An-Najah Staff

This study aims at identifying common contact models (between school principals and teachers),and their relation with organizational loyalty at UNRWA West Bank preparatory schools, from the teachers’ perspectives, in addition to identifying the role of gender, qualifications, specialization, years of experience, educational area variables on contact models between school principals and teachers. The study population consists of all preparatory teachers of UNRWA schools in Nablus, Jericho and Jerusalem, and Hebron.The total number reached (739) teachers in 2008/2009 (according to UNRWA surveys).A sample of (296) teachers was selected forming (40%) of the society, (286) filled a relevant questionnaire. To investigate the study hypothesis, and answer the related questions, the researcher built two questionnaires depending on literature review: one to measure contact models of school principals from the teachers’ perspective, and another to measure the teachers’ organizational loyalty:A questionnaire to investigate contact models of school principals ,consists of (30) items, divided to(5) domains which represent the contact models(the investigator, flower seller, the magician, the diplomatic, the police trainer). A questionnaire to measure the organizational loyalty.It consists of (30) items. (al Hilo,2008). The collected data was analyzed by " SPSS" .The following results: 1- The contact models of school principals in the teachers perspectives were ordered as follows: flowers seller was the first (81.6%) , the magician is the second (79.6%), the diplomatic was the third (76.2%), the fourth was the investigator(69.6%), while the final was the police trainer (62.2%). 2- The total degree of the organizational loyalty of UNRWA preparatory teachers was very high ,the average reached (4.06),with (81.2%) percentage. 3- There are no significant differences at (α=0.05) of UNRWA West Bank preparatory schools principals’ contact models due to gender variable. 4- There are no significant differences at (α=0.05) of UNRWA West Bank preparatory schools principals’ contact (the investigator, the diplomatic, the police trainer) from the teachers’ perspectives due to qualifications variable, while there are significant differences at (α=0.05) for (flowers seller and the magician).The researcher used LSD for post-comparisons, which revealed the differences pertaining the flowers’ seller model between Diploma holders and Higher Studies holders on one side, and B.A holders and Higher Studies holders, on the second, leaning towards Higher Studies . 5- There are no significant differences at (α=0.05) of UNRWA West Bank preparatory schools principals’ contact models due to specialization. 6- There are no significant differences at (α=0.05) of UNRWA West Bank preparatory schools principals’ contact models from the teachers’ perspectives due to the number of working years variable. 7- There are no significant differences at (α=0.05) of UNRWA West Bank preparatory schools principals’ contact models from the teachers’ perspectives due to educational area, except for the (flowers seller) model, where there was significant differences between Nablus and Hebron leaning towards Nablus. 8- There are no significant differences at (α=0.05) between the organizational loyalty of teachers' due to (gender, qualifications’, specialization, the number of working years, and educational area). 9- There are differences at (α=0.05) between the organizational loyalty and contact models. For all that, the researcher put a set of recommendations: 1-Organising a training courses for school principals about contact models, their importance and significance, and how to be employed to promote education. 2- Enhancing the (Flowers Seller) Model in a practical way to create safe and stimulating schools. 3- Informing schools’ principals about the disadvantages of unpreferred contact models by teachers such as (the investigator and the police trainer). 4- Putting new standards to evaluate school principals pertaining contact models depending on the study’s results. 5- Carrying out more researches about this issue at official schools in North and South Palestine. 6- Implementing more studies about the relationship between the principals’ common contact models and productivity. 7- Implementing more studies about the relationship between the teachers’ common contact models and students’ achievement. 8- Executing a study about communication’s constrains and the impact on the teachers’ organizational loyalty.