International Journal of Educational and Psychological Studies

Volume 8 - Issue 3 (10) | PP: 712 - 730 Language : العربية
DOI : https://doi.org/10.31559/EPS2020.8.3.10
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The degree to which school principals in the Bethlehem and Yatta Education Directorates practice the skill of crisis management from the teachers' points of view

Jamal Bheis ,
Ismail Mohammed Alafandi
Received Date Revised Date Accepted Date Publication Date
16/8/2020 18/9/2020 9/10/2020 10/12/2020
Abstract
The study aimed to identify the degree of government school principals' practice of crisis management skill, and the impact of variables: (gender, educational qualification, number of years of experience, directorate, and school location). The sample consisted of (300) teachers working in Bethlehem and Yatta chosen by simple random method, and the researchers used a questionnaire consisting of (30) paragraphs. The results indicated that government school principals' practice of the skill of crisis management was significantly. The study showed that the field related to the procedures followed by the principals came in the first order, then the field related to the procedures followed by the principals in planning to face the crisis, while the third field was related to the procedures followed by the principals in dealing with the crisis during its occurrence. No statistically significant differences according to the variables (educational qualification, years of experience, and the location of the school). while it showed statistically significant differences according to the gender variable. No statistically significant differences according to the directorate variable in the first field. However, statistically significant differences according to the variable of the directorate in the second field.


How To Cite This Article
Bheis , J.& Alafandi , I. M. (2020). The degree to which school principals in the Bethlehem and Yatta Education Directorates practice the skill of crisis management from the teachers' points of view . International Journal of Educational and Psychological Studies, 8 (3), 712-730, https://doi.org/10.31559/EPS2020.8.3.10

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