The Practice of Authoritarian Leadership by Principals in Public Schools of Kafr Qasim and its Impact on Teacher Performance from Teachers' Perspectives
DOI:
https://doi.org/10.33977/1182-017-048-015Keywords:
Authoritarian leadership, Kafr Qassem schools, teachers' performanceAbstract
Objectives: The study aimed to identify hhe practice of Aauthoritarian leadership by principals in public schools of Kafr Qasim and its impact on teacher performance from teachers' perspectives.
Methods: In order to achieve the objectives of the study, the researcher used the qualitative curriculum by conducting a research interview with a sample of Kafr Qassem government schools, and the community may be formed of 110 male and female teachers, and a sample was chosen in the purposeful way that amounted to15 teachers
Results: The results of the study showed that 60% of the teachers believe that their principals do not practice an authoritarian style, as the relationship between them and their principals is dominated by cooperation and participation and they practice a democratic style.They believe that authoritarian leadership cannot be an effective leadership, because it is an authoritarian leadership that does not trust and support teachers, as they see. The principal’s authoritarianism and lack of trust in teachers lead to a decline in performance because the principal is the first supporter, and the absence of his support reduces the performance of teachers. In addition, the principal’s lack of consideration for teachers’ conditions and needs makes them feel hatred and resentment reflected on their performance. Teachers professionally and morally, and the importance of applying distributive justice in the quorum, organizational and corrective among teachers, and enhancing the organizational climate that stimulates collaborative work and creativity.
Recommendations: The study recommended the necessity of eliminating authoritarian practices and enhancing democratic practices for school administrators, due to its impact on the performance of teachers.
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