درجة ممارسة مديري مدارس مرحلة التعليم الأساسي لأبعاد القيادة التحويلية من وجهة نظرهم

Abstract EN

This study aims to identify the degree of primary school principals' practices of dimensions of transformational leadership from the point of view of the principals.

The researchers have used descriptive analytical method to achieve the objectives of the study.

The sample has consisted of (57) school principals chosen randomly from different primary schools in Tarim and Seiyun Districts in Wadi Hadramout, Republic of Yemen.

A questionnaire was used to measure the degree of practice dimensions of transformational leadership.

The validity and reliability of the questionnaire have been checked to be found as (0.85).

To analyze the data statistically, the researchers have used averages and standard deviations, t-test, mono-variance analysis, and Chevy test.

The results of the study were as follows : 1- The average of the degree of primary school principals practices of dimensions of transformational leadership was (4.2328) which is a very high degree of practice where it comes first followed by ideal effect, inspirational motivation, care of individuals, and the last dimension is mental stimulation.

2- There had been statistically significant differences at the significance level (0.05) in the sample estimates of the degree of basic school principal practices of dimensions of transformational leadership in (ideal effect) in terms of the variable of years of experience for the benefit of the age category of years of experience (6-10).

On the other hand, there had been no statistically significant differences at the significance level (0.05) in terms of the variables of gender, specialization, educational qualification.

The researchers have come up with a number of recommendations : 1.

Designing training and qualifying courses to develop the abilities and skills of school principals of primary education stage using modern administrative methods and scientific methods of solving problems 2.

Determining regulations and standards for interaction and openness between school administrations and various community institutions.

3.

Conducting a similar study on secondary and tertiary education stages