English abstract
The studies aimed to uncover the reasons for the reluctance of the administrative and teaching staff in schools from supervisory positions and the effect of that on developing school performance from the point of view of the staff themselves.
The study adopted the analytical descriptive approach, and the study sample consisted of (108) first teachers, assistant principals, and school principals for the academic year 2020-2021, and the study tool consisted of a questionnaire divided into three parts. The second measures the reasons for abstaining from supervisory positions, and the third part measures the effect of the reasons for abstaining from supervisory positions on the development of school performance, and the results of the study showed: The reality of the school's administrative and teaching staff's orientation to supervisory positions was to a large degree, with an average of (3.84), and the results showed that there is no Statistically significant differences in the overall score in the reality of the administrative and teaching staff's orientation to supervisory jobs according to the variables of the study, and that the reasons for abstaining from supervisory positions were to a large extent, and with an average of (3.53), the administrative reasons came first, then technical reasons, then personal reasons, and finally reasons The results also showed that there are no statistically significant differences in the reasons for abstaining from supervisory positions due to the variables (academic qualification and current job. Mechanism, years of experience, educational governorate, and school stage) While there are statistically significant differences in the reasons for reluctance.
The current study recommended: Work to overcome administrative, technical, personal, and social obstacles that may hinder the path of those wishing to go to supervisory positions.
Encouraging joining the supervisory profession by providing incentives and financial support.
