النمط القيادي السائد لدى قادة مدارس محافظة الطائف و علاقته بدرجة تطبيقهم للمساءلة الإدارية من وجهة نظر المعلمين

الملخص EN

The study aimed to identify the prevailing leadership style among the leaders of Taif governorate schools and its relationship to the degree of their application of administrative accountability from the point of view of teachers.

It also revealed the degree of administrative accountability applied due to the number of years of experience, qualification and educational stage.

The study population consisted of (6369) teachers, and the sample of the study consisted of (381) teachers who were chosen by random class method.

The study followed the descriptive method, where a questionnaire was used consisting of (42) items measuring leadership styles among the three modes (Democrat, Autocratic, Permissive), and (26) measures administrative accountability.

The study reached a number of results.

the type of leadership prevailing is the democratic style significantly averaging arithmetic(3.82).

(High Degree), with an average of It was found that the prevalence of the " Autocratic pattern" was medium, with an average of (2.83), and the prevalence of the Permissive pattern was low with an average of (2.59).

There were no statistically significant differences at the level of significance , (α ≤ 05) between the average responses of teachers on their estimation of the degree of leadership styles and administrative accountability due to the difference in the number of years of experience, the qualification and the educational stage, except for differences in the pattern (the autocratic and the negative) Educational stage for secondary schools Compared to primary schools.

The highest level of administrative accountability was found in teachers with an average of (3.94).

The field of functional discipline ranked first with an average of (3.98).

The field of work and achievement came in second rank with an average of (3.94) , While the field of ethics of the profession at the last rank high (3,91).

The study recommended the promotion of leadership practices in the field of democratic style, focusing on the participation and empowerment of teachers, the decentralization of school administration and leadership, and the continued application of administrative accountability