Reality of administrative practices among Palestinian public schools' principals from teachers' point of view
Global Journal of Engineering and Technology Advances, 17 (1):
069–085 (February 2024)DOI: 10.30574/gjeta.2023.17.1.0198
Abstract
This study aims to scrutinize the administrative practices of public school principals in Palestine through the lens of teachers, while also delving into potential disparities in these practices based on gender, administrative district, educational attainment, academic stage, and years of professional experience. The researcher employed a mixed-method approach, combining both quantitative and qualitative methodologies. Two data collection instruments were utilized: a structured questionnaire comprising 52 items distributed across ten distinct domains, administered to a stratified random sample of 369 male and female educators. Additionally, focus group discussions were conducted to afford a more profound insight into the issue, encompassing 20 male and female educators from schools situated in the northern governorates.
The findings underscore a high level of administrative proficiency among school principals, with an average score of 3.99 (79.8%). Notably, the domain of Örganizing" received the highest rating, while "decision-making" garnered the lowest. It is noteworthy that no statistically significant disparities in mean scores pertaining to administrative practices and their respective domains were observed based on gender or educational qualification. Nevertheless, substantial differentials emerged across administrative districts, with the "Yatta Directorate" exhibiting the highest scores.
In light of these study outcomes, the researcher advocates for the sustained enhancement of administrative practices among school principals, emphasizing the imperative of continuous professional development through specialized training programs.