The Prevailing Leadership Styles Among Private School Principals and Their Relationship to Job Affiliation in the Capital Amman Governorate from the Teachers' Point of View

Abstract

Objectives: This study aims to identify the prevailing leadership styles of private school principals and assess the level of job affiliation among teachers in private schools in Amman Governorate. Additionally, the study aims to examine the influence of gender, experience, and qualification variables on teachers' perceptions of the prevailing leadership style of private school principals.

Methods: The research utilized the descriptive survey method to achieve its objectives. A questionnaire was employed as the study instrument after ensuring its validity and reliability. The questionnaire was distributed to a sample of 330 private school teachers in Amman Governorate.

Results: According to the perspective of teachers, the prevailing leadership style among private school principals in Amman Governorate is the "democratic style." Furthermore, teachers perceived a high level of professional affiliation in private schools. Statistically significant differences were found in the autocratic style due to the effects of qualification, gender, and experience, while the chaotic style was affected by gender. However, no statistically significant differences were observed in the other leadership styles.

Conclusions: To enhance the practice of democratic leadership in schools, it is recommended to empower principals in both private and public schools by granting them more authority and real participation in decision-making processes.