The degree of practice of secondary school principals in Zarqa Governorate of supportive school leadership and its relationship to sustainable professional development of teachers from their point of view

Abstract

The study aimed to identify the degree to which school principals practice supportive school leadership and its relationship to sustainable professional development for teachers from their point of view. The study sample consisted of (203) male and female teachers from government secondary schools in the First Zarqa Education Directorate. The researcher used the descriptive approach and a questionnaire developed by her. The results showed: the degree to which principals practice supportive leadership is average, teachers practice sustainable professional development practices is average, and there are statistically significant differences between the sample members' estimates of the degree to which school principals practice supportive leadership attributed to the gender variable, in favor of females. There are no statistically significant differences in the study sample members' estimates of the degree to which school principals practice supportive leadership attributed to the number of years of service variable. There are no statistically significant differences between the study sample members' estimates of the degree to which school teachers practice sustainable professional development attributed to the gender and number of years of service variables. There is a positive correlation between principals' practice of supportive leadership and teachers' practice of sustainable professional development. The researcher recommended the need to pay attention to employing supportive leadership for its positive impact on teachers' professional development.