Reality of implementation of school self-administration In self-administrated governmental schools in the north of west bank As perceived by headmasters and teachers"

This study aimed to identify the degree practice of The Reality of Implementation of School Self-Administration In Self-Administrated Governmental Schools in the North of West Bank As Perceived by Headmasters and Teachers. In addition to find out the main differences between point of views of the Reality of Implementation of School Self-Administration according to gender, experience years, qualifications, college, professional and directorate variables.It also aimed to reveal the administrative, financial and human constraints which limited the implementation of self-administration . In this study the descriptive approach was used which based on a survey questionnaire to collect data and this study was conducted in 2014-2015. The population of study consisted of all public self-administrative Headmasters in the West Bank, totaling (425) teachers and Headmasters. The findings of the study showed: Firstly: The Reality of Implementation of School Self-Administration in Self-Administrated Governmental Schools in the North of West Bank As perceived by Headmasters and Teachers were high (3.42) as it showed . Secondly: There weren't any significant statistically differences at (a= 0.05) of the population responses to The Reality of Implementation of School Self-Administration in Self-Administrated Governmental schools in the North of West Bank according to Headmasters and Teachers, point of views due to Gender in all fields except (Professional Development, Authority Delegations) for benefits of males, there weren't any differences depending on years of experience, and college, and Profession in all fields, and there weren't any differences depending on the qualification variable in all fields except of (participation in decision-making, and the performance of students, and follow-up and accountability, and the relationship with the local community) and in benefits of the diploma holders and there weren't any differences depending on the Directorate variable in all fields except of (Authority Delegations, and financial and administrative constraints). Thirdly: There are human, financial and administrative constraints to implement self-administration school could be listed: The lack of leaders conviction to the importance of authority delegation and the lack of resources for development. The researcher recommended: to increase the financial support of self-administration schools and other ones, also to raise awareness to the importance of authority delegation among Headmasters and authorities. Key words: School Self-Administration, Governmental Schools .