English abstract
The objective of this study is to identify the espected and actual role of secondary school principals in solving behavioral problems of this stage in the Sultanate of Oman. The sample of this study consists of 122 persons distributed into two parties : principals group and they are 61 persons and assistant-principals and they are 61 also. They are chosen from three different educational regions; Muscat, Batinah-north and Batinah-south. The study includes four independent factors; 1- principals' experience, 2-principals qualification, 3- principals' sex and 4 educational region, in addition to one supplementary factor, which is the school principal's role in facing students behavioral problems. The researcher uses a questionnaire in this study. He formed it and affirmed its truth and stability. The questionnaire is consisted of 54 sections, distributed into two sectors; thirty sections of student's behavioral problems and 24 sections of methods for solving these problems. The study results pointed out that the most widespread behavioral problems among secondary students are verbal fighting, throwing rubbish in wrong places, making noise in class, tearing books, making disturbance during lessons, in school buses and at break times as well as escaping the lessons. In contrast, the least common behavioral problems are making noise during exams, making groups to destroy school belongings, smoking, fighting teachers, sticking impolite pictures around the school and finally taking dangers tools.
The results also indicated the most of the methods used by principals to solve such problems which are giving advice, calling for someone in charge, sending the students to school socialist, writing a promise not to repeat it, sending students to the assistant principal and last establishing a private committee of school teachers to deal with such troubles. The least methods used by principals in solving the problems are calling for the area chief (Sheikh ), punishment, hindering student from using school transportation, mark deduction , in some cases calling for policemen and final solution might be restraint the student in school until his father comes.
The study also pointed out the following results: * There aren't any statistical differences within (oc =, 05) level. This is because the real role of school principal is affected by the factors; experience qualification and educational area. * There are statistical differences within (oc =, 05) level. This is because the real role of school principal is affected by sex factor. The differences stand stronger with the male principals.
The study also indicated some recommendations and suggestions to solve the student's behavioral problems and to improve the methods used to face them. These recommendations focus mostly on improving the legislative side, highlighting the role of assistant-principals, teachers, parents and socialists, the role of media, in addition to arranging some courses for principals in this field. Finally implementing researches related to our study subject.
