مستوى التراخي التنظيمي لدى مديري المدارس الحكومية في محافظة الخليل من وجهة نظر المعلمين
تغريد محمد محمود التلاحمة
Tagreed Mohammad Mahmoud Talahmeh
This study aimed to investigate the level of organizational slack among the principals of public schools in Hebron governorate from the teachers' perspectives. It also aimed to identify the differences between the average levels of organizational slack among the school principals according to gender variable, educational qualification, years of experience, school level, major study, and directorate. In order to achieve the objectives of the study, the researcher calculated a descriptive method. As a tool for data collection, the researcher conducted a questionnaire which consist of (40) items. The population of the study consisted of all both male and female teachers in public schools in the four education directorates of Hebron Governorate (North Hebron, Hebron, South Hebron, Yatta), (8660 teachers) in academic year (2019/2020). The study was applied to a sample of (475) male and female teachers selected as a random. The results of the study revealed that the level of organizational slack among public school principals in Hebron from the teachers' point of view was moderate, with a mean of (2.52), ranged in a medium degree except for the field low morale. The results also showed that there were no statistically significant differences in the overall degree of organizational slack of public school's principals in Hebron governorate from the teachers' perspectives due to the variables: gender, educational qualification, years of experience, school level and directorate, while the results showed statistically significant differences in the total score. The level of organizational slack of the principals of public schools in Hebron governorate from the teachers' perspectives according to the study major variable. In light of the previous results, the researcher recommended the necessity of working to activate the principle of transparency and integrity among the principals of government schools when evaluating the performance of teachers, activating the role of administrative control, also self-monitoring, through awareness, education, workshops, and training, encouraging managers to accept the change process by providing clear information Realism about the change process contributes to reducing employee resistance to change, working to increase the activation of human relations between workers in government schools, the development of social relations between them and the local community, and the need to involve teachers in making Decisions, because it is an important motivating factor makes the teacher works and creates.