Change Management Among Government of School's Principals and Its Relation of Job Competency Development from the prespective of Teachers and Educational Supervisors in Ramallah and Al-Bireh Governorate.

Abstract

This thesis aimed to identify the change management of the governmental school principals, in addition to its relationship with developing the principals’ job competencies in Ramallah and Al-Bireh governorate from the teachers and educational supervisors’ point of view according to different variables: gender, academic qualification, years of experience, specialization, job title and age. In order to satisfy the objectives of the dissertation, a multi-method research strategy was held. A descriptive-correlational quantitative research approach, in addition to the qualitative approach was used. The study sample included all teachers and educational supervisors in the governmental schools in Ramallah and Al-Bireh governorate (4046) individuals, and for the purpose of this research, the researcher used two study methods applied to a random sample of (426) individuals: The first of which was a questionnaire consisted of two parts, the change management and the job competencies. And the second of which was an interview conducted for fifteen teachers, and fifteen educational supervisors. Data were collected and then analyzed by SPSS program, which showed that the level of change management among the governmental school principals was high in its three domains, in descending order: administrative, services, and academic. As for the level of job competencies development, it was also high sorted from the greatest to the least: initiative, flexibility, analytical thinking, self-development, innovation, communication. The results of this paper have proven that there are no statistically significant differences among the averages of change management attributed to the study variables in the service field. However, there are differences due to the years of experiences, job title, and the age in the academic and administrative field. Additionally, the results showed that there are no statistically significant differences of the level of competency development that can be attributed to the variable of gender, academic qualification or specialization. On the other hand, there are clear differences due to the variables of years of experience and age in flexibility, communication, development, and analytical thinking. The results of the study also indicated a statistically significant correlation between change management and the development of job competencies, which is a positive direct relationship, and there is no predictive ability with statistical function of the change management to develop job competencies. Based on the results of this paper, the researcher recommends to involve the school principals in the recruitment and selection process, and to give them role in managing the educational process. She also recommends to strengthen the capacities of principals by qualifying them to be main contributors in the change process at their schools. In addition, the researcher recommends in her paper to develop specialized and intensive training programs for older and more experienced groups of teachers to enhance their knowledge of the requirements of change process.