The Practicing Degree of Primary Schools’ Principals in the North Region within the Green Line for Participative Leadership and its Relation to Professional Development of Teachers

Abstract

The current study aimed to identify the degree of practicing participatory leadership among primary school principals in the northern region within the Green Line and its relationship to the professional growth of teachers. The correlational descriptive survey methodology was utilized, and two questionnaires to measure the practicing degree of participative leadership and level of professional development were used after assuring their validity and reliability. They were applied to a random sample of (375) principals and teachers. The results showed that the degree of participatory leadership practice was medium. The level of teachers' professional development was High, and there was a positive statistically significant correlation at the level of significance (α = 0.05) between the practice of participatory leadership and the professional growth of teachers. The study recommended encouraging school principals to practice leadership skills, applying participatory leadership, attaching greater importance to human relationships among principals and teachers.