واقع ممارسة قائدات المدارس لأبعاد القيادة الخادمة في ضوء نموذج لوب (Laub Model)‎

Abstract EN

The current study aimed to reveal the degree to which school leaders practice the dimensions of servant leadership: (appreciating others, developing individuals, building the school community, demonstrating originality, providing leadership, participating in leadership) in the light of the Laub Model, and the differences in the responses of the study sample members On the degree to which school leaders practice the dimensions of servant leadership in the light of the Laub Model due to the variables (educational stage, specialization, number of years of experience).

To achieve these goals, the study adopted the comparative descriptive approach, and the study sample amounted to (100) female teachers from the general education stages in the city of Jeddah, Saudi Arabia.

The practice of the dimensions of servant leadership among the members of the research sample was high for all dimensions, as the results showed that there were no statistically significant differences in the degree of practice of the members of the research sample in the dimension of estimating others according to the variable of the educational stage (primary / middle / secondary), while there were statistically significant differences at A level less than (0.01) in favor of the secondary stage in the individuals development dimension, and after participation in leadership after providing leadership at the (0.05) level.

There were also no statistically significant differences in the degree of practicing the dimensions of servant leadership among the members of the research sample according to the specialization (scientific / human) in the dimensions (appreciating others, demonstrating originality, providing leadership), while there were statistically significant differences at the level (0.01) in favor of those with specialization In the dimension of individual development, after building the school community, and after participating in leadership, and for the variable number of years of experience from 10 -19 / from 20 - 29 / from 30 - 39) there were no statistically significant differences in the degree of practicing servant leadership dimensions (estimated by others), developing individuals, demonstrating originality), while there were statistically significant differences in the dimensions of (building the school community in favor of the group (from 30-39), providing leadership, participating in leadership.