Berkovich, I., & Bogler, R. (2020). Conceptualising the mediating paths linking effective school leadership to teachers' organisational commitment. Educational Management, Administration & Leadership
. DOI: https://doi.org/10.1177/1741143220907321
Berkovich, I., & Bogler, R. (2019). The relationship between school leadership standards and school administration imperatives: An international perspective. School Leadership & Management
. DOI: https://doi.org/10.1080/13632434.2019.1682538
Bogler, R., & Somech, A. (2019). Psychological capital, team resources and organizational citizenship behavior. The Journal of Psychology: Interdisciplinary and Applied
. doi: 10.1080/00223980.2019.1614515
Somech, A., & Bogler, R. (2019). The pressure to go above and beyond the call of duty: Understanding the phenomenon of citizenship pressure among teachers. Teaching and Teacher Education (83)
, 178-187. doi:https://doi.org/10.1016/j.tate.2019.04.014
Caspi A., Bogler, R., & Tzuman, O. (2019). “Judging a Book by Its Cover”: The dominance of delivery over content when perceiving charisma. Group and Organization Management
Berkovich, I., & Bogler, R. (2018). DESCP factors: The "invisible" impediments to reforms in education. Journal of Educational Administration and History
Bogler, R. & Nir, A. (2017). Metaphors we supervise by: Israeli superintendents’ views of their role in transitional times. International Studies in Educational Administration, 45(1), 56-69.
Nir, A.E., Ben-David, A., Bogler, R., Zohar, A., & Inbar, D. (2016) School autonomy and 21st century skills in the Israeli educational system: Discrepancies between the declarative and operational levels. International Journal for Educational Management, 30(7), 1231-1246.
Bogler, R. & Nir, A. E. (2015). The contribution of perceived fit between job demands and abilities to teachers' commitment and job satisfaction. Educational Management, Administration & Leadership, 43(4), 541-560.
Pinchevsky, N., & Bogler R. (2014). The influence of teachers’ perceived self-efficacy and role impact on their preferences to adopt strategies to solve conflict situations with students. International Studies in Educational Administration, 42(2), 111-125.
Bogler, R., Caspi A., Roccas, S. (2013). Transformational and passive leadership: An initial investigation of university instructors as leaders in a virtual learning environment. Educational Management, Administration & Leadership, 41(3), 372-392.
Nir, A. E. & Bogler, R. (2012). Parental involvement in school governance and decision making in Israel. Journal of School Public Relations, 33(3), 216-236.
Bogler, R. and Nir, A. E. (2012). The importance of teachers' perceived organizational support to job satisfaction: What's empowerment got to do with it? Journal of Educational Administration, 50(3), 287-306.
Sheaffer, Z., Bogler, R. & Sarfati, S. (2011). Leadership attributes, masculinity and risk-taking as predictors of crisis proneness. Gender in Management, 26(2), 163-187.
* The paper received the 2012 Highly Commended Award for Excellence by Emerald Literati Network.
Nir, A.E., Bogler, R. (2008). The antecedents of teacher satisfaction with professional development programs. Teaching and Teacher Education, 24(2), 377-386.
Bogler, R., & Somech, A. (2005). Organizational citizenship behavior in school: How does it relate to participation in decision-making? Journal of Educational Administration, 43(5), 420-438.
* The paper received the 2006 Highly Commended Award for Excellence by Emerald Literati Network.
Bogler, R. (2005). Satisfaction of Jewish and Arab teachers in Israel. The Journal of Social Psychology, 145, 19-33.
Bogler, R. (2005). The power of empowerment: Meditating the relationship between teachers' participation in decision making and their professional commitment, Journal of School Leadership, 15, 76-98.
Bogler, R. & Somech, A. (2004). Influence of teacher empowerment on teachers' organizational commitment, professional commitment and organizational citizenship behavior in schools, Teaching and Teacher Education, 20(3), 277-289.
Bogler, R. (2002). When principals carry pistols, Educational Leadership, 60(2), 80.
Somech, A. & Bogler, R. (2002). Antecedents and consequences of teacher organizational and professional commitment, Educational Administration Quarterly, 38(4), 555-577.
Bogler, R. (2002). Two profiles of schoolteachers: A discriminant analysis of job satisfaction, Teaching and Teacher Education, 18(6), 665-673.
Bogler, R. (2002). Changing schools in changing times: Implications for educational leadership, International Journal of Educational Reform, 11(3), 216-227.
Bogler, R., & Somech A. (2002). Motives to study and socialization processes: The case of university students, The Journal of Social Psychology, 142(2), 233-248.
Bogler, R. (2001). The influence of leadership style on teacher job satisfaction, Educational Administration Quarterly, 37(5), 662-683.
Bogler, R. and Nir, A. E. (2001). Organizational vision: The other side of the coin, The Journal of Leadership Studies, 8(2), 135-144.
Somech A. & Bogler, R. (1999). Tacit knowledge in academia: Its effects on student learning and achievement, The Journal of Psychology, 133(6), 605-616.
Bogler, R., & Kremer-Hayon, L. (1999). The socialization of faculty members to university culture and norms, Journal of Further and Higher Education, 23(1), 31-40.
Bogler, R. (1999). Rewards and Costs: How do they affect the choice by university researchers of the preferred funding source? Higher Education Policy, 12(2), 159-175.
Bogler, R. (1994). University researchers' view of private industry: Implications for educational administration, academicians, and the funding sources, Journal of Educational Administration, 32(2), 69-86.
Bogler, R. (1994). The impact of past experience on people's preference: The case of university researchers' dependency on funding sources, Higher Education, 28, 169-187.