English abstract
The current study aims to determine: a) the practice of school principals of
the distributed leadership method in the Sultanate`s governorates from the
perspective of view of novice teachers, b) the level of self-efficacy of novice
teachers in the schools of Sultanate`s governorates, c) whether there is a
relationship between the practice of distributed leadership and self-efficacy of
novice teachers in governorates' schools. The study aims to identify whether
there are statistically significant differences in the degree of leadership
practice distributed to school principals and the level of self-efficacy of novice
teachers according to the gender variable.
The current study followed the quantitative descriptive approach and used two
scales, the first: the distributed leadership scale, and the second: the self efficacy scale, which consisted of two dimensions: the classroom environment dimension, and the school environment dimension, which was applied to (252)
novice teachers. The current study results concluded that the practice of distributed leadership
method by school principals in the Sultanate`s governorates is high from the
point of view of novice teachers, and that the level of self-efficacy beliefs is
high among novice teachers in the schools of the Sultanate`s governorates.
The results stated that the level of self-efficacy in both: the classroom
environment and the school environment of novice teachers in the schools of
the Sultanate`s governorates are high from their point of view. Furthermore,
the study also revealed there is a direct statistically significant relationship at
the level (α<0.01) between the practice of distributed leadership among school
principals and self-efficacy beliefs. The study also found that there were
statistically significant differences (α = 0.05) in the practice of school
principals of the distributed leadership method from the perspective of novice
teachers according to the gender variable, in favor of males. It also revealed
the presence of differences in the self-efficacy beliefs of novice teachers in
favor of males in the school environment dimension, and there are no
statistically significant differences between males and females in the
classroom environment dimension.
Based on the previous results, the current study recommended training
teachers on different leadership skills that make them qualified to participate
in solving the problems facing the school, and in the decision-making process,
and training them to formulate educational and administrative. policies for the
school, as well as awareness of school principals of the importance of
practicing distributed leadership.
