أنماط القيادة الإدارية المدرسية السائدة لدى مديري المدارس العربية الإسلامية الثانوية بمدينة أنجمينا من وجهة نظر عينة من المعلمين

Abstract EN

This study aimed to know the dominant styles of administrative leadership in the Arab Islamic secondary schools in N'Djamena - Chad from the point of view of teachers at the secondary schools.

The researchers followed the descriptive approach to describe, analyze and explain the reality of the administrative leadership of the Arab Islamic secondary schools in Chad.

To achieve the study objectives, the researchers developed - After reviewing the relevant previous studies - a questionnaire concealed from (45) items distributed on (3) axes and after verifying their validity and consistency were distributed to the research sample, the research community consisted of teachers of the Arab Islamic Secondary Schools of the city of N'Djamena.

The researchers selected a stratified random sample of (87).

The study concluded with results, including the following: 1) The results of the statistical analysis showed that the democratic, dictatorial, pattern are not equally prevalent in the school administrative practice of the Arab Islamic secondary education schools in N'Djamena from the teachers' point of view.

2) The results of the statistical analysis showed that the dictatorial pattern is the most common pattern in the administrative practice of Arab Islamic secondary school principals in N'Djamena from the teachers' point of view.

3) There are no statistically significant differences between the administrative leadership styles of Arab Islamic secondary school principals in N'Djamena, according to the educational qualification variable.

4) The results of the statistical analysis showed that there are statistically significant differences between the administrative leadership styles of the principals of the Arab Islamic secondary schools in N'Djamena according to the experience variable (no experience, 1 year, 5 years, 10 years, 15 years, 20 years), for years of experience (one year).