The purpose of this study was to examine the extent to which teachers perceive the 21 Responsibilities of a school leader according to Marzano and his colleagues (2005). And to look at their perceptions of other responsibilities that are important for educational leaders today and which are working to raise students' achievement. The researcher explores perceptions of (106) teacher's in elementary, middle, and high school regarding 21 Responsibilities of a school leader in Two schools of Jerusalem. The researcher designed a survey to collect demographic data and gather perceptions of the importance of the 21 Responsibilities of a school leader using a Likert Scale. In addition, a free response section collected additional data, the questionnaire was judged by presenting it to a group of arbitrators to verify its validity. The stability of the questionnaire was calculated according to the Kronbach Alpha formula and the results showed that the stability coefficient was 0.823. The most highly valued Responsibility when rated on the Likert Scale was Optimizer. The free response results align to the 21 Responsibilities of Communication, Input, and Optimizer. A recommendation is that principals should be encouraged to become aware of implement the 21 Responsibilities in their school to enhance student achievement and teacher satisfaction.
Salhi, Lena and Ramahi, Refa'
"The perceptions of Jerusalem schools' teachers for the effective leadership of their managers in the light of the responsibilities of Marzano and his colleagues,"
An-Najah University Journal for Research - B (Humanities): Vol. 34
, Article 6.
Available at: https://digitalcommons.aaru.edu.jo/anujr_b/vol34/iss3/6