Educational Administration
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Browsing Educational Administration by Author "Alaa' Tawfeeq Shqair"
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- ItemThe degree of Practicing Participatory Leadership of public schools principals and it's relation to Job Satisfaction from the point of view of teachers in North of West Bank directorates of Education(2011) Alaa' Tawfeeq Shqair; Dr. Abed AssafThis study aimed to measure the degree of practicing participatory leadership of public schools principals and it's relation to job satisfaction from the point of view of teachers in north of West Bank directorates of education, in addition the study aimed to test the effect of gender, experience, qualification, and place of school variables on teachers opinions. The study population consisted of all teachers at the public schools in governorates of north of West Bank. They were (12604) teachers. The study sample consisted of (604) teachers, approximately (4.8%) of the study. To achieve the goals of the study, the researcher prepared a questionnaire. The questionnaire validity and reliability were achieved. The two reliability coefficients was computed by Cronbach Alpha equation. The reliability coefficient of participatory leadership was (0.97) while the reliability coefficient of the job satisfaction was (0.90). Data were analyzed using the Statistical Package for Social Sciences (SPSS) with t-test and ANOVA. The study obtained the following results: First: There is a high level of the practicing of participatory leadership. Also there is a high level of the job satisfaction. Second: There are no significant differences at the significance level (α = 0.05) between the means of practicing participatory leadership of public schools principals and job satisfaction from the point of view of teachers, due to gender except the domain of educational performance in favor of females. Third: There are no significant differences at the significance level (α = 0.05) between the means of practicing participatory leadership of public schools principals and job satisfaction from the point of view of teachers, due to experience except the domains of profession satisfaction, social rank, and educational performance in favor of teachers with experience less than 7 years. Fourth: There are no significant differences at the significance level (α = 0.05) between the means of practicing participatory leadership of public schools principals and job satisfaction from the point of view of teachers, due to qualification except domain of relation with students in favor of diploma holders. Fifth: There are no significant differences at the significance level (α = 0.05) between the means of practicing participatory leadership of public schools principals and job satisfaction from the point of view of teachers, due to place of school. Sixth: There is a positive significant correlation at the significance level (α = 0.05) between the participatory leadership and job satisfaction from the point of view of teachers. Accordingly to the findings of the study results, the researcher recommended a set of recommendations, including: - The necessity of reinforcing the teacher and working on increasing his/her salary in order to close his/her needs and the cumulative lack of salary insufficiency, specially in the high level of living cost in West Bank. - Working on improving teacher social image on his/her self and with others as the results of this study indicated to decline teacher social rank and this caused a low level of teachers job and profession satisfaction. - The necessity of training principals on participatory leadership style as this style proved it's efficiency on teachers, since it has a human context, social relations, participation and responsibility.