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The Subordination of Public Schools to Dual Hierarchies: Challenges and Opportunities

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Title: The Subordination of Public Schools to Dual Hierarchies: Challenges and Opportunities
Language: English
Authors: Adam Nir (ORCID 0000-0001-5173-0298), Rotem Levin
Source: International Journal of Educational Management. 2026 40(4):713-726.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 14
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Public Schools, School Administration, Governance, Power Structure, Coping, Conflict Resolution, Resource Allocation, Administrative Organization, Management Systems, Principals, Administrator Responsibility
Geographic Terms: Israel
DOI: 10.1108/IJEM-10-2025-0818
ISSN: 0951-354X
1758-6518
Abstract: Purpose: This study explores the tensions and opportunities that arise when public schools are subordinated to dual governance structures. It also analyses the coping strategies employed by school leaders to manage conflicts and optimize resource allocation within their institutions. Design/Methodology/Approach: Data were collected through semi-structured interviews conducted with seven school principals, three heads of local education authority (LEA) education departments and three Ministry of Education (MOE) superintendents. Findings: The interviewees identified several disadvantages associated with subordination to dual hierarchies. These include school leaders' increased workload and time constraints, a heightened bureaucratic burden and overlapping responsibilities, the need to meet political rather than professional considerations and the challenge of reconciling external perceptions and values that may conflict with their own. School leaders also mentioned several advantages of this dual subordination, highlighting the richness of services offered by both the MOE and the LEA, as well as the comprehensiveness and better alignment of these services with the specific needs of their schools. The analysis revealed three strategies school principals employ to navigate the complexities of dual subordination to both the MOE and the LEA: collaborative communication, acting as intermediaries and bypassing officials. Originality/Value: In contrast to prior scholarship that underscores the risks inherent in subordination to dual hierarchies, our findings indicate that domesticated organizations such as public schools that have secure funding, exhibit reduced susceptibility to the disadvantages typically associated with such structural arrangements. Instead, they demonstrate a greater capacity to harness the benefits of dual hierarchies to advance their organizational interests.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506286
Database: ERIC
FullText Text:
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  Data: The Subordination of Public Schools to Dual Hierarchies: Challenges and Opportunities
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  Data: <searchLink fieldCode="AR" term="%22Adam+Nir%22">Adam Nir</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5173-0298">0000-0001-5173-0298</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rotem+Levin%22">Rotem Levin</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Educational+Management%22"><i>International Journal of Educational Management</i></searchLink>. 2026 40(4):713-726.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: 14
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22School+Administration%22">School Administration</searchLink><br /><searchLink fieldCode="DE" term="%22Governance%22">Governance</searchLink><br /><searchLink fieldCode="DE" term="%22Power+Structure%22">Power Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Coping%22">Coping</searchLink><br /><searchLink fieldCode="DE" term="%22Conflict+Resolution%22">Conflict Resolution</searchLink><br /><searchLink fieldCode="DE" term="%22Resource+Allocation%22">Resource Allocation</searchLink><br /><searchLink fieldCode="DE" term="%22Administrative+Organization%22">Administrative Organization</searchLink><br /><searchLink fieldCode="DE" term="%22Management+Systems%22">Management Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Responsibility%22">Administrator Responsibility</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Israel%22">Israel</searchLink>
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  Data: 10.1108/IJEM-10-2025-0818
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  Data: 0951-354X<br />1758-6518
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This study explores the tensions and opportunities that arise when public schools are subordinated to dual governance structures. It also analyses the coping strategies employed by school leaders to manage conflicts and optimize resource allocation within their institutions. Design/Methodology/Approach: Data were collected through semi-structured interviews conducted with seven school principals, three heads of local education authority (LEA) education departments and three Ministry of Education (MOE) superintendents. Findings: The interviewees identified several disadvantages associated with subordination to dual hierarchies. These include school leaders' increased workload and time constraints, a heightened bureaucratic burden and overlapping responsibilities, the need to meet political rather than professional considerations and the challenge of reconciling external perceptions and values that may conflict with their own. School leaders also mentioned several advantages of this dual subordination, highlighting the richness of services offered by both the MOE and the LEA, as well as the comprehensiveness and better alignment of these services with the specific needs of their schools. The analysis revealed three strategies school principals employ to navigate the complexities of dual subordination to both the MOE and the LEA: collaborative communication, acting as intermediaries and bypassing officials. Originality/Value: In contrast to prior scholarship that underscores the risks inherent in subordination to dual hierarchies, our findings indicate that domesticated organizations such as public schools that have secure funding, exhibit reduced susceptibility to the disadvantages typically associated with such structural arrangements. Instead, they demonstrate a greater capacity to harness the benefits of dual hierarchies to advance their organizational interests.
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        Type: general
      – SubjectFull: Public Schools
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      – SubjectFull: Conflict Resolution
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      – SubjectFull: Administrative Organization
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