The Degree of Supervisory Competencies of School Principals and its Relationship with Teachers Academic Excellence, from the Point of view of Teachers and Educational Supervisors in Public Schools in the Northern Governorates

Abstract

The study aimed to identify the degree of supervisory competencies of school principals and, its relationship with teachers’ academic excellence, from the point of view of teachers and educational supervisors in public schools in the Northern Governorates, according to the variable: (gender, academic qualification, years of experience, specialization, and the job title). To achieve this, the researcher used the descriptive correlational quantitative and qualitative approach (mixed). A total of (380) teachers and educational supervisors surveyed, while the interview was applied to a group of (30) teachers and educational supervisors. The researcher adopted two methods for the study. The first of which was a questionnaire consisted of two parts, the degree of supervisory competencies of school principals, and teachers’ academic excellence. The second of which was the interview tool that have been confirmed for their validity and reliability. As indicated by the results of the study, the degree of supervisory competencies of school principals was high on the total score. Based on the interview results, the school principals possess knowledge in their specialization, demonstrated by presenting ideas that contribute to educational development, and work priorities. The overall score of teachers’ academic excellence was high which was reinforced by the results of the interview. The results confirmed that there are no statistically significant differences at the level of significance (α≤.05) between the averages of the degree of supervisory competencies of school principals from the point of view of teachers and educational supervisors in public schools in the Northern Governorates, due to the variable of: (academic qualification, years of experience, specialization, the job title), while, there are statistically significant differences due to gender variable. Furthermore, the study showed that there are no statistically significant differences at the level (α<.05) between the averages in teachers’ academic excellence from the point of view of teachers and educational supervisors due to the variables of: (gender, academic qualification, years of experience, specialization), while there are no statistically significant differences due to job title variable. The study also indicated a statistically significant positive correlation between the degree of supervisory competencies of school principals and teachers’ academic excellence from the point of view of teachers and educational supervisors. Based on the findings of this study, the researcher recommends, the need to training school principals to employ their experience to help teachers solving academic problems, by suggesting methods to address the weaknesses in the academic subjects