الأنماط الإدارية السائدة لدى مدراء مدارس التعليم ما بعد الأساسي للصفين (11-12)‎ و علاقتها بالرضا الوظيفي للمعلمين بسلطنة عمان

Abstract EN

This study aimed to investigate the prevailing administrative patterns adopted by post-basic education school headmasters and their relationship with teachers job satisfaction at post-basic education schools for grades (11-12) in Governorate of Albatinah North as perceived by the teachers themselves, in addition to identifying the impact of the variables (gender, years of experience, and qualification) of teachers in the administrative patterns adopted by post-basic education school headmasters for grades (11-12) in Governorate of Albatinah North from the teachers point of views, besides identifying the administrative patterns pursued by post-basic education school headmasters for grades (11-12) as perceived by teachers, and its relationship with their job satisfaction in Governorate of Albatinah North.

To achieve the objectives of the study, I had a recourse to the educational literature to develop two questionnaires; the first questionnaire was to detect the administrative patterns adopted by post-basic education school headmasters for grades (11-12).

This questionnaire consisted of (41) items in its final form.

The other questionnaire was to measure the teachers job satisfaction at the above-mentioned schools.

It comprised (24) items in its final form.

The study sample comprised (350) male and female teachers from Governorate of Albatinah North.

The study's findings revealed the following: - Post-basic education school headmasters for grades (11-12) in Governorate of Albatinah North adopted all the administrative patterns in their work fields, though at variable levels.

The democratic style ranked first, followed by the autocratic style of leadership, with the loose style ranking third among the administrative patterns.

- There were statistical significant differences at the significance level 0.05 for the three administrative patterns due to the social gender variable.

- There were no statistically significant differences at the significance level 0.05 for the three administrative patterns, due to the variables: experience and qualification.

-There was a statistically significant positive correlation at the significance level 0.05 between the democratic pattern and teachers' job satisfaction, with a negative correlation for both the autocratic and the free patterns on the one hand, and teachers job satisfaction on the other hand.