Organizational Culture and Administrative Practices and its Relationship among Public Schools` Principals From their point of reviews in Jerusalem ,and "Ramalla and Bereh" Districts

The purpose of this study is to recognize the degree of exercising organizational culture of public schools` principals and its relation with administrative practices from the perspective of teachers. In addition, the study tries to identify the effects of the study`s variables (gender, qualification, experience ,school location, school district, age and number of teachers) on the degree of exercising organizational culture of public schools` principals. The study population consisted of all teachers of Jerusalem and Ramallah/Al-Bireh cities public schools which were (8493) teachers. The study sample consisted of (475) teachers .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 reliability coefficient was computed by Cronbach's Alpha equation. The reliability coefficient of organizational culture was (.95) and the reliability coefficient of administrative practices was (.97). Data were analyzed using the Statistical Package for Social Sciences (SPSS) with T-test and ANOVA. The study revealed the following results: 1. The total degree of exercising organizational culture and administrative practices is described as a high degree from the public schools teachers` point of view .The average of teachers' responses to the organizational culture reached (4.01) ,and the average of their responses to administrative practices reached (4.06). 2. There were no differences that are statistically significant on the level (α=0.05) in the degree of exercising organizational culture and administrative practices degree from the public schools teachers` point of view due to the variable of gender, qualification, experience on all study domains. 3. There were differences that are statistically significant on the level (α=0.05) in the degree of exercising organizational culture and administrative practices from the public schools teachers` point of view due school location in favor of village schools teachers. 4. There were differences that are statistically significant on the level (α=0.05) in the degree of exercising organizational culture and administrative practices degree from the public schools teachers` point of view due to school's district except for the domains of school's beliefs and school's mission, in favor of Ramallah`s teachers. 5. There were differences that are statistically significant on the level (α=0.05) in the degree of exercising organizational culture and administrative practices degree from the public schools teachers` point of view due teacher age in favor of eldest teachers. 6. There were no differences that are statistically significant on the level (α=0.05) in the degree of exercising organizational culture from the public schools teachers` point of view due to teachers' number, but there were differences that are statistically significant on the level (α=0.05) in the degree of administrative practices due to teachers' number in favor of smaller numbers of teachers. 7. There is a positive significant correlation at the level (α = 0.05) between exercising organizational culture and administrative practices from the public schools teachers` points of view. In light of light of these findings, the researcher made a number of recommendations such as that teachers should be engaged in framing the schools` goals and massages; principals are responsible for sharing their knowledge of Arabic and global issues and they should receive relevant education if they don't possess the knowledge; Students ought to participate in working out solutions for problems in order to enhance their behavior in a way that of supports organizational culture and provides productive educational environments. Students ought to participate in working out solutions for problems in order to enhance their behavior in favor of the organizational culture and educational environment.