An exploratory analysis of different weekly schedules in Modern Orthodox Jewish schools and student/rabbi relationships

Abstract

An Exploratory Analysis of Different Weekly Schedules in Modern Orthodox Jewish Schools and Student/Rabbi Relationships

The purpose of this study was to consider alternate schedule configurations of the traditional five-day school week, and to explore if unique modifications of the five-day school week would predict students’ relationships with their Rabbis in all-boys, Modern Orthodox Jewish day schools. This was considered through the theoretical frameworks of Culture and Path Dependence. This study was a secondary analysis using data from three schools within a dataset from a study of high school students in Modern Orthodox Jewish schools who completed the JewBALE 2.0 (Jewish Beliefs Actions Living Evaluation) comprised of 167 questions regarding Jewish belief and practice (Goldberg, 2016).

The study also included the Duke Health Profile and a Socio-Religious Scale of Personal Beliefs. (Parkerson et al, 1990) The schools were similar in population types, levels of religious observance, and other factors, allowing for consideration of differences found between student relationships with rabbis as potentially a function of the schools’ alternative schedule configurations.

The results suggest that students have a more positive relationship with rabbis in schools with a Monday-Friday schedule. Further study is needed to consider other variables and explanations for the impact of schedules on relationships between rabbis and students.

The findings suggest that alternative schedule configuration may be a factor to consider for school leaders.