Relationship between Self- Confidence and Leadership Patterns Among Government Secondary Principals in Palestine Northern Governorates

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Type: 
Thesis
Year: 
1999
Students: 
Shawkat Suleiman Sama'nah
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Relationship between Self- Confidence and Leadership Patterns Among Government Secondary Principals in Palestine Northern Governorates2.3 MB
Abstract: 
Thin study aimed at identifying the relationship between self-confidence and leadership patterns practiced by government secondary school principals in Palestine northern governorates : Nablus, Tulkarm, Qalqilya, Salfit and Jenin. The study particularly tried to answer the following question: * What is the relationship between self-confidence and leadership pattern among public secondary school principals in the northern governorates of Palestine ? Furthermore, the study aimed at finding out the impact of the study variables, namely, experience, academic qualification, place of work, and sex, on the principals' self-confidence and leadership pattern. The subjects of the study comprised all the government secondary school principals in Palestine' northern governorates in 1998-1999. There were 181 male and female principals distributed among the governorates' directorates of education . The researcher collected back 178 copies of the questionnaire and excluded six since they failed to meet the terms of questionnaire completion. The statistical analysis was conducted on 172 subjects. To achieve the research objectives, the researcher designed and developed a 50-item instrument for the leadership pattern questionnaire as well as a 50-item self-confidence inventory. The statements were distributed among the following domains. 1. Self-confidence A. Sensing the ability to face problems and take decisions. B. Self-acceptance and the feeling of others' acceptance and respect. C. Feeling secure and calm when meeting officials and dealing with them. D. Feeling secure with teaching staff and positive participation in school life. E. Acceptance of experiences and good relations. II. Leadership Patterns A. Dictatorship pattern. B. Diplomatic pattern. C. Negative (passive pattern). D. Democratic pattern. E. Cooperative pattern (participatory) To answer the research questions, the researcher calculated the arithmetic averages, standard deviations, percentages and correlative coefficient. After analysis of results, the study has revealed the following: 1. Government secondary school principals' level of self- confidence, in Palestine, was high . 2. The most prevalent leadership pattern, among government secondary school principals, was the cooperative one. Its degree reached (4,08) followed respectively by democratic pattern (4,02), diplomatic pattern (2,80), passive pattern (2,33) and finally the dictatorship pattern (1,82). 3. There were differences between principals who had less than 15 years of experience and those who had more than 15 years of experience on the domains combined in favor of those having more than 15 years of experience. However, the cooperative, democratic, diplomatic and passive patterns were higher among principals who had 15 years of experience and more. The dictatorship pattern was high among principals who had less than 15 years of experience. 4. There were differences between principals working in villages and their counterparts in the city in the self-confidence domains combined in favor of principals in urban areas. The overall degree of averages was (3,79) in the city as opposed to (3.77) among principals in village schools. The democratic and diplomatic patterns were high among principals working in cities. On the other hand, the dictatorship, passive and cooperative patterns were high among principals in village 5. There were also differences among principals who had academic qualification, less than a bachelor's degree, B.A. degree and higher, on all the self-confidence domains combined in favor of holders of B.A. and higher degrees. Their overall degree of the means was (3,79) while the degree of holders of diplomas was (3,75). Pertaining to the diplomatic, passive and cooperative patterns, the degree was high among diploma holders. However, the dictatorship and democratic patterns were high among B.A. holders and higher degrees. 6. There were differences between male and female principals on self-confidence domains combined in favor of males. The overall degree of means of domains among males was (3,86) while among females it was (3,68). The patterns were higher among female principals compared with their male counterparts. 7. Pearson's Correlative Coefficient results showed a relationship between self-confidence and leadership pattern among secondary school principals. The results were as follows: A. There was a negative correlation at (a = 0,05) between the self-confidence domains combined and the democratic and cooperative patterns. The negative correlation was higher on the democratic pattern. B. There was a negative correlation at (a = 0,05) between the self-confidence domains combined and the dictatorship and passive patterns. The negative correlation was higher on the dictatorship pattern. C. There was a statistically significant negative correlation between the domains combined and the diplomatic pattern. Recommendations In the light of the study objectives and findings, the researcher recommends the following: 1. Holding training courses for school principals, to increase their ability to practice positive leadership patterns (democratic and cooperative) given their importance in building up the principals self-confidence. 2. The Ministry of Education should provide pre-service and in- service training courses for principals. This will lead to improving their ability to become more self-confident and adopt a proper leadership pattern in their leadership policies with their subordinates. 3. Transferring principals from their places of work so that they serve in both villages and cities. This should be done on a systematic basis. Such transfer is important because it allows interaction and enriches experience which in turn will lead to raising the level of self-confidence and getting rid of the negative impact of work place on the relationship between self-confidence and the adopted leadership pattern. Focusing on and increasing physical education classes in the various school stages. Several studies have proved the important role of physical education in building up the student's self-confidence who will be the man of the future and a society leader in a short time. Creating the opportunity for researchers to conduct further studies to identify the relationship of self-confidence with other elements which are as important as the leadership patterns for school principals and teachers.