DOI
https://doi.org/10.35192/jjoas-h.v45i2.1147
Abstract
The study aimed to identify the extent of school principals' engagement in digital management practices in the Northern Region and to determine whether differences exist according to various factors such as job title, gender, school type, educational qualifications, and enrollment in digital management training courses. To achieve this, a questionnaire consisting of 16 items was designed, covering three domains: digital learning culture, improvement and development, and ethical issues. It was distributed to a randomly selected sample of 521 principals and teachers. The study concluded that the overall level of digital management practice is high. Among the domains, the digital learning culture in the digital age ranked the highest, followed by improvement and development, and lastly, ethical and legal issues. The results also demonstrated differences in responses based on job title, favoring school principals, and based on gender, favoring females. However, no differences were found regarding educational qualifications. Differences were noted across all domains, except for improvement and development, due to the type of school, with private schools having an advantage. Differences were also found in the learning culture domain related to digital management course enrollment, favoring those who completed one to two courses or three courses or more.
Recommended Citation
Al-Sakran, Ibtisam; Al-Ibrahim, Adnan; and Al-Hersh, Ayed
(2025)
"The Degree of School Principals Practice of Digital Management in the Northern Region of Jordan,"
Jordan Journal of Applied Science-Humanities Series: Vol. 45:
Iss.
2, Article 5.
DOI: https://doi.org/10.35192/jjoas-h.v45i2.1147
Available at:
https://digitalcommons.aaru.edu.jo/jjoas-h/vol45/iss2/5
Included in
© 2025 by the author(s). This is an open-access article distributed under the terms of the CC BY 4.0 Attribution license.