Shaked, H. (2026). Principals’ perspectives on the role of instructional leadership in their well-being. Leadership and Policy in Schools. pdf
Shaked, H., Karaköse, T., Tülübaş, T., Kaptan, O., & Tsemeach, S. (2026). The adaptive evolution of instructional leadership: A science mapping analysis of research on educational leadership and student learning outcomes. Educational Management, Administration & Leadership. pdf
Shaked, H. (2026). School leadership in Israel amid COVID-19: A systematic review. Educational Management, Administration & Leadership. pdf
Shaked, H. (2026). When improving teaching fulfills teachers’ higher-order needs: A Maslowian view of instructional leadership. Leadership and Policy in Schools. pdf
Shaked, H., & Hallinger, P. (2026). Instructional leadership in a 21st century global context: A conceptual review. International Journal of Leadership in Education. pdf
Shaked, H. (2026). Symbolic instructional leadership. Educational Management, Administration & Leadership. pdf
Nikritin, D., Shaked, H., Avidov-Ungar, O., Livneh, I., & Grinshtain, Y. (2026). The goals of the school-based experience (practicum) in pre-service teacher education: A qualitative study of Israeli mentor teachers’ perceptions. Frontiers in Education, 11, 1747387. pdf
Shaked, H. (2026). Instructional leadership clarity: How principals make instructional leadership intelligible and predictable for teachers. Journal of Educational Change, 27, 423–438. pdf
Shaked, H., & Gümüş, S. (2026). How school principals manage teaching to support equity in learning: Re-thinking instructional leadership with a social justice lens. Cambridge Journal of Education, 56(4), 559–578. pdf
Shaked, H. (2026). The unique role of school middle leaders in enacting social justice leadership. Educational Management, Administration & Leadership, 54(6), 2180–2197. pdf
Shaked, H. (2026). Protecting instructional time: Insights from Israeli principals. Educational Management, Administration & Leadership, 54(6), 2018–2037. pdf
Shaked, H. (2026). Examining shifts in educational leadership students’ perceptions of the inhibitors to instructional leadership: Insights from Israel. Journal of Educational Administration and History, 58(3), 421–437. pdf
Shaked, H. (2026). How Israeli principals foster social justice among teachers. Leadership and Policy in Schools, 25(4), 884–898. pdf
Shaked, H. (2026). Defining the responsibilities of principals in promoting equity: Insights from the Israeli school system. Educational Management, Administration & Leadership, 54(3), 866–884. pdf
Shaked, H. (2026). How social justice leadership complements instructional leadership. Leadership and Policy in Schools, 25(2), 224–239. pdf
Shaked, H. (2025). How staff dynamics can constrain instructional leadership. Journal of Educational Administration and History. pdf
Shaked, H. (2025). The role of visibility in instructional leadership: Insights from Israeli principals. International Journal of Leadership in Education. pdf
Shaked, H. (2025). How principals’ instructional leadership impacts schools’ middle leadership. Educational Management, Administration & Leadership, 53(5), 977–990. pdf
Shaked, H. (2024). Integrating instructional leadership with social justice leadership: Insights from Israel’s principals. Educational Administration Quarterly, 60(4), 452–492. pdf
Shaked, H. (2024). Enabling factors of instructional leadership in subject coordinators. Journal of Educational Administration, 62(2), 239–254. pdf
Grinshtain, Y., Avidov-Ungar, O., Livneh, I., Shaked, H., & Nikritin, D. (2024). From traditional to clinical approach toward continuing professional development: Academia-field partnership in teacher education. European Journal of Education, 59(2), e12628. pdf
Shaked, H. (2023). Instructional leadership in school middle leaders. International Journal of Educational Management, 37(6/7), 1288–1302. pdf
Avidov-Ungar, O., Grinshtain, Y., Livneh, I., Shaked, H., & Nikritin, D. (2023). A comparative view of diverse models of field academia partnerships in teacher education programs: Perspectives of agents from the academia and the field. Dapim, 80, 75–97. (Hebrew).
Shaked, H. (2025). How instructional leaders promote social justice. Educational Management, Administration & Leadership, 53(2), 279–297. pdf
Shaked, H., & Benoliel, P. S. (2024). Instructional boundary management during COVID-19. Educational Management, Administration & Leadership, 52(3), 593–609. pdf
Shaked, H. (2024). Instructional leadership during the COVID-19 pandemic: The case of Israel. Educational Management, Administration & Leadership, 52(3), 576–592. pdf
Shaked, H. (2024). Expanding instructional leadership: How elementary school principals in Israel ensure the right teachers are in the right places. Leadership and Policy in Schools, 23(1), 29–41. pdf
Shaked, H. (2024). Relationship-based instructional leadership. International Journal of Leadership in Education, 27(5), 1052–1069. pdf
Grinshtain, Y., Avidov-Ungar, O., Shaked, H., Livneh, I., & Nikritin, D. (2023). ‘Not fully coordinated’: The loosely coupled paradigm as a framework for understanding relationships of educators in teacher education programmes. Journal of Education for Teaching, 50(4), 707–724. pdf
Shaked, H. (2023). How clan culture impairs functions of instructional leadership: The case of Israel. Leadership and Policy in Schools, 22(3), 585–599. pdf
Shaked, H. (2023). Perceptions of Israeli school principals regarding the knowledge needed for instructional leadership. Educational Management, Administration & Leadership, 51(3), 655–672. pdf
Shaked, H. (2023). How organizational management supports instructional leadership. Journal of Educational Administration, 61(1), 60–77. pdf
Shaked, H. (2022). How instructional leaders promote parental involvement: The Israeli case. International Journal of Educational Management, 36(7), 1193–1205. pdf
Shaked, H. (2022). Israeli principals’ considerations regarding the actions they take to prevent student absenteeism. Leadership and Policy in Schools, 21(4), 891–900. pdf
Ganon-Shilon, S., Shaked, H., & Schechter, C. (2022). Principals’ voices pertaining to shared sense-making processes within a generally-outlined pedagogical reform implementation. International Journal of Leadership in Education, 25(6), 941–965. pdf
Shaked, H. (2022). Role identity of instructional leaders. Leadership and Policy in Schools, 21(2), 398–411. pdf
Shaked, H. (2022). The contribution of case-based learning to adopting a multidimensional view in educational leadership students. International Journal of Educational Management, 36(2), 194–205. pdf
Nadav, N., Benoliel, P., Shaked, H., & Schechter, C. (2021). Exploring school principals’ systems thinking activities. Leadership and Policy in Schools, 20(4), 579–598. pdf
Shaked, H. (2021). Instructional leadership in higher education: The case of Israel. Higher Education Quarterly, 75(2), 212–226. pdf
Shaked, H. (2021). Between center and periphery: Instructional leadership in Israeli rural schools. International Journal of Educational Management, 35(7), 1361–1374. pdf
Shaked, H., Benoliel, P., & Hallinger, P. (2021). How national context indirectly influences instructional leadership implementation: The case of Israel. Educational Administration Quarterly, 57(3), 437–469. pdf
Shaked, H. (2020). A paradoxical approach to instructional leadership. International Journal of Educational Management, 34(10), 1637–1646. pdf
Shaked, H., & Schechter, C. (2021). Systems thinking for excellence and equity (Introduction to a special issue). Journal of Educational Administration, 59(1), 1–4. pdf
Benoliel, P., Shaked, H., Nadav, N., & Schechter, C. (2021). Principals’ systems thinking attribute: Exploring a principal-middle-leader relational demography perspective. Journal of Educational Administration, 59(1), 22–42. pdf
Shaked, H., & Schechter, C. (2020). Systems thinking leadership: New explorations for school improvement. Management in Education, 34(3), 107–114. pdf
Shaked, H. (2020). Social justice leadership, instructional leadership, and the goals of schooling. International Journal of Educational Management, 34(1), 81–95. pdf
Shaked, H., & Benoliel, P. (2020). Instructional boundary management: The complementarity of instructional leadership and boundary management. Educational Management, Administration & Leadership, 48(5), 821–839. pdf
Shaked, H. (2020). Boundaries of Israeli assistant principals’ instructional leadership. Leadership and Policy in Schools, 19(3), 497–511. pdf
Shaked, H. (2019). Ensuring teachers’ job suitability: A missing component of instructional leadership. Journal of School Leadership, 29(5), 427–447. pdf
Shaked, H. (2019). Perceptual inhibitors of instructional leadership in Israeli principals. School Leadership & Management, 39(5), 519–536. pdf
Shaked, H. (2019). School leaders’ contribution to social justice: A review. International Journal of Educational Reform, 28(3), 303–316. pdf
Shaked, H., Gross, Z., & Glanz, J. (2019). Between Venus and Mars: Sources of gender differences in instructional leadership. Educational Management, Administration & Leadership, 47(2), 291–309. pdf
Benoliel, P., Shaked, H., Nadav, N., & Schechter, C. (2019). School principals’ systems thinking: Antecedents and consequences. Journal of Educational Administration, 57(2), 167–184. pdf
Shaked, H. (2018). Why principals often give overly high ratings on teacher evaluations. Studies in Educational Evaluation, 59, 150–157. pdf
Shaked, H. (2018). Why principals sidestep instructional leadership: The disregarded question of schools’ primary objective. Journal of School Leadership, 28(4), 517–538. pdf
Shaked, H., Gross, Z., & Glanz, J. (2018). Gender differences in instructional leadership: How male and female principals perform their instructional leadership roles in Israel. School Leadership & Management, 38(4), 417–434. pdf
Shaked, H., & Schechter, C. (2019). School middle leaders’ sense-making of a generally-outlined education reform. Leadership and Policy in Schools, 18(3), 412–432. pdf
Shaked, H., & Schechter, C. (2019). Exploring systems thinking in school principals’ decision-making. International Journal of Leadership in Education, 22(5), 573–596. pdf
Shaked, H., & Schechter, C. (2019). Systems thinking for principals of learning-focused schools. Journal of School Administration, Research and Development, 4(1), 18–23. pdf
Shaked, H., & Schechter, C. (2018). Systems thinking among enrollees in a principal preparation program. Journal of Research on Leadership Education, 13(3), 259–282. pdf
Shaked, H.,Schechter, C., & Michalsky, T. (2018). Collaborative learning from personal cases in a principal preparation programme. International Journal of Leadership in Education, 21(4), 479–490. pdf
Shaked, H., & Schechter, C. (2018). Holistic school leadership: Development of systems thinking in school leaders. Teachers College Record, 120(2), 1–40. pdf
Schechter, C., Shaked, H., Ganon, S., & Goldratt, M. (2018). Leadership metaphors: Principals’ sense-making of a national reform. Leadership and Policy in Schools, 17(1), 1–26. pdf
Glanz, J., Shaked, H., Rabinowitz, C., Shenhav, S., & Zaretsky, R. (2017). Instructional leadership practices among principals in Israeli and US Jewish schools. International Journal of Educational Reform, 26(2), 132–153. pdf
Shaked, H., & Schechter, C. (2017). Integrating learning from problems and learning from success in a principal preparation program. Planning and Changing, 48(1/2), 86–105. pdf
Shaked, H., & Schechter, C. (2017). Systems thinking among school middle leaders. Educational Management, Administration & Leadership, 45(4), 699–718. pdf
Schechter, C., & Shaked, H. (2017). Leaving fingerprints: Principals’ considerations while implementing education reforms. Journal of Educational Administration, 55(3), 242–260. pdf
Shaked, H., & Schechter, C. (2017). School principals as mediating agents in education reforms. School Leadership & Management, 37(1–2), 19–37. pdf
Shaked, H., & Schechter, C. (2016). Holistic school leadership: Systems thinking as an instructional leadership enabler. NASSP Bulletin, 100(4), 177–202. pdf
Shaked, H.,& Schechter, C. (2016). Sources of systems thinking in school leadership.Journal of School Leadership, 26(3), 468–494. pdf
Shaked, H. (2016). Parental participation fees in school expenses in Israel. International Journal of Educational Management, 30(1), 63–75. pdf
Shaked, H. (2014). Israel’s principal preparation policy.World Journal of Education, 4(6), 78–89. pdf
Shaked, H. (2014). Education Cities. International Journal of Educational Reform, 23(2), 154–167. pdf
Shaked, H. (2014). Rehabilitative learning: Education during psychiatric hospitalization. International Journal of Special Education, 29(1), 87–97. pdf
Shaked, H. (2014). Israel’s official policy with regard to teaching evolution in public schools. International Journal of Jewish Education Research, 7, 29–47. pdf
Shaked, H.,& Schechter, C. (2014). Systems school leadership: Exploring an emerging construct. Journal of Educational Administration, 52(6), 792–811. pdf
Shaked, H.,& Schechter, C. (2013). Seeing wholes: The concept of systems thinking and its implementation in school leadership. International Review of Education, 59(6), 771–791. pdf
Book Chapters
Shaked, H. (In press). Social justice as an overarching framework for school leadership: An illustration with instructional leadership. In Z. Gross, P. Benoliel, A. Bamberger, & O. Spektor-Levy (Eds.), Multiculturalism, diversity, and inclusion: Widening access and participation in education. Emerald.
Shaked, H. (2025). Leading change through instructional leadership. In J. Glanz (Ed.), Leading change through transformational school leadership (pp. 75–88). Emerald.
Shaked, H. (2024). Advancing wellbeing in higher education through instructional leadership. In W. Walker & B. Kutsyuruba (Eds.), The Emerald handbook of wellbeing in higher education: Global perspectives on students, faculty, leaders, and institutions (pp. 225–238). Emerald. pdf
Shaked, H. (2023). Who wants to be a principal: Recruiting instructional leaders. In M. Reichel & C. Rabinowitz (Eds.), Principal recruitment and retention: Best practices for meeting the challenges today (pp. 85–96). Rowman & Littlefield.
Shaked, H. (2021). Instructional leadership in times of crises and the goal of schooling. In J. Glanz (Ed.), Crisis and pandemic leadership: Implications for meeting the needs of students, teachers, and parents (pp. 71–82). Rowman & Littlefield.
Schechter, C., & Shaked, H. (2019). Systems thinking in school organizations. In M. Connolly, D. Eddy Spicer, C. James, & S. Kruse (Eds.), The Sage handbook of school organization (pp. 249–266). Sage.
Shaked, H., Benoliel, P., Nadav, N., & Schechter, C. (2018). Principals’ systems thinking: The meaning and measure of a leadership construct. In H. Shaked, C. Schechter, & A. J. Daly (Eds.), Leading holistically: How schools, districts, and states improve systemically (pp. 54–73). Routledge.
Shaked, H., Schechter, C., & Daly, A. J. (2018). The systems language. In H. Shaked, C. Schechter, & A. J. Daly (Eds.), Leading holistically: How schools, districts, and states improve systemically (pp. xviii–xxiii). Routledge.
Frank, M., Shaked, H., & Kordova, S. (2016). Systems thinking: Definitions, perspectives and dimensions. In M. Frank, H. Shaked, & S. Kordova (Eds.), Systems thinking: Foundation, uses and challenges (pp. xiii–xix). Nova Science Publishers.
Shaked, H., & Schechter, C. (2016). Systems thinking in a special school: A case study. In M. Frank, H. Shaked, & S. Kordova (Eds.), Systems thinking: Foundation, uses and challenges (pp. 261–272). Nova Science Publishers.
