English abstract
The current study aimed to reveal the degree to which school principals practice situational leadership according to the theory of Hersey and Blanchard and its relationship to the development of school performance in Al Buraimi Governorate in the Sultanate of Oman. To achieve the objectives of the study, the descriptive correlation approach was used.
The study population consisted of all male and female teachers in Al Buraimi Governorate during the academic year 2021-2022. They were (1461) male and female teachers, and the questionnaire was applied to (238) both male and female
The current study reached a number of results, most notably:
School principals' practice of situational leadership according to the theory of Hersey and Blanchard ranged between high and very high. The training style came first in practice, followed by the support style, then the delegation style, while the guidance style was resolved in the fourth rank. The study also found that there are no statistically significant difference at the level (α ≤ 0.05) is due to the variables of the study, gender and years of experience.
The study also revealed the existence of a direct correlation statistical function that ranged between strong and moderate between the degree of practicing situational leadership styles according to the theory of Hersey and Blanchard and between the areas of school performance development. This study indicated that the degree of the school performance level ranged between very high and high. The field of school administration came first and the field of learning came in the third place according to Hersey and Blanchard theory and the area of school performance development.
The findings of the study highlighted the need to finding motivations for the schools principles who implement the situational leadership. Moreover, this situational leadership should be implemented the individual evaluation and discontinue the standing work within the system measuring individual performance, and the planned proficiency, applying an alternative future to the job performance currently in place, and accelerating the application of external evaluation to development performance school and school classification according to performance levels.
