المهارات القيادية لدى المشرفين التربويين في محافظة تربة و علاقتها بمستوى الالتزام التنظيمي للمعلمين

الملخص EN

The aim of this study research was to study the correlation between the degree of practicing the educational supervisors' leadership skills and the level of organizational commitment of teachers from the point view of teachers.

To achieve this objective, a descriptive study approach was adopted and a questionnaire survey was used to collect the required data.

The study population consists of 670 teachers; and the sample was 248 teachers.

The results revealed that supervisors practice leadership skills with a high degree (M=3.76, S=0.82).

The domains of these skills were ranked in descending order as follows: Self skills (M=3.86, S=0.91), human skills (M=3.82, S=0.86), management skills (M=3.73, S=0.90), technical skills (M=3.71, S=0.88), and cognitive skills (M=3.62, S=1.00).

Also the results indicated that there were no statistically significant differences due to the study variables (educational stage, specialization, experience, and permanent residence) on the total score and domains of the leadership skill axis.

The results also indicated that the level of organizational commitment of teachers was high (M=3.97, S=0.71).

The domains of commitment were ranked as follows: normative commitment (M=4.06, S=0.73), emotional commitment (M=4.05, S=0.71), and continuing commitment (M=3.78, S=0.86).

The results indicated that there were no differences due to the variables of specialization, experience, and permanent residence, while there were statistically significant differences according to the variable of the educational stage on the field of normative commitment in favor of the intermediate school stage.

The results showed a strong positive correlation (r=0.659) between the leadership skills of the educational supervisors and the organizational commitment of the teachers.