THE PREVAILING LEADERSHIP STYLES IN SECONDARY SCHOOLS IN HAIFA DISTRICT IN PALESTINE INTERIOR AND THEIR RELATIONSHIP TO THE LEVEL OF ACHIEVEMENT MOTIVATION AMONG TEACHERS

Abstract

This study aimed to demonstrate the prevailing leadership styles among secondary school principals in Haifa District in the Palestinian interior and their relationship to the level of achievement motivation among teachers. The descriptive, correlational approach was used, as it is considered more appropriate for this type of study. The study relied on two questionnaires to collect data, the first related to the leadership styles of secondary school principals, and the second related to teachers’ achievement motivation. The study population consisted of all secondary school teachers in Haifa District in the Palestinian Interior, numbering (3193) male and female teachers. The study sample consisted of (398) male and female teachers, the results showed that the prevailing level of leadership style among secondary school principals in the Haifa District in the Palestinian interior is the democratic leadership style, followed by the autocratic style, while the transmission style came in last. The results showed that there are no statistically significant differences in leadership styles due to the variables of gender and experience. The results also showed that the level of achievement motivation among teachers was high, and that there were statistically significant differences attributed to the gender variable, there are no statistically significant differences for the experience variable, and the results showed that there is a positive correlation between the democratic style and achievement motivation among teachers. The greater the democratic style, the greater their achievement motivation, and the absence of a correlation between the autocratic style and achievement motivation among teachers. The results also showed the existence of a relationship, there is a negative correlation between the improvisational style and teachers’ achievement motivation. the greater the transmission style, the lower the teachers’ achievement motivation