Level and Sources of Psychological Tension Among Educational Inspectors and Principals in the West- Bank Public Schools

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Date
1997
Authors
Abu- Eisheh. Zaheda
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The psychological tension is considered as one of the important subjects treated by the psychology generally and the psychological guidance particularly. The researchers efforts varied in defining the term of psychological tension . However, we can define it as the psychological reaction against all the effects and pressures imposed on the individual by his society . This would forme an obstacle for the individual in satisfying his personal needs . The aim of this study was to decide the level and the sources of psychological tension among school inspectors and principals working in public schools in the light of the variables of sex , age , supervision experience or administration , qualification , place of work ( city or village ), school level ( primary or secondary ) , type of school ( coeducational / segregated ) and district . To achieve the aforementioned goal , the researcher put forward two questions , and four hypotheses . The two questions : 1. What is the level of psychological tension among West - Bank public school inspectors . 2. What is the level of psychological tension among West - Bank public school principals . The hypotheses: 1. There are no significant statistical difference at (0.05) in the level of psychological tension among both inspectors and principals of West - Bank public schools . 2. There are no significant statistical difference at (0.05)in the sources of psychological tension among educational inspectors of West - Bank school principals. 3. There are no significant statistical deference , at (0.05) level , in the sources of psychological tension, among educational inspectors, that can be attributed to the variables of age , sex , supervision experience , academic qualification and district. 4. There are no significant statistical deference , at (0.05) level , in the sources of psychological tension, among public school principals , which can be attributed to the variables of age , sex , administration experience , academic qualification , place of residence ( village , city ) , school level ( primary , secondary ) , type of school ( coeducational , segregated )and district. The subjects of the study comprised 95 inspectors of both sexes and (915) principals and headmistresses .A random sample of ( 35 ) inspectors (30% of the total target population) , and (230) principals and headmistresses were selected (25 % of the total target population ) , of these (24) school principals and headmistresses and (7) inspectors from all of the districts were excluded because they failed to return the questionnaire. Thus , the sample included ( 28 ) inspectors and ( 206 ) principals of both sexes . The data for the study were collected through a questionnaire designed for this purpose , to test the validity of the study instruments , the researcher presented the questionnaire to ten specialists in education working in the faculty of Education at An - Najah National University. The researcher received feedback and suggestions from all of them. The total coefficient of validity of the three questionnaires was calculated by the method of Test - Re - test which reached 0.913 , and the validity coefficient of psychological tension features questionnaire reached 0.9491 while that of the two psychological tension sources was 0.887. To achieve the aims of the study in answering the two questions and testing it's hypotheses , the researcher used the following statistical processes : 1. Percentages and arithmetic averages in order to answer the two questions . 2. T - test to test the first and second hypotheses . 3. T - test and One - Way Analysis of Variance to test the third and fourth hypotheses. After the analysis of findings , the researcher came up with the following conclusions : 1. Educational inspectors and principals of both sexes , in the West - Bank public primary and high schools , are subjected to a high degree of psychological tension in the form of emotional , behavioral , physiological and informational reactions . 2. The most serious sources of psychological tension that greatly affect as well as principals the inspectors , in a descending order, are as follows : work pressure , school pressure , burden of role , method of inspection or administration , ambiguity of role and finally job satisfaction . 3. Age , inspection experience and district variables have no effect on the sources of psychological tension and on the interaction among them pertaining to educational inspectors. 4. Female inspectors suffer more from psychological tension which had resulted from lack of job satisfaction when compared with their male colleagues . 5. Educational inspectors , who have M . A . degrees , have more psychological tension than their counterparts who have B . A. degrees . 6. Age , sex and place of residence ( village /town ) , school level ( primary / high) , type of school ( coeducational / segregated ) , administrative experience and academic qualification these variables have no effect on sources of psychological tension and the interaction among them concerning school principals in comparison with the principals at segregated primary schools. 7. Principals at coeducational primary schools suffer more than those of primary segregated schools , from psychological tension resulting from ambiguity of their roles , lack of job satisfaction , method of administration and the interaction among sources of psychological tension . 8. a district which a principal joines has an effect on the burden of role and the work pressure , but according to Scheffe test , the slight differences between the districts didn't reveal any considerable distinction between them.
The psychological tension is considered as one of the important subjects treated by the psychology generally and the psychological guidance particularly. The researchers efforts varied in defining the term of psychological tension . However, we can define it as the psychological reaction against all the effects and pressures imposed on the individual by his society . This would forme an obstacle for the individual in satisfying his personal needs . The aim of this study was to decide the level and the sources of psychological tension among school inspectors and principals working in public schools in the light of the variables of sex , age , supervision experience or administration , qualification , place of work ( city or village ), school level ( primary or secondary ) , type of school ( coeducational / segregated ) and district . To achieve the aforementioned goal , the researcher put forward two questions , and four hypotheses . The two questions : 1. What is the level of psychological tension among West - Bank public school inspectors . 2. What is the level of psychological tension among West - Bank public school principals . The hypotheses: 1. There are no significant statistical difference at (0.05) in the level of psychological tension among both inspectors and principals of West - Bank public schools . 2. There are no significant statistical difference at (0.05)in the sources of psychological tension among educational inspectors of West - Bank school principals. 3. There are no significant statistical deference , at (0.05) level , in the sources of psychological tension, among educational inspectors, that can be attributed to the variables of age , sex , supervision experience , academic qualification and district. 4. There are no significant statistical deference , at (0.05) level , in the sources of psychological tension, among public school principals , which can be attributed to the variables of age , sex , administration experience , academic qualification , place of residence ( village , city ) , school level ( primary , secondary ) , type of school ( coeducational , segregated )and district. The subjects of the study comprised 95 inspectors of both sexes and (915) principals and headmistresses .A random sample of ( 35 ) inspectors (30% of the total target population) , and (230) principals and headmistresses were selected (25 % of the total target population ) , of these (24) school principals and headmistresses and (7) inspectors from all of the districts were excluded because they failed to return the questionnaire. Thus , the sample included ( 28 ) inspectors and ( 206 ) principals of both sexes . The data for the study were collected through a questionnaire designed for this purpose , to test the validity of the study instruments , the researcher presented the questionnaire to ten specialists in education working in the faculty of Education at An - Najah National University. The researcher received feedback and suggestions from all of them. The total coefficient of validity of the three questionnaires was calculated by the method of Test - Re - test which reached 0.913 , and the validity coefficient of psychological tension features questionnaire reached 0.9491 while that of the two psychological tension sources was 0.887. To achieve the aims of the study in answering the two questions and testing it's hypotheses , the researcher used the following statistical processes : 1. Percentages and arithmetic averages in order to answer the two questions . 2. T - test to test the first and second hypotheses . 3. T - test and One - Way Analysis of Variance to test the third and fourth hypotheses. After the analysis of findings , the researcher came up with the following conclusions : 1. Educational inspectors and principals of both sexes , in the West - Bank public primary and high schools , are subjected to a high degree of psychological tension in the form of emotional , behavioral , physiological and informational reactions . 2. The most serious sources of psychological tension that greatly affect as well as principals the inspectors , in a descending order, are as follows : work pressure , school pressure , burden of role , method of inspection or administration , ambiguity of role and finally job satisfaction . 3. Age , inspection experience and district variables have no effect on the sources of psychological tension and on the interaction among them pertaining to educational inspectors. 4. Female inspectors suffer more from psychological tension which had resulted from lack of job satisfaction when compared with their male colleagues . 5. Educational inspectors , who have M . A . degrees , have more psychological tension than their counterparts who have B . A. degrees . 6. Age , sex and place of residence ( village /town ) , school level ( primary / high) , type of school ( coeducational / segregated ) , administrative experience and academic qualification these variables have no effect on sources of psychological tension and the interaction among them concerning school principals in comparison with the principals at segregated primary schools. 7. Principals at coeducational primary schools suffer more than those of primary segregated schools , from psychological tension resulting from ambiguity of their roles , lack of job satisfaction , method of administration and the interaction among sources of psychological tension . 8. a district which a principal joines has an effect on the burden of role and the work pressure , but according to Scheffe test , the slight differences between the districts didn't reveal any considerable distinction between them.
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