted practice. Aligning policy expectations with realistic implementation conditions is therefore essential.
8.5 Bridging the Perceptual Gap Between Teachers and Principals
A key practical implication of this study is the need to address the perceptual gap between teachers and principals identified in the results. Without deliberate efforts to bridge this gap, initiatives aimed at promoting learning skills may remain fragmented or unevenly implemented.
Structured opportunities for dialogue, joint reflection, and collaborative decision-making can help align perceptions across professional roles. Encouraging principals to engage more directly with classroom-level challenges, and enabling teachers to participate in shaping school-wide pedagogical priorities, may contribute to greater coherence and shared ownership of learning skills promotion.
9. Limitations and Directions for Future Research
Despite its contributions, the present study has several limitations that should be acknowledged. First, the study relied on self-report data, which may be subject to social desirability bias or differences in interpretation of questionnaire items. Teachers and principals may have responded in ways that reflect normative expectations rather than actual instructional practices. Future studies could complement survey data with qualitative methods, such as interviews or classroom observations, to gain a more nuanced understanding of learning skills promotion.
Second, the cross-sectional design limits causal inference. While the findings identify significant predictors of perceived implementation, they do not allow for conclusions regarding the directionality of these relationships. Longitudinal research designs could help examine how changes in organizational support, leadership practices, or self-efficacy influence the promotion of learning skills over time.
Third, although the sample included educators from the Israeli education system, the study did not differentiate between school types, educational levels, or socio-cultural contexts. Future research could examine whether perceptual gaps and predictive factors vary across elementary, middle, and secondary schools, or across different sectors within Israeli education.
Finally, future studies may explore additional variables not included in the present model, such as teachers’ pedagogical beliefs, assessment practices, or school climate. Integrating these factors may further enhance understanding of the complex processes underlying the promotion of learning skills in schools.
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