scholarly journals درجة العدالة التنظيمية لدى مديري المدارس الحكومية في فلسطين من وجهة نظر المعلمين = The Organizational Justice of the Public School Principals in Palestine from Their Teachers' Point of View

2016 ◽  
Vol 10 (1) ◽  
pp. 120-145
Author(s):  
زياد بركات
Keyword(s):  
Public School ◽  
Organizational Justice ◽  
School Principals ◽  
Point Of View ◽  
Public School Principals ◽  
The Public

scholarly journals The Organizational Justice of the Public School Principals in Palestine from their Teachers' Point of View

2016 ◽  
Vol 10 (1) ◽  
pp. 120
Author(s):  
Zeiad Barakat
Keyword(s):  
Procedural Justice ◽  
Organizational Justice ◽  
Random Sample ◽  
School Principals ◽  
Demographic Variables ◽  
Point Of View ◽  
Experienced Teachers ◽  
Public School Principals ◽  
The Public ◽  
Significant Difference

This study aimed to determine the extent of organizing justice within governmental schools' principals in Palestine from school teacher's point of view. Some demographic variables were used such as gender, major, qualification and experience. A questionnaire that consisted of 33 items was developed. The questionnaire consisted of three domains: organizational justice, procedural justice and interactive justice. A stratified random sample was drawn and consisted of 284 teachers. The results showed that teachers evaluated their principals as having high organizational justice on the sub- domains and the total. The results showed differences due to years of experience on the distributing justice domain and the total in favor of more experienced teachers. The results showed no significant difference in the domains of procedural and interactive justices. The results also showed no significant differences in organizational justice due to: gender, major and qualification. These results were discussed and recommendations were suggested.

The degree to which public school principals in East Jerusalem practice managing school crises from the teacher’s perspective: درجة ممارسة مديري المدارس الحكومية في القدس الشرقية لإدارة الأزمات المدرسية من وجهة نظر المعلمين

2021 ◽  
Vol 5 (20) ◽  
pp. 24-1
Author(s):  
Lubna El-Tamimi Nasrala, Mervat Abu Asab Agbaria, Khaled Abu Lubna El-Tamimi Nasrala, Mervat Abu Asab Agbaria, Khaled Abu
Keyword(s):  
Public School ◽  
Crisis Management ◽  
School Principals ◽  
School Principal ◽  
Arab Countries ◽  
Point Of View ◽  
Public School Principals ◽  
School Crises ◽  
Teacher's Perspective ◽  
East Jerusalem

This study aimed to know the reality of crisis management among public school principals in East Jerusalem from the teachers ’point of view, and the research was based on the descriptive and analytical approach, and the Nieroch questionnaire (2020) was used with some changes to demographic variables to suit the current study. A random sample was chosen a sample consisting of (233) male and female teachers. The results showed that the degree of practicing public school principals in East Jerusalem in managing school crises got an average (3.58 out of 5), meaning a degree of (high) practice. At the level of domains, the confrontational field before the crisis occurred got the highest average (3.64 out of 5), then the confrontation field. During the occurrence of the crisis at an average of (3.58), and finally the confrontation after its occurrence at an average of (3.52), all of which are of a (high) practice rating, and that school principals have a preconceived perception of any emergency crisis and on all axes of the questionnaire (before, during and after the crisis). The study also found that the ability Managers deal with the crisis before its occurrence is greater than dealing with it after its end, and the study indicated that there are statistically significant differences in the degree of school crisis management among public school principals due to the variables of the teacher’s gender and the gender of the school principal and in favor of males. Based on the results, the researchers presented a set of recommendations and proposals to enhance the culture of crisis management among public school principals in East Jerusalem, all of Palestine and the Arab countries.

The reality of transformational leadership among public school principals in Jordan from the point of view of the evaluators of the Education Quality and Accountability Unit: واقع القيادة التحويلية لدى مديري ومديرات المدارس الحكومية في الأردن من وجهة نظر مقيّمي وحدة جودة التعليم والمساءلة

2021 ◽  
Vol 5 (43) ◽  
pp. 36-22
Author(s):  
Ebtesam Awwad Aladamat Ebtesam Awwad Aladamat
Keyword(s):  
Transformational Leadership ◽  
Public School ◽  
Analytical Approach ◽  
School Principals ◽  
Point Of View ◽  
Education Quality ◽  
Leadership Practice ◽  
Public School Principals ◽  
Training Courses ◽  
The Ideal

This study aimed to know the reality of transformational leadership among public school principals in Jordan from the point of view of the evaluators of the Education Quality and Accountability Unit, and to achieve the goal of the study, the researcher used the descriptive and analytical approach, the study tool represented in a questionnaire applied to a random sample of (50) male and female evaluators. The results of the study showed that the degree of transformational leadership practice of public school principals in Jordan came with a degree of approval (medium) and average of (3.33). As for the areas of transformational leadership, the field of individual considerations ranked first with a degree of approval (large) with an average of (3.53), followed by The field of the inspirational stimulus with a degree of approval (medium) with an average (3.33), then the field of the ideal effect with a degree of approval (medium) and average of (3.29), while the field of intellectual arousal ranked last with a degree of approval (medium) and with an average of (3.17), and in light of the results, the researcher presented a set of recommendations and proposals to improve the practice of public school principals and directors in Jordan, the most important of which are: Holding training courses and programs for each of the school principals and their teachers and their development to increase their capacity To practice transformational leadership.

scholarly journals The degree of practice transformational leadership of public school principals in Ma'an and its relation to the level of teachers' organizational trust

2019 ◽  
Vol 3 (9) ◽  
Author(s):  
Mohammed Falah Mohammed Shukirat - Raeda Abdul Karim Da'san
Keyword(s):  
Transformational Leadership ◽  
Public Schools ◽  
Public School ◽  
School Principals ◽  
Organizational Trust ◽  
Strong Relationship ◽  
Point Of View ◽  
Public School Principals ◽  
Significant Difference ◽  
The Individual

This study aimed to investigate the degree of practice transformational leadership of public school principals in Ma'an and its relation to the level of teachers' organizational trust from the teachers from their point of view. The study population consisted of all teachers in public schools in Ma'an directorate first, was selected a stratified random sample of it, consisted of (415) teachers, were used questionnaire, The degree of practice of transformational leadership of public school principals was high, and the order of dimensions ordered by means is as follows: ideal influence, the individual consideration, inspiration, and the stimulation intellectual. There are no statistically significant differences in the degree of practice transformational leadership of public school principals in Ma'an from the point of view of teachers attributed to gender. There is a strong relationship statistically significant difference between the degree of practice of transformational leadership of public school principals and the level of teachers' organizational trust.

scholarly journals Targets, threats and (dis)trust: The managerial troika for public school principals in Chile

2015 ◽  
Vol 23 ◽  
pp. 87 ◽  
Author(s):  
Carmen Montecinos ◽  
Luis Ahumada ◽  
Sergio Galdames ◽  
Fabián Campos ◽  
María Verónica Leiva
Keyword(s):  
Public Schools ◽  
Public School ◽  
School Principals ◽  
School Principal ◽  
Market Model ◽  
Public School Principals ◽  
The Public ◽  
Declining Enrollment ◽  
Governance Models ◽  
Depth Interviews

Public education in Chile has been steadily losing students as a result of the implementation, for the last 35 years, of a market model. In this paper we exemplify how a structural problem (public schools’ declining enrollment) created by neoliberal educational policies is transformed into an individual problem to be managed by the public school principal. Principals must sign a performance-based contract that specifies sanctions and incentives for meeting enrollment targets. The current paper examines, through data produced by in-depth interviews and shadowing, how 19 principals worked toward that target. Findings show that to manage enrollment principals spent, on average, 24% of their time performing marketing tasks. Principals, thus, have developed an entrepreneurial self, which is promoted by quasi-market school governance models. Through this entrepreneurship they manage various threats that represent barriers to the possibilities for meeting enrollment targets.

scholarly journals The prevailing leadership styles of public school principals and their relation to the quality of education from the point of view of quality education evaluators in Jordan

2019 ◽  
Vol 3 (21) ◽  
Author(s):  
Maha Saleh Ibrahim Haddad
Keyword(s):  
Public School ◽  
Leadership Styles ◽  
Quality Indicators ◽  
School Principals ◽  
Point Of View ◽  
Quality Of Education ◽  
Public School Principals ◽  
Arithmetic Average ◽  
Democratic Leadership

The study aimed to identify the prevailing leadership styles (democratic,autocratic, and sedentary) among the principals of public schools and their relation to the quality of education from the point of view of the evaluators of the quality of education in Jordan. In order to achieve the objectives of the study, the researcher prepared a questionnaire consisting of (35) items dealing with two fields. The first field consisted of (15) items distributed to the prevailing leadership styles among the principals. The study sample consisted of (100) residents of the quality of education in the Ministry of Education. The study found that the three leadership styles of public school principals were in favor of the democratic leadership model with an average of 3.68 and a high degree of appreciation followed by an autocratic pattern with an average of 3.35 and a medium degree of appreciation. The mean pattern was average (2.60) with a medium degree of appreciation. The average level of assessment of the quality indicators of education and accountability was also found. The total arithmetic average of the axis (3.35). It also showed an average level of assessment of the indicators of the quality of education and accountability, where the total arithmetic average of the axis (3.35). The study found that the three leadership styles of public school principals were in favor of the democratic leadership pattern at an average of 3.68 and high, followed by the autocratic pattern with an average of 3.35 and a medium grade. The plurality came last with an average of (2.60) Education (adequacy, security, credibility, effectiveness), and a statistically significant relationship between prevailing leadership styles and the quality of education in Jordan. Based on the results, the study recommended activating and directing school principals to follow the democratic pattern in the practice of leadership and moving away from the autocratic and sedimentary patterns. he results also showed a strong positive correlation between leadership patterns of school principals and quality indicators of education. Based on the results, the study recommended activating and directing school principals to follow the democratic pattern in the practice of leadership and moving away from the autocratic and sedimentary patterns.

scholarly journals Problems facing public school principals in Jordan in managing educational crises in light of the corona pandemic from their point of view: مشكلات المدارس الحكومية الأردنية بمديرية الزرقاء في مواجهة وإدارة الأزمات التربوية في ظل جائحة كورونا من وجهة نظر مديريها

2021 ◽  
Vol 5 (42) ◽  
pp. 55-41
Author(s):  
Nariman Mohammad Aljarab’ah Nariman Mohammad Aljarab’ah
Keyword(s):  
Public Schools ◽  
Public School ◽  
School Principals ◽  
Point Of View ◽  
Government School ◽  
Public School Principals ◽  
Degree Of Severity

The study aimed at the problems facing public school principals in Jordan in managing educational crises in light of the Corona pandemic from their point of view. In public schools affiliated to the First Zarqa Directorate in Jordan, the results of the study showed a problem facing government school principals in Jordan in managing educational crises in light of the Corona pandemic, obtaining an overall average (3.78 out of 5), with a degree of severity (high).

Perceptions of Beginning Public School Principals

1993 ◽  
Vol 3 (2) ◽  
pp. 186-202
Author(s):  
James E. Lyons
Keyword(s):  
Public School ◽  
Time Management ◽  
School Principals ◽  
Beginning Principals ◽  
New Principals ◽  
Local School ◽  
Principal's Role ◽  
Public School Principals ◽  
School Operations

This study was designed to determine the level of competency that beginning principals perceived they had in their primary areas of responsibility when appointed to the position. Secondarily, the study determined what beginning principals perceived to be their greatest challenges and frustrations, most familiar and most unfamiliar areas of responsibility, and who was most and least helpful to them as new principals. The findings indicated that beginning principals are challenged by the following: delegating responsibilities and becoming familiar with the principal's role, the local school, and school operations. Their major frustrations were role adjustment, the (large) amount of responsibility, and time management.

Leadership Styles of Public Schools Principals in the City of Hail in the Kingdom of Saudi Arabia: أنماط القيادة لدى مدراء مدارس التعليم العام في مدينة حائل في المملكة العربية السعودية

2021 ◽  
Vol 5 (41) ◽  
pp. 161-138
Author(s):  
Fahad Husain Alshammari Fahad Husain Alshammari
Keyword(s):  
Public Schools ◽  
Leadership Style ◽  
School Principals ◽  
Statistical Significance ◽  
Point Of View ◽  
Years Of Experience ◽  
Public School Principals ◽  
Low Degree ◽  
Study Population ◽  
High Degree

    This study aimed to: Identify the leadership style prevailing among public school principals in Hail from the teachers ’point of view, and to reveal the statistical significance of the differences in the estimates of the study sample individuals of the leadership style prevailing among school principals, which may due to variables of (educational stage, number of years of experience, and specialization). The researcher used the descriptive method, and prepared a questionnaire consisting of (24) statements distributed to (3) dimensions, which are: Democratic style, authoritarian style and chaotic style. The current study population included all the teachers of public education schools in Hail, who numbered (9390) teachers. The questionnaire was applied to a random sample of (296) teachers. The study found a set of results, the most important of which are: The prevailing leadership style among school principals is the democratic style, followed by the authoritarian style, and then the chaotic style. Where the democratic style obtained a mean (4.18) and a high degree of approval from the study sample, while the domineering style obtained a mean (1.83) and a low degree of approval from the study sample, and the chaotic style obtained an average (1.73) and a low degree of approval. Very members of the study sample. The results also showed that there are statistically significant differences in the degree of the study sample’s estimates of the leadership style prevailing among school principals due to the variable of years of experience, while there are no statistically significant differences in the degree of the study sample’s estimates of the leadership style prevailing among school principals due to the variables of the educational stage or specialization. In light of these results, the researcher recommended organizing training courses for school principals to enlighten them about the modern trends in educational leadership, and urged school principals to follow the democratic style of administration.

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