The contribution of the personal characteristics of school principals in their administrative competence to face pressures in schools in East Jerusalem | ||
| Educational Research and Innovation Journal | ||
| Volume 4, Issue 12, January 2024, Pages 131-162 PDF (917.31 K) | ||
| Document Type: Original research article | ||
| DOI: 10.21608/erji.2024.323671 | ||
| Author | ||
| Rawan Nidal Gul | ||
| Doctoral student - specialization in educational administration - College of Graduate Studies - Arab American University | ||
| Abstract | ||
| The study aimed to identify the contribution of the personal characteristics of school principals in their administrative competence to face pressures in schools in East Jerusalem, and to build a proposed vision for the development of their administrative competence. The researcher used a tool she prepared to measure personal characteristics and administrative competence. The study was conducted in the academic year 2022/2023, and the study sample consisted of (340) male and female teachers, principals, male and female inspectors, who work in schools in East Jerusalem. From the results of the study, it was found that the degree of availability of personal characteristics, with its two dimensions, conscience vigilance and emotional balance, among principals of Al-Maarif Schools in East Jerusalem in facing pressures from the point of view of principals, teachers, and inspectors, was medium, and that the level of administrative competence, with its two dimensions, sufficiency of human relations and sufficiency of evaluation, in Coping with pressure was moderate. And there is a direct relationship between the personal characteristics of school principals and their administrative competencies in facing pressures in Al-Maarif schools in East Jerusalem, and that the model that contains the dimensions of personal traits can explain 91.5% of the changes that occur in administrative competence, and it was found that the personal traits and administrative competence of school principals It is not affected by the variables of study (sex, years of service, and school level), while it is affected by the educational qualification variable in favor of bachelor's degree holders, and the job title in favor of the teacher. | ||
| Keywords | ||
| personal traits; administrative competence; a proposed vision for the development of administrative competence | ||
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