Dr. Peleg Dorhaim

Education

2001 – 2004   Ben-Gurion University of the Negev, behavioral Science, B.A

2005 – 2008   Hebrew University of Jerusalem, Social Psychology, M.A.

2016 – 2021   Tel Aviv University, Educational Administration, PhD

Dissertation topic: The phenomenon of loneliness among principals and vice-principals in the field of education

Supervisor:  Prof. Izhar Oplatka

2021 – 2022   Education Policy and Leadership, Postdoctoral scholar

Supervisor:  Prof. Adam Nir

ACADEMIC AND PROFESSIONAL EXPERIENCE

2006 – 2014    "Zofnat" Institution for Research, and Organizational Consulting, Organizational

 Consultant

2007 – 2022    Public Educational Psychological Service, Educational psychologist

2016 – 2022   Kay Academic College, Lecture in M.Ed. in Educational Counseling

2019 – 2022   AL-Qasemi Academic College, Academic Advisor

 Present Tel Aviv University, School of Education, Lecturer

A sense of resilience among teachers and school administrators

Feeling of loneliness among educators and educational leaders

Courageous behavior in workplaces

1. Dor-Haim, P., & Oplatka, I. (2020). School principal’s perception of loneliness: a career stage perspective. Journal of Educational Administration and History, 52(2), 211-227. https://doi.org/10.1080/00220620.2019.1689106. I.S – 0.92 (Scopus data)/ Q2
2. Dor-Haim, P., & Oplatka, I. (2021). Feelings of Loneliness among School Principals: Experiences, causes and Copying Strategies. Leadership and Policy in Schools, 20(2), 261-276. https://doi.org/10.1080/15700763.2019.1668423.‏ I.S - 1.29 (Scopus data) / Q2).
3. Dor-Haim,P., & Oplatka, I. (2021). The implications of loneliness among school principals. The International Journal of Educational Management. 35 (4), 803 – 814. https://doi.org/10.1108/IJEM-12-2020-0564. (I.S – 1.64 (Scopus data)/ Q2).
4. Dor-Haim, P. (2021). Expressions of Loneliness: Different Perspectives of Loneliness among School Deputy principals. Educational Management Administration & Leadership, 1-19. https://doi.org/10.1177/17411432211021425. (I.F - 4.208/ Q1).
5. Masry-Herzalah, A., & Dor-Haim, P. (2021). Teachers’ Technological Competence and Success in Online Teaching during the COVID-19 Crisis: The Moderating Role of Resistance to Change. The International Journal of Educational Management. https://doi.org/10.1108/IJEM-03-2021-0086. I.S – 1.64 (Scopus data)/ Q2.
6. Dor-Haim, p. (2021). The emotional and functional consequences of loneliness in the workplace among vice-principals, International Journal of Leadership in Education, https://doi.org/10.1080/13603124.2021.2010284. I.S – 1.45 (Scopus data)/ Q2.
7. Dor-Haim, P. (2021). Loneliness among schoolteachers in the context of Covid-19. Journal of Educational Administration and History, https://doi.org/10.1080/00220620.2021.2017416  I.S– 0.92 (Scopus data)/ Q2.
8. Dor-haim, P. (2022), "Educational leaders' coping with loneliness: the unique perspective of school principals and vice-principals", Journal of Professional Capital and Community, Vol. 7 No. 3, pp. 290-304. https://doi.org/10.1108/JPCC-11-2021-0068
9. Dor-Haim, P. (2022), "The experience of loneliness among school principals: episodic loneliness versus persistent day-to-day loneliness", Journal of Educational Administration, Vol. 60 No. 5, pp. 527-541. https://doi.org/10.1108/JEA-11-2021-0204
10.  
11. דור-חיים, פ'. (2010). בין ייחודיות לאחידות. אנליזה ארגונית, 15, 98 – 106.

Dor-Haim, P. (2010). Between uniqueness and uniformity. Organizational Analysis, 15, 98 - 106.

12. דור-חיים פ'. (2012). הנחיית השתלמות לאנשי חינוך וטיפול במתי"א. אנליזה ארגונית, 16, 114 – 119.

Dor-Haim P. (2012). A case study of facilitating advanced training for educators and caregivers at a local support center. Organizational Analysis, 16, 114 - 119.

13. דור-חיים פ. (2012). ניכור, בדידות וקהילתיות בבית הספר: סיפורה של התערבות מקצועית. אנליזה ארגונית, 17, 232 – 221.

Dor-Haim P. (2012). Alienation, loneliness and community in school: the story of professional intervention. Organizational Analysis, 17, 232 - 221.

14. דור-חיים פ. (2013). 'סדר ו'אי –סדר' בבית הספר: על חרדה, פרדוקסים ומנגנוני הגנה בארגוני חינוך. אנליזה ארגונית, 19, 65 - 53.

Dor-Haim P. (2013). 'Order and' disorder 'in school: on anxiety, paradoxes and defense mechanisms in educational organizations. Organizational Analysis, 19, 65 - 53.

15. דור-חיים פ. (2015). הקבוצה הדינמית כמרחב להתמודדות עם ניכור וזרות. מקבץ, כתב העת הישראלי להנחיה ולטיפול קבוצתי, 19, 9-25.

Dor-Haim P. (2015). The dynamic group as a place to deal with alienation and alienation. Makbatz, The Israeli Journal of Guidance and Group Therapy, 19, 9-25.

16. דור-חיים פ. (2016). התערבות ארגונית בבית הספר: התמודדות עם משבר במערכת היחסים בין המורים. אנליזה ארגונית, 22, 84-97.

Dor-Haim P. (2016). Organizational intervention in the school: Dealing with a crisis in the teacher relationship. Organizational Analysis, 22, 84-97.

17. דור-חיים פ. (2016). הנחיית קבוצות מנקודת המבט של תיאוריית ההתקשרות. מקבץ. כתב העת הישראלי להנחיה ולטיפול קבוצתי, 21, 9-25.

Dor-Haim P. (2016). Facilitating groups from the perspective of attachment theory. group. Israeli Journal of Guidance and Group Therapy, 21, 9-25.

18. דור-חיים פ. (2017). התערבות בבית ספר מתוך גישה נרטיבית. הייעוץ החינוכי, 20, 404 – 418.

Dor-Haim P. (2017). School intervention from a narrative approach. Educational Counseling, 20, 404 - 418.

19. דור-חיים פ. (2018). קבוצות ופרדוקסים במערכת הבית ספרית. מקבץ. כתב העת הישראלי להנחיה ולטיפול קבוצתי, 23, 27-41. https://www.isragrouptherapy.org.il/sites/isragrouptherapy/files/magazine-articles/ קבוצות ופרדוקסים במערכת הבית ספריתpdf.

Dor-Haim P. (2018). Groups and paradoxes in the school system. group. Israeli Journal of Guidance and Group Therapy, 23, 27-41.

20. דור-חיים פ. (2019). היועץ החינוכי והסתגלותו של בית הספר למאה העשרים ואחת. הייעוץ החינוכי, 21, 221-231.

Dor-Haim P. (2019). The educational counseling and the adaptation of the school to the twenty-first century. Educational Counseling, 21, 221-231.