* indicates graduate student co-author
Berkovich, I. (in press). OCB saints and OCB sinners in schools: Effects of principals’ leadership styles on teachers' motivation by OCB levels. ECNU Review of Education.
*Kabesa, R., & Berkovich, I. (in press). Gendered constructions of good management by men school leaders: Between hegemonic and caring masculinity. Educational Management, Administration and Leadership.
Hassan, T., & Berkovich, I. (in press). Digital instructional leadership in schools facing different levels of challenging contexts: A survey study during the COVID-19 pandemic. Management in Education.
*Harduf, N., & Berkovich, I. (in press). Qualitative study of kindergarten teacher-superintendent interactions: Symbolic interaction analysis. International Journal of Early Childhood.
German Ben-Hayun, S., & Berkovich, I. (in press). Analysis of media reporting on desecularization in non-religious public education in Israel. International Studies in Sociology of Education.
Berkovich, I. (in press). The great resignation: Exploring the effect of regular and digital instructional leadership on teachers' intention to leave. Management in Education.
Berkovich, I., & Hassan, T. (in press). Principals' digital transformational leadership, teachers' commitment, and school effectiveness. Education Inquiry.
Berkovich, I., & Hassan, T. (in press). Principals’ digital instructional leadership during the pandemic: Impact on teachers' intrinsic motivation and students' learning. Educational Management Administration and Leadership.
*Tarantul, A., & Berkovich, I. (2024). Teachers’ emotion regulation in coping with discipline issues: Differences and similarities between primary and secondary schools. Teaching and Teacher Education, 139, 104439, 1-8.
Hassan, T., & Berkovich, I. (2024). Principal's abusive leadership and teachers' intrinsic and extrinsic motivations: The moderating roles of duration of relationship and group size. International Journal of Educational Management, 38(3), 374-390.
*Kabesa, R., & Berkovich, I. (2024). A qualitative exploration of perceptions of masculinity and fatherhood of male school leaders. Gender and Education, 36(1), 37-53.
Berkovich, I., & Hassan, T. (2023). Teachers’ intrinsic and extrinsic motivation as mediators of the effect of principals’ perceived distributed leadership on organizational learning capability. International Journal of Educational Management, 37(6/7), 1552-1570.
Berkovich, I. (2023). Effect of enabling and coercive bureaucracies and of perceived organizational support during the pandemic on teachers’ intention to leave the profession. Nordic Journal of Studies in Educational Policy, 9(2), 161-172.
Berkovich, I., & Grinshtain, Y. (2023). A review of rigor and ethics in qualitative educational administration, management, and leadership research articles published in 1999-2018. Leadership and Policy in Schools, 22(3), 549-564.
Berkovich, I. (2023). Emotional capital in schools: Principals’ caring leadership as a moderator of the mediated association between emotional geographies and school climate. Journal of Professional Capital and Community, 8(2), 125-143.
*Or, M.H., & Berkovich, I. (2023). Participative decision making in schools in individualist and collectivist cultures: The micro-politics behind distributed leadership. Educational Management Administration and Leadership, 51(3), 533-553.
Moshel, S., & Berkovich, I. (2023). Supervisors as definers of a new middle-level managers' leadership model: Typology of four middle-level leadership prototypes in early childhood education. Leadership and Policy in Schools, 22(2), 330-346.
*Vaitzman Ben David, H., & Berkovich, I. (2022). Functions and relational aspects of mentoring for novice teachers during the second year of teaching. Journal of Education for Teaching, 48(5), 549-560.
Berkovich, I., & *Gueta, B. (2022). Teachers' authentic leadership and psychological need satisfaction climate in second chance programmes: The moderating role of teachers' gender. Educational Management Administration and Leadership, 50(6), 995-1012.
Berkovich, I., & Perry-Hazan, L. (2022). Publicwashing in education: Definition, motives, and manifestations. Educational Researcher, 51(6), 411-418.
Bogler, R., & Berkovich, I. (2022). A systematic review of empirical evidence on teachers' organizational commitment 1994-2018. Leadership and Policy in Schools, 21(3), 440-457.
*Benji-Rabinovitz, S., & Berkovich, I. (2022). The colours of change ownership: A qualitative exploration of types of change agents' psychological ownership during school change. Journal of Change Management, 22(2), 99-119.
*Shorosh, S., & Berkovich, I. (2022). The relationships between workgroup emotional climate, and teachers’ burnout and coping style. Research Papers in Education, 37(2)182-198.
*Gueta, B., & Berkovich, I. (2022). Effect of autonomy-supportive climate in a second chance programme for at-risk youth on dropout risk: The mediating role of adolescents' sense of authenticity. European Journal of Psychology of Education, 37, 85-100.
Wasserman, V., & Berkovich, I. (2022). Higher education professionals in the age of NPM and digital knowledge: Distinction strategies for forming new occupational capital. Studies in Higher Education, 47(1), 146-158.
Berkovich, I., & Grinshtain, Y. (2022). Typology of "tough love" leadership in urban schools facing challenging circumstances. Urban Education, 57(1), 108-134.
*Vaitzman Ben David, H., & Berkovich, I. (2021). Associations between novice teachers' perceptions of their relationship to their mentor and professional commitment. Teachers and Teaching, 27(1-4), 284-299.
Eyal, O., Da'as, R., & Berkovich, I. (2021). Ethical considerations of Bedouin Arab school leaders: Negotiating Eurocentric and indigenous decision-making values. Educational Management Administration and Leadership, 49(5), 786-806.
Berkovich, I., & Eyal, O. (2021). Profiles of emotional feedback and their effect on principal's attributed charisma and leader-member exchange quality (LMX). The Asia-Pacific Education Researcher, 30(4), 349–359.
Benoliel, P., & Berkovich, I. (2021). Ideal teachers according to TALIS: Societal orientations of education and global diagnosis of teacher self-efficacy. European Educational Research Journal, 20(2), 143-158.
Benoliel, P., & Berkovich, I. (2021). Learning from intelligent failure: An organizational resource for school improvement. Journal of Educational Administration, 59(4), 402-421.
Berkovich, I., & Eyal, O. (2021). Transformational leadership, transactional leadership, and moral reasoning. Leadership and Policy in Schools, 20(2), 131-148.
Berkovich, I., & Eyal, O. (2021). Teachers' Big Five personality traits, emotion regulation patterns, and moods: Mediation and prototype analyses. Research Papers in Education, 36(3), 332-354.
Berkovich, I., & Bogler, R. (2021). Conceptualising the mediating paths linking effective school leadership to teachers' organisational commitment. Educational Management Administration and Leadership, 49(3), 410-429.
Berkovich, I. (2021). Defensive citizenship in Europe: Definition and measurement. Political Studies Review, 19(1), 148-156.
Berkovich, I., & Benoliel, P. (2021). Framing the role of the school leader in OECD documents: A critical analysis. Globalisation, Societies and Education, 19(1), 41-54.
*Friedman, D., & Berkovich, I. (2021). Influence tactics and "second-order" change in schools: Case study research of principals' political behaviors and strategies. International Journal of Educational Management, 35(1), 327-339.
*Benji-Rabinovitz, S., & Berkovich, I. (2021). Psychological ownership of a team of change agents during second-order change in schools, and its implications for school culture. International Journal of Educational Management, 35(1), 75-86.
Berkovich, I., & Eyal, O. (2020). School leaders' emotional support of teachers through emotional transformation: Qualitative insights into the maintenance of teachers' occupational identity. Leadership and Policy in Schools, 19(4), 625-639.
Berkovich, I. (2020). Something borrowed, something blue: Reflections on theory borrowing in educational administration. Journal of Educational Administration, 58(6), 749-760.
Berkovich, I., & Bogler, R. (2020). The relationship between school leadership standards and school administration imperatives: An international perspective. School Leadership and Management, 40(4), 321-334.
Berkovich, I. (2020). Conceptualisations of empathy in K-12 teaching: A review of empirical research. Educational Review, 72(5), 547-566.
Berkovich, I., & Benoliel, P. (2020). Marketing teacher quality: Critical discourse analysis of OECD documents on effective teaching and TALIS. Critical Studies in Education, 61(4), 496-511.
Eyal, O., & Schwartz, T., & Berkovich, I. (2020). Ideological leadership in public schools. Journal of Educational Administration, 58(3), 303-320.
Berkovich, I. (2020). Micropolitics, senior management teams, and principals' inner circle: A structural exploration. Leadership and Policy in Schools, 19(2), 290-303.
Moshel, S., & Berkovich, I. (2020). Navigating ambiguity: Early childhood leaders’ sense-making of their identity in a new mid-level role. Educational Management Administration and Leadership, 48(3), 514–531.
Berkovich, I., & Benoliel, P. (2020). The educational aims of the OECD in its TALIS insight and lesson reports: Exploring societal orientations. Critical Studies in Education, 61(2), 166-179.
Berkovich, I., & Eyal, O. (2020). Ethics education in leadership development: Adopting multiple ethical paradigms. Educational Management Administration and Leadership, 48(2), 270-285.
Berkovich, I. (2019). Process implementation perspective on neoliberal regulation: A comparative analysis of national curricula and standards-based reforms in the USA and Australia. Globalisation, Societies and Education, 17(5), 593-609.
Berkovich, I., & Benoliel, P. (2019). Understanding OECD representations of teachers and teaching: A visual discourse analysis of covers in OECD documents. Globalisation, Societies and Education, 17(2), 132-146.
Berkovich, I., & Bogler, R. (2019). DESCP factors: The "invisible" impediments to reforms in education. Journal of Educational Administration and History, 51(3), 239-255.
Avigur-Eshel, A., & Berkovich, I. (2019). Introducing managerialism into national educational contexts through pseudo-conflict: A discursive institutionalist analysis. International Journal of Educational Development, 68, 1-8.
Eyal, O., & Berkovich, I. (2019). Ethics in third sector-school partnerships: A conceptual framework. Journal of Educational Administration, 57(4), 345-360.
Berkovich, I., & Wasserman, V. (2019). Exploring narratives of non-faculty professionals in neoliberal higher education: A cultural appropriation perspective on librarians. Studies in Higher Education, 44(6), 1039-1051.
Berkovich, I. (2019). Educational governance transition in a social democratic country: A process-tracing analysis. Journal of Educational Change, 20(2), 193-219.
Avigur-Eshel, A., & Berkovich, I. (2018). Who ‘likes’ public education: Social media activism, middle-class parents, and education policy in Israel. British Journal of Sociology of Education, 39(6), 844-859.
Berkovich, I. (2018). Will it sink or will it float: Putting three common conceptions about principals' transformational leadership to the test. Educational Management Administration and Leadership, 46(6), 888-907.
Berkovich, I. (2018). Typology of trust relationships: Profiles of teachers' trust in principal and their implications. Teachers and Teaching, 24(7), 749-767.
Berkovich, I. (2018). When the going gets tough: Schools in challenging circumstances and the effectiveness of principals' leadership styles. Journal of Community and Applied Social Psychology, 28(5), 348-364.
Berkovich, I., & Eyal, O. (2018). Help me if you can: Psychological distance and help-seeking intentions in employee-supervisor relations.
Stress and Health, 34(3), 425-434.
Benoliel, P., & Berkovich, I. (2018). A cross-national examination of the effect of the Schwartz cultural dimensions on PISA performance assessments. Social Indicators Research, 139(2), 825-845.
Berkovich, I. (2018). Beyond qualitative/quantitative structuralism: The positivist qualitative research and the paradigmatic disclaimer. Quality and Quantity, 52(5), 2063–2077.
Berkovich, I., & Eyal, O. (2018). Principals' emotional support and teachers' emotional reframing: The mediating role of principals' supportive communication strategies.
Psychology in the Schools, 55(7), 867-879.
Berkovich, I., & Eyal, O. (2018). The effects of principals’ communication practices on teachers' emotional distress. Educational Management Administration and Leadership, 46(4), 642–658.
Berkovich, I. (2018). Policymakers' regulatory mindset, the regulatory governance body of the system, and the regulated soul of educators. Comparative Education Review, 62(2), 178-198.
Berkovich, I. (2018). Effects of principal-teacher gender similarity on teacher's trust and organizational commitment. Sex Roles, 78(7), 561-572.
Avigur-Eshel, A., & Berkovich, I. (2017). Using Facebook differently in two education policy protests. Transforming Government: People, Process and Policy, 11(4), 596-611.
Berkovich, I. (2017). Educational reform hyperwaves: Reconceptualizing Cuban's theories of change. Journal of Educational Change, 18(4), 413-438.
Berkovich, I., & Eyal, O. (2017). Good cop, bad cop: Exploring school principals' emotionally manipulative behaviours. Educational Management Administration and Leadership, 45(6), 944-958.
Benoliel, P., & Berkovich, I. (2017). There is no 'T' in school improvement: The missing team perspective. International Journal of Educational Management, 31(7), 922-929.
Berkovich, I., & Eyal, O. (2017). Methodological review of studies on educational leaders and emotions (1992-2012): Insights into the meaning of an emerging research field in educational administration. Journal of Educational Administration, 55(5), 469-491.
Berkovich, I., & Eyal, O. (2017). Emotional reframing as a mediator of the relationships between transformational school leadership and teachers' motivation and commitment. Journal of Educational Administration, 55(5), 450-468.
Berkovich, I., & Eyal, O. (2017). The mediating role of principals’ transformational leadership behaviors in promoting teachers’ emotional wellness at work: A study in Israeli primary schools. Educational Management Administration and Leadership, 45(2), 316-335.
Berkovich, I. (2017). Reflections on leadership preparation programs and social justice: Are the power and the responsibility of the faculty all in the design?. Journal of Educational Administration, 55(3), 261-279.
Berkovich, I. (2017). Social justice leadership in education, activism and social change: Conceptual framework and discussion in the Israeli context. Studies in Educational Administration and Organization, 35, 191-222. [Hebrew].
Berkovich, I. (2016). School leaders and transformational leadership theory: Time to part ways?. Journal of Educational Administration, 54(5), 609-622.
Berkovich, I. (2016). Pedagogy out of order: Relinking critical teaching with the dialogical aspect of transformative learning. Teachers College Record. [Commentary]
Berkovich, I. (2016). The corrupted industry and the “wagon-wheel effect”: A cross-country exploration of the effect of government corruption on public service effectiveness. Administration and Society, 48(5), 559-579.
Berkovich, I., & Eyal, O. (2015). Educational leaders and emotions: An international review of empirical evidence 1992-2012. Review of Educational Research, 58(1), 129-167.
Berkovich, I. (2014). Between person and person: Dialogical pedagogy in authentic leadership development. Academy of Management Learning and Education, 13(2), 245-264.
Berkovich, I. (2014). A socio-ecological framework of social justice leadership in education. Journal of Educational Administration, 52(3), 282-309.
Berkovich, I. (2014). Neo-liberal governance and the ‘new professionalism’ of Israeli principals. Comparative Education Review, 58(3), 428-456.
Berkovich, I. (2013). A multidimensional approach in international comparative policy analysis based on demographic projections. Population Research and Policy Review, 32(6), 943-968.
Berkovich, I., & Foldes, V.J. (2012). Third sector involvement in public education: The Israeli case. Journal of Educational Administration, 50(2), 173-187.
Berkovich, I. (2011). No we won’t! Teachers’ resistance to educational reform. Journal of Educational Administration, 49(5), 563-578.
Eyal, O., Berkovich, I., & Schwartz, T. (2011). Making the right choice: Ethical judgments among educational leaders. Journal of Educational Administration, 49(4), 396- 413.
Eyal, O., & Berkovich, I. (2010). National challenges, educational reforms, and their influence on school management: The Israeli case. Educational Planning, 19(4), 44- 63.
Yoeli, R., & Berkovich, I. (2010). From personal ethos to organizational vision: Narratives of visionary educational leaders. Journal of Educational Administration, 48(4), 451-467.