Administrative Style among Primary School Principals within the Green Line and its Relationship to Teachers' Participation in Administrative Decision-Making Process

Abstract

The current study aimed to identify the administrative style practiced by primary school principals within the green line and its relationship to teachers' participation in decision-making process from the teachers' point of view. The study used the descriptive correlational survey methodology, through utilizing two questionnaires for data collection, first, a questionnaire to identify the leadership style, which consisted of (30) items distributed equally into the autocratic style, the democratic style, and the laissez-faire style, second, a questionnaire measuring the level of teachers’ participation in the decision-making process, which consisted of (25) items, distributed into the two fields: Decisions related to educational aspects (15 items), and decisions related to administrative aspects (10 items), as they were applied to a simple random sample consisted of (380) teachers.The results showed that the three leadership styles (autocratic, democratic, and laissez-faire) came with a medium degree of practice, and that the level of teachers' participation in decision-making was medium. The results also showed the existence of a positive statistically significant correlation between the practice of the democratic and laissez-faire styles and the participation of teachers in decision-making, and the absence of a statistically significant relationship between the practice of the autocratic style and the participation of teachers in decision-making.