The status quo of change leadership of secondary schools in Jordan from the perspective of their principals and teachers

Abstract EN

This study aimed at exploring the status quo of change leadership in Jordanian secondary schools from the perspective of school principals and their teachers.

To achieve the research objectives, the descriptive survey approach was adopted.

The randomly selected study sample consisted of (205) male/female principals and (377) male/female teachers, from public and private schools in Amman, the capital of Jordan.

The two researchers developed a 38-item questionnaire on change leadership divided into five dimensions: awareness, desire, knowledge, ability, and reinforcement.

The results of the study indicated that the total degree of the status quo of change leadership in secondary schools in Jordan from the perspective of principals and their teachers was moderate in all dimensions.

Furthermore, the findings of the study showed significant differences at (α ≤ 0.05) in the total degree of the study sample's perceptions, attributed to teaching sector and job title, in favor of the public sector and principals.

Thus, the researchers recommended setting standards for hiring and assessing school principals, in addition to raising awareness about the significance of applying change as a prerequisite for educational development.