The Degree of Performance Effectiveness of School Principals in Petra Directorate of Education from the Teachers' Perspective

Abstract

This study aimed at investigating the performance
effectiveness of school principals in Petra Directorate of
Education as perceived by teachers. In order to achieve the
study objectives, a questionnaire, which was developed
consisted of (50) items, distributed over six domains. The
validity and reliability were checked. The instrument was
distributed to a random sample of (236) teachers. This sample
was drown from educational districts of Petra. Data were
gathered and analyzed using means and standard deviations,
3-Way anova and Tukey method for multiple comparisons. The
results indicated that the degree of performance effectiveness
of school principals from the teachers' perspective was high in
general. They also indicated that the degree of the
effectiveness of the use of technology domain, the school
atmosphere and planning were high, whereas the domains of
school examinations, instruction achievement and leadership
have moderate scores. The results also showed that there are
no statistically significant differences (α =0.05) attributed to
the dependant variables in all the domains, except the variable
of experience in the instructional achievement domain in favor
of those who have less than five years' experience. They also
indicated that there are statistically significant differences (α
=0.05) attributed to the interaction of gender and scientific
qualification in the domain of instruction achievement in favor
of males who have a high diploma or higher and the domains
of: the use of technology, school atmosphere and school
exams came in favor of female of .B.A holders