فاعلية القيادة التشاركية في تحسين أداء المدرسة المبني على معايير المدرسة الفلسطينية الفاعلة

Abstract EN

This research aimed to identify the effectiveness of the participative leadership through school development teams in improving Palestinian school performance.

The research targeted 304 schools that joined the “Teachers and Leadership Development Program” during 2013-2016 in the West Bank.

Qualitative and qualitative methods with various research tools were used: questionnaires, interviews, and analysis annual reports.

Results showed that school development teams had effective contributions in: preparation of the school's vision and mission, school self-assessment and environmental analysis, needs assessment, prioritization and preparation of the action plans, principals’ satisfaction with teams’ effectiveness in planning based on scientific and realistic data; creating a collective movement to establish the spirit of cooperation in schools, motivate teachers to employ varied educational learning strategies, and to involve the local community in school activities and decision-making.

This created commitment and shared responsibility which was reflected on the school performance.

Development teams faced challenges included: the heavy load of the team members, lack of time available to them, lack of experience in planning and leadership, and lack of clarity of the team's tasks and authorities.

Therefore, the research recommended the adoption of the in the school system with clear policies and instructions on functions and authorities