The Practicing Degree of Job Rotation of Governmental Schools’ Principals at the Directorates of Education in the Northern Governorates and its Relationship with the Excellence Management from Administrators’ point of view

Abstract

This study aims at identifying the practicing degree of job rotation of governmental schools’ principals at the directorates of education in the Northern Governorates, its relationship with the excellence management from administrators’ point of view, in the light of having independent variables (gender, academic qualification, job title, years of administrative experiences, directorate of education and specialization), and finding out the differences in means between responses of study sample individuals in practicing degree of job rotation and its relationship with the excellence management. The researcher uses the descriptive associative approach where the sample comprises of all administrators (total number of 310) at the directorates of education in the Northern Governorates. The sample includes 175 male and female staff members of directors, head of sections, staff working at the department of administrative affairs, field and control staff whom they have been selected based on the stratified random sampling. The questionnaire was used as the sample tool, and two other tools were developed: a tool for measuring the degree of practicing job rotation and a tool for measuring the degree of excellence management. The results demonstrate, from administrators’ point of view, that the practicing degree of job rotation is medium (3.32) while the practicing degree of excellence management is high (3.70). It also demonstrates that there are no differences in means between practicing degree of job rotation attributed to variables (gender, academic qualification, specialization) while there are differences in means between the practicing degrees of job rotation attributed to the variable of administrative years of experience. The differences are in favor of those who have 10 years and more of administrative experience, and for job titles such as director and head of section, the variable of directorate, and there are also differences in means for practicing degree of excellence management attributed to variables (gender, academic qualification, job title, years of administrative experience, specialization). In addition, the results demonstrates that there is a positive statistically significance linear correlative relationship between the practicing degree of job rotation and its relationship with excellence management. Based on the results, the study recommends the need to make school principals aware and well prepared for job rotation policy by conducting seminars and workshops to explain the job rotation policy as a performance development technique and improve experiences to reach the highest degree of excellence.