The Challenges Facing the Implementation of the School Performance Leadership System and its Relationship with the Obstacles of Teachers’ Performance Effectiveness from the Viewpoint of Schools’ Principals in the Northern Governorates

Abstract

This study aimed to identify the challenges facing the implementation of the school performance leadership system and its relationship to obstacles of teachers' performance Effectiveness from the point of view of school principals in the northern governorates. It also aimed to explore the effect according to the following variables (gender, academic qualification, specialization, years of experience, directorate). The study adopted the relational descriptive approach. The study sample was clustered randomly chosen, and the directorate was selected randomly, and included (268) principals from the government secondary school in the northern governorate, at the percentage of (31%) of the study community volume. A questionnaire was designed consisting of two scales: the challenges facing the implementation of performance leadership, and the number of items for this scale reached (51) items, and the obstacles of the performance effectiveness. The number of items in this scale was (15) items. The study results showed that the challenges facing the implementation of the school performance leadership system governorates was high, with average (4.07), the dimension of "environmental" came first with average (4.11), and a high level. “supervisory” dimension came the lowest with average (4.04), and a high level. The results also showed that the level of obstacles of teachers’ performance from the point of view of the public-school principals in the northern governorates was high, with average (4.09). In addition, the results indicated that there were no statistically significant differences in the averages of the challenges facing the implementation of the school performance leadership system according to variables (gender, scientific qualification, specialization, the years of experience, and the directorate). Additionally, there were no statistically significant differences in the averages of obstacles of the performance of teachers according to variables (gender, scientific qualification, specialization, the years of experience, and the directorate). The results also showed that there was a positive correlation between the challenges facing the application of the school performance leadership system and the obstacles of the performance of teachers, with (.504). Based on those results, the researcher recommends strengthening the role of the school principal by reducing the tasks entrusted to him, especially clerical work, and granting his powers commensurate with the volume of work, training and qualifying school principals to adopt new methods of work and experiment with innovative ideas, and working to provide a school environment that includes the education infrastructure for e-learning, and fits the challenges posed by e-learning. Further studies regarding the effectiveness of the performance of school principals and teachers are conducted.