This study aims at identifying the degree of practicing distributed leadership by high school principals in the governorates of Gaza as well as demonstrating the effect of variables on practicing distributed leadership. To achieve the objectives of the study, the researcher followed the descriptive analytical method using a questionnaire to measure the degree of practicing distributed leadership. The questionnaire included (55) items distributed to four area dimensions (school culture, teacher professional development, shared leadership, leadership practices). The validity of the questionnaire was examined in two ways: arbitrators’ certifications and the internal consistency. Reliability was confirmed by Alpha coefficient reaching (0.978). The study population consisted of all principals and teachers at high schools in the governorates of Gaza in 2015 -2016 and totaling (134) principals and (220) teachers. The study showed a high degree of practicing distributed leadership by high school principals with an average of (78.11%). In addition, no statistically significant differences found in the degree of practicing distributed leadership due to the following variables: sex, educational qualification, the number of years of service. The study showed statistically significant differences in the degree of practicing distributed leadership by principals of distributed leadership in the school culture variable in particular due to the variable position (teacher, principal) in favor of the principal.The study recommended to work on spreading the culture of distributed leadership in the school work, training secondary school principals and teachers on leadership skills as well as modifying the educational policy supporting introducing distributed leadership.
Sayma, Sunmayya Mustafa
"The degree of practicing distributed leadership by high school principals in the governorates of Gaza,"
Journal of Al-Quds Open University for Educational & Psychological Research & Studies: Vol. 6:
20, Article 15.
Available at: https://digitalcommons.aaru.edu.jo/jaqou_edpsych/vol6/iss20/15