Administrative Performance of Middle School Principals from Teachers’ Psychological Point of View

Abstract

The research” aimed “to identify the administrative performance of middle school” principals from the point of view of their teachers by answering the following questions:

1. What is they levels of administrative performance of middle school principals “from the point of view of their teachers?”


2. Are there statistically significant differences in the level of administrative performance of middle school principals from the points of views of theirs teachers according to the gender variables (males – females)?

The research samples consisted of (316) teachers and schools in preparatory schools “in their city of Mosul for they academics year” (2022-2021), and in order to measures the levels of administrative performance, the administrative performance tool was built for middle school principals “from the points of views of teachers” and to find the validity of the tool, they Faces  validity, they construct validity, and they distinction of, items. As for the reliability , it was done in a retesting method, and the internal consistency method, and the appropriate statistical methods were used, represented by the T-tests for one samples, and they T-test, for two independents samples, and “the Pearson correlation” equation, and after analyzing the data statistically, they results, showed the following:

1. “There, are statistically, significant, differences in the levels of administrative performance of middle school principals and, in favors of the arithmetic, averages of the,


2. “There are no, statistically, significant differences, in the level of administrative performance that can be attributed to, the gender variable of middle school principals from, the points of views of their teachers”.

In the light of the findings, a number of recommendations and proposals have been formulated.