Abstract
This study aimed at identifying the training needs of governmental schools’ principals with kindergarten classes. The sample of the study consisted of a random sample of (62) female principal. The instrument of the study was developed by the researchers and included 60 items distributed on four domains (planning, organizing, guidance, and assessment). The results of this study indicated that governmental school principals needed training in the areas of planning, organization, guidance and assessment. The results also indicated that academic qualification and years of experience did not have any statistically significant effect on domains of the study. The study provided a number of recommendations such as designing training courses for governmental schools’ principals, increasing the number of training courses and programs.
Highlights
Introduction and Theoretical FrameworkThe world today is experiencing major changes in various aspects of life including information technology, social, economic, and cultural developments, and methods of doing things especially in the school system
The results of this study indicated that governmental school principals needed training in the areas of planning, organization, guidance and assessment
It is noted that secondary school principals that host kindergartens have high training needs for all domains
Summary
The world today is experiencing major changes in various aspects of life including information technology, social, economic, and cultural developments, and methods of doing things especially in the school system. In response to these changes, many schools are adding kindergartens as part of their educational reform. The presence of a capable principal who is able to manage these variables properly is regarded as the most important variable in the educational process This demand paying close attention to the training needs of principals to better equip them with the needed skills to manage schools with kindergartens successfully (UNESC, 1996). It is well-articulated that poor school management may strongly impact the culture of teaching and learning in schools (Ngidi & Qwabe, 2006).This can be accomplished by having principals who set the right example and resemble a role model for others, which in turn encourage commitment of instructors and students to their roles in the school (Al-Mekhlafi, 1997)
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