Managing high Inclusion among middle school principals from the point of view of faculty members
Managing high Inclusion among middle school principals from the point of view of faculty members
Pages
263-288Keywords:
Abstract
The research aims to identify high inclusion management among middle school principals from the point of view of faculty members, by answering the following questions:
1- What is the level of high inclusion management among middle school principals from the point of view of faculty members?
Teaching in general?
2- Is there a statistically significant difference at the significance level (0.05) in the level of high-inclusion management among middle school principals from the point of view of faculty members, according to gender variables as a whole?
Years of service? The researcher adopted the descriptive, correlational approach, and the research sample consisted of (300) teachers in schools
Preparatory school in the city of Mosul, and for the purpose of achieving the research goal, it was required that the researcher build the variable research tool High Inclusion Management, and after verifying the validity and reliability of the research tool, it became in its final form, consisting of (34) items, and the research tool was applied by distributing it to the teachers during the official working hours for the period of 3/31/2024 AD until 4/30/2023 AD, and after the process of collecting and transcribing data using the (Microsoft Excel) program, the researcher used appropriate statistical methods to achieve the research objectives using the Statistical Portfolio for the Social Sciences (SPSS) program, represented by a t-test for one sample, and the next test for two samples. Two independent tests, Pearson correlation coefficient, t-test for significance, and Cronbach’s alpha coefficient.
After analyzing the data statistically, the results showed the following:
1- Middle school principals have a high level of high inclusion management from a point of view Their teachers.
2- The variables of gender as a whole and years of service did not affect the high level of inclusion management among managers Middle schools from the point of view of their teachers.
3 - The researcher came up with several recommendations, including: emphasizing the high-inclusion management style followed by middle school principals and urging them to adhere to it and work to strengthen it, and not relying on teachers’ personal variables in judging the high-inclusion management style of middle school principals. The researcher suggested conducting research on principals. Other primary and middle schools and inform principals of the importance Managing high inclusion and achieving the goals of the educational institution.
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DOI: 10.33899/vk5kt240
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