Abstract
This study aimed at identifying the successful leadership practices for solving school problems by the principals of the secondary schools in Irbid educational area. It also aimed at identifying the differences in the principals’ evaluations of these practices by the variables of gender, academic degree, and work experience. The sample consisted of (473) male and female principals. They completed a 40-item questionnaire developed for the purposes of this study. The questionnaire contained four domains: successful leadership practices for teachers’ problem-solving; students; local community and parents; and school environment and supplies. The results of the study showed that successful leadership practices for school problem-solving were high, except for the local community and parents’ problem-solving domain, which was at medium degree. The results further showed statistically significant differences among the principals’ responses to the successful leadership practices attributed to the gender, academic degree and work experiences variables. The study recommended focusing on achieving the partnership principle between the school and the local community, and activation of the principal’s role as an educational leader at school.
Highlights
The school is the mirror that reflects the success or failure of the educational systems, being the executive level of the educational plans and policies
The results of the study showed that successful leadership practices for school problem-solving were high, except for the local community and parents’ problem-solving domain, which was at medium degree
The study aims to identify the successful leadership practices to solve the school problems, those relating to the teachers, students, local community, parents, school environment and supplies, through the study of a sample of the school principals in Irbid Educational Area
Summary
The school is the mirror that reflects the success or failure of the educational systems, being the executive level of the educational plans and policies. Thomas (2001) maintained that the safe school leadership of the future school should be prepared for carrying out its leadership role efficiently and effectively. This may be realized by the development of the educational environment, building good relationships outside and inside the school, and designing short-term programs to acquire developed skills in order to promote his/her leading works. Richard and Elena (1995) emphasized on setting conduct-defining systems, that will be applied by cooperation with the school leadership and parents for students’ problem-solving (as quoted from “The Honor Level System”, designed by Church Ward in 1995 in the United States of America)
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