The Impact of Certain Personal Variables (Gender, Collegiality, Duration of Acquaintance with the Principal) on the Decision to Appoint a Teacher as Principal from the Perspective of Teachers in Nazareth Schools

Abstract

The study aimed to identify the impact of personal variables (gender, fellowship with the principal, duration of acquaintance with the principal) on the decision to appoint a teacher as a principal from the perspective of teachers in Nazareth schools. The study was applied to a sample of (61) male and female teachers from Nazareth schools at all levels (elementary, preparatory, and secondary), using the descriptive-analytical approach. A questionnaire was used as a data collection tool. The study results revealed no statistically significant differences between the average responses of the study sample regarding (the principal's work and professionalism, the principal's relationship with teachers, and teachers' feelings) attributable to the gender variable. There were also no differences regarding (the principal's work and professionalism) attributable to the fellowship variable, while differences appeared regarding (the principal's relationship with teachers, and teachers' feelings) attributable to the fellowship variable. The results also showed no statistically significant differences in the average responses of the study sample regarding (the principal's work and professionalism, and the principal's relationship with teachers) attributable to the duration of acquaintance with the principal. However, there were statistically significant differences in the average responses of the study sample regarding (the principal's work and professionalism, and the principal's relationship with teachers) attributable to the variable of duration of acquaintance with the principal. The study sample responses regarding (teachers' feelings) are attributed to the variable of the duration of the principal's knowledge, in favor of less than 5 years. The study concluded to expand the scope of the study to include other factors that may be more influential, such as leadership styles or the school work environment, to determine the actual factors that affect the "principal's work and professionalism," "the principal's relationship with teachers," and "teachers' feelings."