Filistin Eğitim Kurumlarında Otantik Liderlik Davranışlarını Geliştirmek

Abstract

This study aimed to pinpoint the notions and characteristics of authentic leadership showing the degree of practicing it among secondary education. To this end, it offers a comprehensive vision that reinforces the authentic leadership behaviors in secondary education in Palestine. The data of the study was collected from secondary school teachers in the Gaza Strip, and the study sample consisted of (N=477) teachers. As for the study tool the researcher used the Arabic version of the authentic leadership scale developed by ALQ Avolio and colleagues (2007). To test the hypotheses of the study, the researcher analyzes the data obtained with the scales with descriptive methods. Based on the research results, it was determined that the authentic leadership behaviors exhibited a moderate degree in secondary schools, this result shows that there is a need to enhance authentic leadership behaviors in educational Institutions. Furthermore, there were no variations in authentic leadership behaviors levels among the schools based on gender (male, female). However, disparities do emerge in the “Balanced Processing” and “Self-awareness” dimensions, where male participants excel in terms of balanced processing skills and self-awareness capabilities. As for educational type (Science, Literature), there were no variations in authentic leadership behaviors. Although no significant disparities were found in the Relational transparency, Balanced Processing, and Internalized moral perspective dimension, a significant difference was detected in the “Self-awareness” dimension. This outcome suggests that participants with a science education background tend to have stronger opinions in the self-awareness dimension compared to those with a literature education background.