The current study examined the impact of a school’s principal's involvement in a tutoring
program on the outcomes of tutees with learning disorders and special needs and their achievements. The
purpose of the program was to integrate these students in regular classes in their transition from the
elementary school to the regional secondary school. The theoretical basis of the current study is the
interconnection between the involvement of the school’s principal in the tutoring process (represented in
the principal’s management's practices) and its outcomes reflected in the tutees' achievements and their
acceptance by their tutors expressed in more positive attitudes towards their integration in the regular
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