Supervisors:
Dr. Ghassan Hossien El-Hilo
Abstract:
This study aimed to identify the reality of government schools principals practices their educational authorities in Northern of West Bank districts through their point of view, in addition the study aimed to test the effect of gender, experience, qualification, school type and governarte variables on the reality of government schools principals practices their educational authorities. The study population consisted of all principals in the public schools in the governorates of the north of West Bank and they were (742) principals. The study sample consisted of (271) principals, approximately (36.5%) 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 judges. The reliability coefficient was computed by Alpha Cronbach equation and it was (0.96) The questionnaire was distributed to a stratified random sample. Data were analyzed using the Statistical Package for Social Sciences (SPSS). The study obtained the following results:
First: The reality of government schools principals practices their educational authorities in North of West Bank districts through their point of view, was very high.
Second: There are no significant differences at the significance level (α = 0.05) in means of the reality of government schools principals practices their educational authorities in North of West Bank districts through their point of view, due to gender in the domains of school environment, teachers, students, curriculum, financial authorities and total degree while there are significant differences at the significance level (α = 0.05) in means of the reality of government schools principals practices their educational authorities in North of West Bank districts through their point of view, due to gender in the domains of administrative authorities and relations with local community in favor of males.
Third: There are no significant differences at the significance level (α = 0.05) in means of the reality of government schools principals practices their educational authorities in North of West Bank districts through their point of view, due to experience.
Fourth: There are no significant differences at the significance level (α = 0.05) in means of the reality of government schools principals practices their educational authorities in North of West Bank districts through their point of view, due to qualification in the domains of school environment, teachers, curriculum, administrative authorities, financial authorities and total degree while there are significant differences at the significance level (α = 0.05) in means of the reality of government schools principals practices their educational authorities in North of West Bank districts through their point of view, due to qualification in the domain of students in favor of B.A and over.
Fifth: There are no significant differences at the significance level (α = 0.05) in means of the reality of government schools principals practices their educational authorities in North of West Bank districts through their point of view, due to school type. Sixth: There are no significant differences at the significance level (α = 0.05) in means of the reality of government schools principals practices their educational authorities in North of West Bank districts through their point of view, due to governate in the domains of school environment, students, curriculum, financial authorities and total degree while there are significant differences at the significance level (α = 0.05) in means of the reality of government schools principals practices their educational authorities in North of West Bank districts through their point of view, due to governate in the domain of teachers in favor of Nablus and Tubas, and in the domain of administrative authorities in favor of Salfit. Accordingly to the findings of the study results, the researcher recommended a set of recommendations, including:
The Necessity of authorizing principals in teachers accidental leave. Giving principals more authorities related to cooperation with local community and open the school in certain occasions.