درجة ممارسة القادة التربويين للقيادة الرنانة وعلاقتها بالأداء الوظيفي لمعلمي اللغة الإنجليزية من منظورهم في مدارس مديرية التربية والتعليم – يطا

Abstract

This study aimed to identify the degree of practicing Resonant Educational leadership (REL) among school educational leaders and its relation to English Language teachers’ job performance from their perspectives in the Directorate of Education – Yatta. The study used the descriptive correlative approach, which is appropriate to the study. The population of the study consisted of (162 English language teachers in the schools of the Directorate of Education - Yatta (55 females and 107 males). A stratified random sample was selected from the total population of the study, consisting of (50) male and female teachers. It was applied to the sample through a questionnaire consisting of (28) items divided into the resonant leadership represented in (mindfulness, hope, and mercy), and job performance represented in (human relations, activities, and classroom situations). The results of the study were analyzed using the Statistical Package for Social Sciences (SPSS) program. One Way ANOVA, and Pearson's coefficient tests were used. The study revealed that the degree of practicing resonant leadership from the point of view of English language teachers in the Directorate of Education - Yatta was high. The level of job performance for English language teachers is very high. The study also found that the differences are in favor of males and holders of master's and Ph.D. The results also indicate that there is a positive relationship between (REL) and the job performance of teachers. The researchers suggest that educational leaders should adopt conscious and effective methods to carry out tasks and activities. In addition, they should study the school environment with a high degree of awareness and effectiveness to identify the needs and aspirations of society. An effective allocation of job responsibilities should be designed through the creation of appropriate activities.