The Role of the School Principal in Teachers' Reflective Practice and the Development of their Leadership Capacities as Perceived by Secondary School Teachers in Benghazi

Authors

Eman Elfaidy, Yarmouk University - JordanFollow
Aref Al-Attari, Yarmouk University - JordanFollow

DOI

https://doi.org/10.35192/jjoas-h.v22i2.6

Abstract

This study aimed to identify the role of secondary school principals in Benghazi, Libya, in the reflective practice of their teachers and the development of teachers' leadership potential in those schools. The study employed a descriptive methodology. A questionnaire consisting of fifty-three items was administered to a sample of 363 teachers, representing 2.5% of the study population in the secondary schools of Benghazi. The findings indicate that principals minimally fulfill their role in the reflective practice of teachers and in the development of their leadership potential. Additionally, the results highlight a significant relationship between reflective practice and the development of teachers' leadership potential. The study concluded with a discussion of the findings in light of related literature and previous research studies. Several recommendations were made based on the results to instill a culture of thought and practice aimed at developing teachers' leadership abilities, emphasizing that this should be considered a key aspect of the principal's responsibilities and the school curriculum.

Recommended Citation

Elfaidy, Eman and Al-Attari, Aref (2020) "The Role of the School Principal in Teachers' Reflective Practice and the Development of their Leadership Capacities as Perceived by Secondary School Teachers in Benghazi," Jordan Journal of Applied Science-Humanities Series: Vol. 22: Iss. 2, Article 6.
DOI: https://doi.org/10.35192/jjoas-h.v22i2.6
Available at: https://digitalcommons.aaru.edu.jo/jjoas-h/vol22/iss2/6