THE INFLUENCE OF SOCIAL NETWORKING SITES AS A SOCIAL PHENOMENON ON THE SELF-EFFICACY OF SECONDARY SCHOOL STUDENTS IN ARAB SCHOOLS WITHIN THE GREEN LINE: SCHOOL PRINCIPALS' PERSPECTIVES

Abstract

This study examined the influence of social networking sites (SNS), conceptualized as a pervasive social phenomenon, on the self-efficacy of secondary school students enrolled in Arab schools within the Green Line, as perceived by school principals. Employing a descriptive-survey research design, data were collected via a structured questionnaire administered to a convenience sample of 62 male and female school principals, drawn from a target population of 95 administrators serving Arab secondary schools in the Northern District within the Green Line. Findings indicated that mean scores across all self-efficacy domains were uniformly rated at a low level. Domain rankings, in descending order, were as follows: the behavioral domain (M = 2.22), the social domain (M = 2.20), the cognitive domain (M = 2.14), and the self-confidence domain (M = 2.12). Furthermore, no statistically significant differences were detected in principals' perceptions as a function of years of administrative experience; however, statistically significant differences were identified with respect to gender and academic qualification, favoring male principals and bachelor's degree holders, respectively.