The Degree Of Administrative Communication Skills Possession Of Public Schools Principals And It's Relation With The Ability Of Problem Solving From The Teachers Point Of View In The West Bank Directorates Of Education

This study aimed to identify the degree of administrative communication skills possession of public schools principals and it's relation with the ability of problem solving from the teachers point of view in West Bank directorates of Education, in addition the study aimed to test the effect of gender, qualification, experience, specialization and directorate variables on teachers opinions of the degree of administrative communication skills possession of public schools principals and it's relation with their abilities of problem solving. The study population consisted of all teachers at the public schools in governorates of the West Bank. They were (13650) teachers. The study sample consisted of (465) teachers, approximately (3.4%) of the study. To achieve the goals of the study, the researcher prepared a questionnaire based on literature and related studies. The questionnaire validity was achieved by a panel of referees. The two reliability coefficients was computed by Cronbach Alpha equation. The reliability coefficient of administrative communication was (0.96) while the reliability coefficient of the ability of problem solving was (0.97). Data were analyzed using the Statistical Package for Social Sciences (SPSS) with T-Test and ANOVA. The study revealed the following results: First: There is a high level of principals' possession of administrative communication. Also there is a high level of the ability of problem solving. Second : There are no significant differences at the level (α = 0.05) between the means of administrative communication skills possession of public schools principals and the ability of problem solving from the teachers point of view, due to gender in the domains of the communication for solving school problems, communication with local community and parents, the total score of administrative communication skills, problem determining, information gathering, classifying and analyzing, alternatives creating and assessing and participating in organizational decisions making and taking while there are significant differences at the significance level (α = 0.05) between the means of the domains of the communication with the directorate of education and communication with teachers and students in favor of females. Third : There are no significant differences at the level (α = 0.05) between the means of administrative communication skills possession of public schools principals and the ability of problem solving from the point of view of teachers, due to qualification in the domains of the communication for solving school problems, communication with teachers and students, information gathering, classifying and analyzing and alternatives creating and assessing while there are significant differences at the level (α = 0.05) between the means of the domains of communication with the directorate of education, communication with local community and parents, the total score of administrative communication skills, problem determining, monitoring and following up, participating in organizational decisions making and taking and the total score of the ability of problem solving in favor of B.A holders. Fourth : There are no significant differences at the level (α = 0.05) between the means of administrative communication skills possession of public schools principals and the ability of problem solving from the point of view of teachers, due to experience in the domains of the communication for solving school problems, communication with the directorate of education, communication with teachers and students, communication with local community and parents, the total score of administrative communication skills, problem determining, information gathering, classifying and analyzing and alternatives creating and assessing, monitoring and following up and the total score of the ability of problem solving while there are significant differences at the level (α = 0.05) between the means of the domain of participating in organizational decisions making and taking in favor of teachers with less than 5 years’ experience. Fifth : There are no significant differences at the level (α = 0.05) between the means of administrative communication skills possession of public schools principals and the ability of problem solving from the point of view of teachers, due to specialization. Sixth : There are no significant differences at the significance level (α = 0.05) between the means of administrative communication skills possession of public schools principals from the point of view of teachers, due to directorate while there are significant differences at the level (α = 0.05) between the means of the ability of problem solving from the point of view of teachers, due to directorate. Seventh: There is a positive significant correlation at the level (α = 0.05) between the administrative communication skills possession of public schools principals and the ability of problem solving from the point of view of teachers. Accordingly to the findings of the study results, the researcher recommended a set of recommendations, including: - The necessity to reinforce principals ability in communicating electronically and this includes training them on using new technology in communication like e-mail and chatting. - Increasing the participation of local community in school issues by mandate more authorities to principals in order to increase the dealing with local community as it is school partner in achieving its goals, so it is a must to strength the communication with the local community. - Improving and organizing the school communication environment and activating it in all possible communication means so the communication at school will not be limited only in steady communication and this should be generalized over school principal and directorate of education