scholarly journals A comparison between the performance of teachers; who graduated from Al-Quds Open University and the teachers who graduated from regular studies in universities from the viewpoint of the supervisor and the school principal: مقارنة بين أداء المعلمين؛ خريجي جامعة القدس المفتوحة وخريجي الدراسة المنتظمة في الجامعات من وجهة نظر المشرف التربوي ومدير المدرسة وفقا لمعايير هيئة تطوير مهنة التعليم الفلسطينية

2021 ◽  
Vol 5 (32) ◽  
pp. 145-123
Author(s):  
Reema Wajeh Daraghma Reema Wajeh Daraghma
Keyword(s):  
Formal Education ◽  
School Principals ◽  
Teaching Profession ◽  
School Principal ◽  
Point Of View ◽  
Open University ◽  
University Graduates ◽  
Professional Skills ◽  
University Courses ◽  
Educational Supervisor

The research aims to identify the performance of teachers, graduates of Al-Quds Open University, and the performance of teachers who are graduates of formal education, according to the standards in Palestinian Commission for Developing the Teaching Profession in the fields of "knowledge and understanding", "professional skills" and "professional trends and values." The researcher used the descriptive and analytical method for its suitability for the objectives of the research. A questionnaire was distributed to the sample of (268) distributed among (182) school principals and (86) educational supervisors. The study found that there are statistically significant differences at (α≤0.05) between the point of view of the educational supervisor and the school principal in favor of the school principal in terms of the availability of professional standards for the teacher and for all these skills. The study also found that teachers who graduated from regular universities possess more knowledge, understanding and professional skills than al-Quds Open University graduates do, while the standards related to professional trends and values ​​were difficult to differentiate between them. The study recommended the need on creating a compulsory educational qualification program in regular and open universities for everyone who wants to work in the teaching profession and to coordinate between universities and the Palestinian Commission for Developing the Teaching Profession on the skills that should be trained and focus on them in university courses related to the teaching profession.

scholarly journals ACTIVATING COMMUNICATION BETWEEN SCHOOL PRINCIPALS AND SUPERVISORS IN BASIC EDUCATION IN THE SULTANATE OF OMAN

2020 ◽  
Vol 5 (8) ◽  
pp. 54-63
Author(s):  
Al Farsi Hakam S.H. ◽  
Juma N. ◽  
Issan S.
Keyword(s):  
Field Study ◽  
Basic Education ◽  
School Principals ◽  
School Principal ◽  
Years Of Experience ◽  
Sultanate Of Oman ◽  
Head Teachers ◽  
Educational Supervisor ◽  
Communication Practices ◽  
Academic Qualifications

The study aims at identifying the reality of communication practices between school principals and supervisors in basic education in the Sultanate of Oman. It aims also at identifying the reality of communication between the school principal and the supervisor at Basic Education schools in the Sultanate of Oman, and identifying differences according to job position, gender, academic qualifications, years of experience, educational district, the number of schools the educational supervisor supervises, the size of the school, and the number of head teachers in the school. Finally, the study aims at reaching recommended processes to activate the communication between school principals and supervisors in basic education. The most significant findings of the field study are as follows the estimates of the responses of the study sample regarding the four aspects of the activation of communication between school principal and educational supervisor in Basic of Education schools in the Sultanate of Oman, varied between high and low. In the light of the study findings; the researcher has reached a number of proposed procedures to activate the communication between school principals and educational supervisors in the Basic Education schools in the Sultanate of Oman. A number of further research studies have also been proposed.

scholarly journals The Reality of Using Electronic Management From the Point of View of Basic School Principals in Deir Alla Directorate - Jordan in light of the Corona pandemic: واقع استخدام الإدارة الإلكترونية من وجهة نظر مديري المدارس الأساسية بمديرية ديرعلا – الأردن في ظل جائحة كورونا

2021 ◽  
Vol 5 (44) ◽  
pp. 49-26
Author(s):  
Majed Khaleel Salem Majed Khaleel Salem
Keyword(s):  
School Principals ◽  
School Principal ◽  
Point Of View ◽  
Job Experience ◽  
Teachers And Students ◽  
E Learning ◽  
Basic School ◽  
Scientific Meetings ◽  
High Degree ◽  
Electronic Administration

This study aimed to identify the reality of using electronic management from the point of view of school principals of basic stage in Deir Alla Directorate – Jordan in light of the Corona Pandemic. The study used the descriptive and analytical method; the study sample consisted of (36) principals in the basic schools of Deir alla ; (100%) of the study population. To achieve the objectives of the study we used the questionnaire to measure the degree of the reality of the use of electronic management, the findings of the study were: the reality of the use of electronic management on a total average (4.10 out of 5), a high degree (high), and at the level of fields The field of training and qualification of school staff got the highest average (4.17), and the readiness of infrastructure and medium equipment (4.10) and thirdly: the role of the school principal in supporting electronic administration, with an average of (4.06) and the practice of basic school principals for strategic planning; Average (4.03) and all are rated (High), and The results showed that there were no statistically significant differences in the use of electronic management In light of the corona pandemic, from the point of view of basic school principals in Deir Alla the Directorate of Education due to the variable of (gender, educational qualification and experience), while the results revealed the existence of a difference according to the variable of job experience for 10 years and more, The study recommended the necessity of holding courses and seminars for school principals and organizing scientific meetings to enlighten them about contemporary issues related to laws and instructions with electronic administration, and on the mechanism of their implementation and planning, and to provide incentives for principals and administrators to encourage them to deal with e- learning and follow up teachers and students.

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.

scholarly journals SCHOOL PRINCIPALS’ LEADERSHIP STYLE AND TEACHERS’ SUBJECTIVE WELL-BEING AT SCHOOL

2014 ◽  
Vol 62 (1) ◽  
pp. 40-50
Author(s):  
Mati Heidmets ◽  
Kadi Liik
Keyword(s):  
Public Schools ◽  
Transactional Leadership ◽  
Leadership Style ◽  
Turnover Intentions ◽  
School Principals ◽  
Job Insecurity ◽  
Well Being ◽  
Teaching Profession ◽  
School Principal ◽  
School Teachers

There is a widely recognized concern over the poor reputation of the teaching profession and lack of attractiveness of the school as a workplace. The aim of this study is to ascertain to what extent the leadership style of the school principal is related to the set of variables describing different aspects of teachers’ wellbeing at the school - teachers’ burnout, job insecurity, teachers’ emotional and cognitive identification with the school and turnover intentions. 305 teachers working in 12 public schools in Estonia were surveyed. Results indicate that the more transformational leadership style prevails over transactional leadership style, the stronger affective and cognitive identification with their school teachers perceive, while the level of teachers’ job insecurity and burnout is lower and they consider the likelihood of leaving their school smaller. Thus, the school principals’ leadership style can be considered as a factor shaping the teachers’ wellbeing at school as well as their emotional attachment to the school as a workplace. Key words: burnout, job insecurity, organizational identification, transformational and transactional leadership, turnover intentions.

scholarly journals The Role of the school principal in the professional development of teachers from the school principals’ point of view in Bani Kenana District: دور مدير المدرسة في التنمية المهنية للمعلمين من وجهة نظر مديري المدارس في لواء بني كنانة

2020 ◽  
Vol 4 (19) ◽  
Author(s):  
Yusuf Mohammad Abu Alloush
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
School Principals ◽  
Statistical Significance ◽  
School Principal ◽  
Point Of View ◽  
Or Education ◽  
Female Principals ◽  
Professional Development Of Teachers

The study aimed to reveal the role of the school principal in the professional development of teachers from the point of view of school principals. The study also aimed to know the existence of differences related to statistical significance in the role of the school principal in the professional development of teachers in the school due to gender and educational stage variables. The study sample consisted of all principals of public schools in Bani Kenana District, and the sample was chosen in the (objective- purpose) method. The researcher used a questionnaire located on five levels according to Likert scale, which included (48) items distributed in (6) fields. An analytical descriptive approach was used to suit the study objectives. Statistical processing was carried out using the SPSS program, and the research reached the following results: that the role of the school principal in developing teachers professionally came at a low level, and that female principals give priority to developing teachers in the field of teaching methods and the use of educational methods, while school male principals give this field the last rank, the scientific field occupies the second rank for school female principals, while it takes the first rank for school male principals, and the researcher found through the results that there are no statistically significant differences in the role of the school principal in the professional development of teachers due to gender, or education stage. The researcher recommended paying attention to educating the principal of the school on the importance of his vital role in the professional development of teachers, And to have an active role in guiding and training teachers. That the principal of the school be of high scientific, professional, social and educational experience, and is aware of information, knowledge, skills, and methods that enable him to fulfill his role in the development of teachers. And that he has leadership qualities so that he can influence teachers positively, and provide them with services that help them perform their duties in a manner that is commensurate with the development of knowledge and technological progress.

scholarly journals AN INVESTIGATION OF PRIMARY SCHOOL PRINCIPALS' VIEWS ON JOB STRESS

2021 ◽  
Vol 9 (58) ◽  
Keyword(s):  
Primary School ◽  
Job Stress ◽  
Primary Schools ◽  
School Principals ◽  
School Principal ◽  
Point Of View ◽  
Study Group ◽  
Primary School Principals ◽  
Study Results ◽  
Public Primary School

This study's aim was to determine public primary school principals' views on job stress. It is observed that there are deficiencies in the literature in terms of evaluating the concept of job stress qualitatively from the point of view of school principals. It is assumed that this study is important for determining the job stress arising from the point of view of public primary school principals and its causes and guiding policymakers in education. A case study, one of the qualitative research methods, was used in line with the aim of the study. The study group was determined by homogeneous sampling, one of the purposeful sampling methods. Ten volunteer school principals working in public primary schools in Odunpazarı district of Eskişehir province constituted the study group. The interview form consisting of semi-structured open-ended questions was used to determine the views of school principals working in public primary schools on their job stress. The data were collected by employing the semi-structured interview technique, and categories and themes were created using the qualitative data analysis program MAXQDA. According to the study results, it was determined that public primary school principals experienced job stress. The sources of job stress of public primary school principals were explained, and how job stress affected them, how they coped with job stress, and their general views on job stress were revealed. Keywords: Public Primary School, School Principal, Job Stress

scholarly journals The Degree of Application of School Principals’ Management by Objectives and Its Impact on Self-Efficacy of Teachers from Their Point of View - An Empirical Study on the public schools in Amman-: درجة تطبيق مديري المدارس للإدارة بالأهداف وأثرها على فاعلية الذات لدى المعلمين من وجهة نظرهم -دراسة تطبيقية على المدارس الحكومية في العاصمة عمان-

2020 ◽  
Vol 4 (15) ◽  
Author(s):  
Oba Talal Abu Hamda
Keyword(s):  
Public Schools ◽  
Empirical Study ◽  
Self Efficacy ◽  
School Principals ◽  
School Principal ◽  
Point Of View ◽  
Government Schools ◽  
Management By Objectives ◽  
The Public ◽  
Modern Methods

The study aimed to identify the degree of application of school principals’ management by objectives in public schools in the capital, Amman, and its impact on self-efficacy of teachers from their point of view. The questionnaire was used as a tool to collect data, Correlative approach was used. The study sample consisted of (394) of teachers in the Kasbah of Amman. The results of the study showed that the degree of application of school principals’ management by objectives in government schools in the capital, Amman from teachers' point of view was high. Furthermore, the degree of self-efficacy of teachers in public schools in the capital Amman from their point of view was moderate. The study recommended that the school principal should develop a plan for the objectives and identify the different strategies and modern methods that help in achieving these goals.

scholarly journals The Learning to Learn Competence in Early Childhood Preservice Teachers: An Outdoor and e/m-Learning Experience in the Museum

2021 ◽  
Vol 13 (2) ◽  
pp. 25
Author(s):  
Daniel Abril-López ◽  
Hortensia Morón-Monge ◽  
María del Carmen Morón-Monge ◽  
María Dolores López Carrillo
Keyword(s):  
Social Sciences ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Teaching And Learning ◽  
Formal Education ◽  
Learning Experience ◽  
Point Of View ◽  
Learning To Learn ◽  
Outdoor Experience ◽  
Outdoor Experiences

This study was developed with Early Childhood Preservice Teachers within the framework of the Teaching and Learning of Social Sciences over three academic years (2017–2018, 2018–2019, and 2019–2020) at the University of Alcalá. The main objective was to improve the learning to learn competence during teacher training from an outdoor experience at the Museum of Guadalajara (Spain), using e/m-learning tools (Blackboard Learn, Google Forms, QR codes, and websites) and the inquiry-based learning approach. To ascertain the level of acquisition of this competence in those teachers who were being trained, their self-perception—before and after—of the outdoor experience was assessed through a system of categories adapted from the European Commission. The results show a certain improvement in this competence in Early Childhood Preservice Teachers. Additionally, this outdoor experience shows the insufficient educational adaptation of the museum to the early childhood education stage from a social sciences point of view. Finally, we highlight the importance of carrying out outdoor experiences from an inquiry-based education approach. These outdoor experiences should be carried out in places like museums to encourage contextualized and experiential learning of the youngest in formal education.

Sign in / Sign up

Export Citation Format

Share Document