مدى ممارسة مديري المدارس لأنماط القيادة التربوية و علاقتها بالمشكلات المدرسية من وجهة نظر المشرفين التربويين

الملخص EN

The study aimed to identify the extent to which school principals practice educational leadership styles and their relationship to school problems from the educational supervisors' point of view.

moreover, to achieve the objectives of the study, the descriptive survey method was adopted, and a questionnaire was developed that measures educational leadership styles and their relationship to school problems, consisting of (41) items distributed in two areas.

after verifying its validity and stability, and applying it to the study sample consisting of (29) supervisors in the supervision department of the directorate of education of Russifa District / Jordan, who were chosen intentionally, in the first semester of the year 2021/2022, where the study tool was distributed by electronic questionnaire.

among the most prominent findings of the study : that all the leadership styles prevalent among school principals from the educational supervisors' point of view obtained average scores that ranged between (3.54 3.66), where the sequential / chaotic leadership style got the highest, and the democratic leadership style the lowest.

and the overall index was (3.61), which indicates the extent to which schools practice educational leadership styles from the educational supervisors' point of view, and it came to a medium degree.

in addition, that the school problems facing school principals from the point of view of educational supervisors obtained average scores of (2.66_2.77).

where the school problems related to teachers got the highest, and the overall indicator reached (2.71), which indicates that the school problems facing school principals came to a moderate degree from the point of view of the educational supervisors.

in addition to the existence of statistically significant differences at the significance level (a≤0.05) between the averages of the study sample members about the prevailing educational leadership styles in schools from the educational supervisors' point of view due to the gender variable.

the differences were in favor of males.

and there were statistically significant differences at the significance level (a<0.05) between the averages of the study sample about the prevailing educational leadership patterns in schools from the educational supervisors' point of view due to the educational qualification variable.

on the other hand, the master's degree is for the benefit of those with a doctorate degree, and there were no statistically significant differences at the significance level (a≤0.05) between the averages of the study sample members about the educational leadership styles prevalent in schools from the educational supervisors' point of view due to the variable years of experience.

the study recommends the need for school principals to adopt patterns of administrative communication that help influence the behavior of teachers and students, and the need for school principals to cooperate with their teachers, and to work in a team spirit to improve the educational reality for the better.