نوع المستند : المقالة الأصلية
المؤلف
الإدارة
المستخلص
الكلمات الرئيسية
الموضوعات الرئيسية
عنوان المقالة [English]
المؤلف [English]
This study aimed to identify the degree to which school principals in Palestine adhere to the voluntary job stability of the teachers working with them. The descriptive approach was used due to its suitability for the study's purposes. The study population consisted of all public school teachers in the northern provinces of Palestine during the academic year (2023/2024).
The study sample comprised (380) male and female teachers from public schools in Palestine, selected through stratified random sampling. To achieve the study's objectives, a questionnaire was developed, consisting of (24) items distributed across voluntary job stability, including four domains: Teacher in a Team (10 items), Participation in Decision-Making (6 items), Self-Motivation (4 items), and Work Environment (4 items). The validity and reliability of the tool were verified.
The results of the study showed that the degree of adherence of public school principals in Palestine to voluntary job stability, from the teachers' perspective, was high, with an arithmetic mean of (3.76). The arithmetic means for the domains ranged between (3.34 - 4.00), all of which were at a high level. The domain of "Participation in Decision-Making" ranked first with a value of (4.00) and a standard deviation of (0.71). The domain of "Teacher in a Team" ranked second with a value of (3.92) and a standard deviation of (0.82). The domain of "Work Environment" ranked third with a value of (3.81) and a standard deviation of (0.87). The domain of "Self-Motivation" ranked fourth with a value of (3.34) and a standard deviation of (1.15).
The study results also indicated that there were no statistically significant differences in the estimates of the study sample members regarding the voluntary job stability of public school principals in Palestine, attributed to variables such as (gender, academic qualification, and years of experience).
In light of these results, the researcher recommends the necessity of organizing specialized training courses in the field of school management ethics to enhance these values among school principals and teachers across various educational stages. This would help them understand their rights and responsibilities toward their jobs and all parties they interact with, including superiors, teachers, students, parents, and local community members.
الكلمات الرئيسية [English]
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