Educational Leadership Style of School Principals in Medina as Perceived by Teachers

Abstract

This study aimed to identify the prevailing leading patterns of the managers of public schools for boys in Madinah, as well as to identify statistically of the significant differences between the views of teachers toward the prevailing pattern for school administrators according to the phase of education. The sample consisted of (545) teachers among them (152) elementary stage teachers, and (232) intermediate stage teachers, and (161) secondary stage teachers. To achieve the objectives of the study, the researcher developed a questionnaire consisted of (29) items divided into three types, which has been confirmed sincerity and persistence. Results revealed a sometimes estimation for the response of teachers, to the point where the school administrators practice with all the three axes of studying, one of the three axes which came in first order is (the democratic pattern) became with often estimation. While in practice, chaotic style became with sometimes estimation followed by authoritarian style. Recorded responses of teachers to paragraphs of the three patterns of authoritarian, democratic and Chaotic did not record any assessment including always or rarely or never. The results showed no statistically significant differences between the averages of the responses of teachers due to a variable level of education on authoritarian style, and chaotic style of the study, and the presence of statistical significance between the averages of the responses of teachers to the democratic style due to the variable educational level.