الأنمـاط القيادية لـمديري مدارس التعليم الأساسي وعلاقتها بالسعادة المهنية للمعلمين في محافظة الظاهرة بسلطنة عُمان.
مؤلف
البلوشية،, شيخة بنت بطي.
الملخص الإنجليزي
This study is aimed at identifying the degree of the practice of the leadership styles by the principals of Al-Dhahirah Governorate and their relation to the teachers' professional satisfaction from the perspective of the teachers. In order to achieve the objectives of the study، the correlational descriptive approach was used. The researcher developed a measure of leadership styles Instruments or Questionnaires، consisting of (34) paragraphs divided into two main areas، and the measure of professional satisfaction which consists of (19) paragraphs divided into two main areas. After verifying their Validity and Reliability، these measures were applied to the study sample who were (292) teachers. In order to answer the study questions، the arithmetical averages and standard deviations were extracted in addition to the use of T-test and Pearson correlation coefficient and multiple regression analysis through the gradual method.
The results of the study showed that the degree of the practice of the leadership styles by the principals of Al-Dhahirah schools is very high. The level of professional satisfaction among the sample members is also high. The study also revealed that there are no statistically significant differences at the level of (0.05). It also revealed that there are no statistically significant differences at the level of (0.05) for the level of satisfaction due to the variables of the job title or the academic qualification. On the other hand، it revealed that there are statistically significant differences in the gender variable in favor of females، and that there is a positive correlation between the degree of the principals' practice of leadership styles and the level of professional satisfaction of the teachers. Furthermore، the results showed that the authoritative leader، the supportive leadership and the advisory leader have contributed to different degrees of professional satisfaction of the teachers، while the training leader has no impact on the professional satisfaction.
In light of the results of the study، a number of recommendations were made، the most important of which is: to develop the skills of psychological support among school principals for their impact on the level of professional satisfaction of the teachers. This can be achieved through the provision of training programs and specialized workshops in the field and the need for the school principal to play a greater role in activating leadership styles that focus on relevant practices by providing appropriate motivation for teachers' achievements، cooperating with them in planning teaching programs، identifying their training needs and observing fairness in assigning tasks and roles to the teachers.
