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DOI

https://doi.org/10.35192/jjoas-h.v43i1.1053

Abstract

This study aimed to identify the role of school principals' self-management practices in enhancing teachers' professional growth from their perspective. The study utilized a descriptive method with a questionnaire as the data collection tool. The sample consisted of 275 male and female teachers from public schools in the University District Directorate of Education, selected through simple random sampling. The results showed that school principals' self-management practices in enhancing teachers' professional growth in the University District Directorate of Education, from their perspective, were rated high, with a mean score of 3.85. Additionally, the results indicated that there were statistically significant differences at the significance level (α≤0.05) in teachers' assessments of the role of principals' self-management practices in enhancing their professional growth, attributed to experience, with differences favoring those with 10 or more years of experience. However, no significant differences were found related to the gender variable. Based on the study results, the researcher presented several recommendations, the most important of which was the necessity of continuing to delegate administrative authority to schools and granting principals more powers related to managing their schools, particularly concerning methods and areas for teachers' professional growth.

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© 2025 by the author(s). This is an open-access article distributed under the terms of the CC BY 4.0 Attribution license.