دور القيادة التحويلية في تحسين جودة العملية التعليمية و التربوية في الجامعات الأردنية من وجهة نظر أعضاء الهيئة التدريسية

Abstract EN

The purpose of this study is to investigate faculty members and administrators perceptions concerning transformational leadership in developing the educational process at Jordanian universities.

The sample of the study consisted of 356 individuals (227 faculty members and 79 faculty administrators).

The findings of the study were as follows showed that The means of transformational leadership dimensions ranged from 3.77- 3.94 as Idealized Influence domain came first with the highest mean of 3.94 with a high evaluation degree.

Meanwhile, Intellectual Stimulation.

Came in the last rank with a mean of 3.77 and a high evaluation degree.

The evaluation degree was high on the tool as a whole.

Moreover, There were no significant statistical differences at the level of α=0.05 attributed to gender and academic title in all domains.

There were significant statistical differences at the level of α=0.05 attributed to colleges effect in all domains in the favor of scientific colleges.

There were significant statistical differences at the level of α=0.05 attributed to experience effect in building a university climate and individual consideration domains in the favor of 5- 10 years experience.

Meanwhile, there were no significant statistical differences in the rest of domains.

There were significant statistical differences at the level of α=0.05 attributed to university type in all domains.