Transformational Leadership and it's Relationship with Authority Delegated in the UNRWA Schools in the West Bank from the Teachers Point of Views.

This study aimed to identify the degree of Transformational Leadership and Authority Delegated in the UNRWA Schools in the West Bank from the Teachers Point of Views and Relationship between them. In addition, the study tries to know the effects of the it's variables of (gender, educational area,qualification,experience) the degree of Transformational Leadership and it's Relationship with Authority Delegated in the UNRWA Schools in the West Bank from the Teachers Point of Views,The study population consisted of all teachers in the UNRWA schools in the West Bank and the number (1941) teachers, chosen of them stratified random sample,The study sample consisted of (759) teachers , approximately (41%) of the study community. The researcher used the descriptive study of the suitability; 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 transformational leadership was (96%) while the reliability coefficient of the Authority Delegated was (95%). Data were analyzed using the Statistical Package for Social Sciences (SPSS) with T-test and ANOVA. The study revealed the following results: First: the degree of Transformational Leadership and Authority Delegated in the UNRWA Schools in the West Bank from the Teachers Point of Views was high. Second: There are no significant differences at the level (α=0.05) between the means of Teachers Point of Views about the degree of Transformational Leadership and Authority Delegated in the UNRWA Schools in the West Bank due to gender .but there are significant differences in the domains of individual attention and the administrative domain in favor of males. Thirdly: There are significant differences at the level (α=0.05) between the means of Teachers Point of Views about the degree of Transformational Leadership and Authority Delegated in the UNRWA Schools in the West Bank due to educational area in favor of Nablus area. Fourth: There are no significant differences at the level (α=0.05) between the means of Teachers Point of Views about the degree of Transformational Leadership and Authority Delegated in the UNRWA Schools in the West Bank due to qualification in the domains of gravity and influence, motivation and inspiration, and individual attention with the total degree for all domains of Transformational Leadership and technical domain, and the domain of education, and the social sphere with the total degree for all domains of Authority Delegated, but there are significant differences in the domains of intellectual stimulation and the administrative domain and in favor of holders of (higher than BA). Fifth: There are significant differences at the level (α=0.05) between the means of Teachers Point of Views about the degree of Transformational Leadership and Authority Delegated in the UNRWA Schools in the West Bank due to experience in the all domains in favor of owners of less experience except in the domain of motivation and inspiration when it was comparison between (11-15) years, and (more than 15 years), where it was in favor of (more than 15 years). Sixth:There is a positive significant correlation at the level (α=0.05) between the Teachers Point of Views about the degree of Transformational Leadership and Authority Delegated in the UNRWA Schools in the West Bank. Accordingly to the findings of the study results, the researcher recommended a set of recommendations, including: 1. Working on promoting a culture of transformational leadership in schools and training principals to practice informed consent and knowledge because of their positive effects Including educational literature. 2. Conduct similar studies on transformational leadership and delegation of authority in public schools as this study was carried out in schools in the international relief agency in the West Bank. 3. Disseminate the results of this study at all schools and educational institutions to confirm the importance of adopting modern styles of leadership as transformational leadership in the administrator of schools and institutions. 4. Guiding researchers to conduct studies between transformational leadership with other administrative topics.