تطوير أداء مديري المدارس الثانوية بمحافظة سوهاج في ضوء أبعاد قيادة التعقيد

Abstract EN

This study aimed to know the reality of the performance of secondary school principals in Sohag governorate in light of the dimensions of leadership complexity from the teachers' point of view, and to identify ways to develop the performance of secondary school principals in Sohag governorate in light of the dimensions of leadership complexity from the teachers' point of view, and to know the impact of gender variables, educational qualification, And years of experience in their perceptions, and to address the problem of the study, the descriptive approach was used.

The study sample consisted of (486) teachers, for the academic year 2020/2021, and used a questionnaire distributed to the sample that contained (52) items, and its validity and reliability were verified.

The study showed that the reality of the performance of secondary school principals in Sohag Governorate in light of the complexity leadership dimensions in all dimensions (administrative leadership practices, enabling leadership practices, and adaptive leadership practices) came to a medium degree.

And that there are many ways to be followed to develop the performance of secondary school principals in Sohag Governorate in light of the dimensions of leadership with a high degree of complexity, and the most prominent of these ways were; Spreading awareness of the importance of implementing complexity leadership by strengthening school principals' convictions of the importance of complex leadership and its advantages, and that school principals have a real will to shift to complex leadership.

The study also showed that there were statistically significant differences at the level (0.01) between the response averages of the study sample about the reality of the performance of secondary school principals in Sohag Governorate in the light of the complexity leadership dimensions due to the variables of gender, academic qualification, and years of experience.

The study recommended a set of recommendations, most notably: the necessity of senior leaders adopting complexity leadership as an entry point for developing performance in educational institutions, and working to create an encouraging and supportive culture for the application of complexity leadership.