Abstract:
This study aims to identify the actual practices of the education supervisors in leading change and its relation with the quality of teaching performance as perceived by male and female school principals at the northern governorates of Palestine, and to investigate the level of each variable due gender, years of experience, educational qualification, and governorate.
The researcher has used the descriptive associative approach, the sample comprised of (295) school principals from six of the Northern Governorates of Palestine during the academic year 2020-2021.
A tool of two questionnaires was used, for collecting data related to the study problem, where it has been designed to compare two scales, namely: practices of the education supervisors for leading change. The scale has been distributed over four aspects, And teaching performance quality scale, it has been distributed over four aspects, including (32) statements.
The results show that estimation level of school principals for practices of the education supervisors in leading change, was high, and that the teaching quality performance from the prospective of the school principals was high too. The results show a non-significant difference at Alpha level among the responses of the school principals in the northern governorates of Palestine.
Also, the study results show a positive linear relation between the actual practices of the educational supervisors to lead the change and the teaching performance quality. The study results also show non-significant differences at Alpha level (α ≥ .05) between the median of responses of the school principals in the northern governorates of Palestine in teaching performance quality due to the independent variables.
Based on the results, this study recommends to the Palestinian Ministry of Education to increase the supervisor's number, enabling them to access the needed resources, in addition to revise and modify their tasks, and providing them with continuous training to comply the continuous change.
