THE IMPACT OF SCHOOL MANAGEMENT ON THE ACHIEVEMENT OF THE SOCIAL LEARNING PROGRAM IN ARAB SOCIETY.
Abstract
This study set out to assess how well school principals in Israel's Arab community carry out their duties in order to meet the goals of the social-emotional learning (SEL) programme. The goal of the study was to identify principals' issues and areas of strength in order to improve the way the SEL programme was implemented. The study also aimed to investigate statistical disparities in teachers' evaluations of the performance of their administrators according to factors like gender, experience, and educational background. Descriptive analytical methodology was used to conduct the research in Green Line area preparatory and secondary schools. 396 instructors made up the study sample, which is 10% of the projected population of 3956 teachers who will be participating in the SEL programme in the 2023–2024 academic year. A survey instrument of 39 items covering four domains—students, teachers in the classroom, the local community, and teaching and learning activities—was created based on theoretical literature and prior research. The results showed that school leaders were deemed by teachers to be fairly effective in carrying out their responsibilities under the SEL programme; the overall arithmetic mean was 3.35, with a standard deviation of 0.88. The investigation also identified challenges that principals encountered, especially when it came to interacting with the community. At the end of the study, officials received recommendations on how to deal with these issues and improve the efficacy of the SEL programme in schools. The findings highlight how crucial it is to modify leadership techniques in order to better facilitate the execution of SEL programmes within the educational framework of Israel's Arab community.
Keyword : School Management, Social Learning, Arab Society.
This work is licensed under a Creative Commons Attribution 4.0 International License.
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