The Degree To Which School Principals Within The Green Line Practice The Principles Of Social And Psychological Foundations And Their Relationship To Improving Teachers' Performance

Abstract

The study aimed to identify the degree to which school principals within the Green Line practice the principles of social and psychological foundations and their relationship to improving teachers' performance from the teachers' point of view. The descriptive correlational approach was used, and the questionnaire was a tool for collecting data. It was applied to a sample of (327) male and female teachers, chosen using a simple random method. The results showed that the degree to which school principals practiced the principles of social and psychological foundations was high, and that the level of improvement in teachers' performance was high, and that there was a moderate, statistically significant positive correlation at the significance level (α=0.05) between school principals' practice of the principles of social and psychological foundations and improving teachers' performance. In light of this, the study recommended that the Ministry of Education should enhance school principals' use of the principles of social and psychological foundations due to their important role in improving work.