The Role Practiced by Female Principals in Dealing with Student Behaviors as Perceived by Female Teachers within Irbid First Educational Directorate

Abstract

The role practiced by school principals is multifaceted. As an educational leader, the school principal has an influential power and ethical authority enable him/her to manage the values, organizational culture and the prevailing practices in school. The purpose of the current study is to identify the role practiced by school principals in dealing with student behaviors from viewpoint of teachers at schools attended by female students within Irbid First Educational Directorate. The present study attempts to answer the following questions: What is the degree of female teacher's estimates of the role practiced by female principals in dealing with female student behaviors? Does the degree of female teacher's estimates of the role practiced by female principals in dealing with female student behaviors vary by the academic qualification, experience years and school level? Population consisted of all female teachers (n=4095) at the public schools within Irbid Educational Directorate during the academic year (2017/2018), out of which selected a sample of (390) female teachers. The results that indicated high estimation by respondents to items can be accounted by the fact that such items describe routine practices of school principals such as monitoring student absence and instill Islamic beliefs in students and the like. However, the items that describe nontraditional practices like researching about behavioral problems looking for specialized information were estimated at a moderate or low degree. This could be due that school principal preparation programs implemented pre and in-service are concerned with technical aspects in teaching rather than providing them knowledge and experience about student problematic behaviors which they can employ in classroom situations.