Abstract
School self-management has come to be seen as a participatory and collaborative process between all school teachers and the surrounding community and its institutions. This quantitative study examines reality using the self-management of school principals. The sample of the study involved 215 principals of schools in the green line region of Palestine. A questionnaire was emailed and posted on social media (Facebook and WhatsApp) to collect data. The Statistical Package for Social Sciences was used to analyze the data. The findings of the study were: (i) self-management faces great challenges in its application; (ii) principals do not involve teachers and society in decision-making. (iii) The inability of school principals to set the general objectives of the curriculum due to a lack of experience; (iv) Some principals were unable to create teachers who carried out their duties through self-management.
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