English abstract
This study aimed at determining to what extent do participants keep breast of educational research, to what extent do educational research influence on the practice, to what extent do they consider educational research important, to what extent do they perceive a gap between the degree of employing research and the degree of its importance, to what extent do a number of obstacles mitigate educational research, and whether or not there are statistically significant differences between responses concerning the mentioned issues that could be attributed to the participants' gender, position, qualifications, and experience.
For this purpose the related literature review was conducted. A questionnaire consisting of 67 items was administered to 319 participants who comprised 18 general director and 319 school principal.. The statistical analysis of data revealed:
1- A low level of participants' keeping abreast of educational research.
2- Educational research is not among the most influential resources in the participants' performance. Together with the internet and the views of the school external-and-internal public they come next to the official documents, circulars and personal experience in influencing administrative practice.
3- A moderate degree of employing educational research in administrative practice
4- A high degree of perceived importance of educational research
5- A considerable gap between the degree of perceived importance and the degree of employing educational research
6- The existence of obstacles of high and moderate degrees that mitigate educational research
7- The existence of statistically significant differences between participants concerning "keeping abreast of educational research" that could be attributed to gender
8- The gender of participants did not affect responses concerning other dimensions
9- The position of participants brought about statistically significant. differences concerning "keeping abreast of educational research", the role of personal experience as a source of influence, the perceived importance of educational research, the gap between the degree of perceived importance and the degree of employing educational research
10- The position of participants did not affect responses on other dimensions
11- Participants' qualification caused statistically significant responses on 'keeping abreast of educational research'
12- Participants' qualification did not affect responses on other dimensions
13- Responses on all dimensions were not affected by participants' experience.
