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This study aimed to measure the degree of practicing transformational leadership by superintendents in Amman, as perceived by educational supervisors. In order to achieve the study goals, a random sample of 207 male and female educational supervisors was selected during the academic semester 2016/2017, a questionnaire was designed then validity and reliability were tested. After completing the questionnaires by selected samples and analyzing the data, main findings were: The degree of practicing transformational leadership by superintendents in Amman, as perceived by educational supervisors was low and no presence for statistical significant differences among study sample in experience variable. The presence of statistical significant differences among study sample is due to educational qualification variable and toward graduate studies. In light of the findings, the researcher recommended: Conducting similar researches about transformational leadership in other educational institutions. [ABSTRACT FROM AUTHOR]

The research aims to identify the practice of multi-factor leadership among academic leaders at Al-Baha University according to some variables. The method is analytical descriptive approach. The sample consisted of (404) faculty members at Al-Baha University. A Questionnaire (MLQ) for Bass & Avolio (1999) was used. The results are: the highest percentage of practice in two styles of transformational and Transactional leadership together is (63.86%), followed by practicing the three leadership styles together (20.29%), followed by practicing the two styles of Transactional and Lassiez faire leadership together (8.66%). Practicing Lassiez faire is(4.45%). Practicing transactional leadership is (1.48%), and transformational is (1.23%). The degree of all dimensions for transformational are practiced highly. The dimensions of the transactional are high; except for management by exceptions (active) is a medium degree. The Lassiez faire rank is the third with a low degree. The results indicated that there were no statistically significant differences in the practice of multifactorial leadership styles depending on the type and academic rank, and the presence of statistically significant differences on the transformational and reciprocal leadership styles attributed to the years of experience in favor of (5-10), and there were no significant differences on the permissive leadership style. There are differences in the practice of permissive leadership style according to specialization in favor of humanitarian specialization. [ABSTRACT FROM AUTHOR]

The study aimed at knowing the design of a training program based on transformational leadership and measuring its effectiveness in developing managerial creativity skills for governmental high schools' directors in Riyadh, and to achieve the goals of the study, the experimental approach was used, and the researcher designed a training program based on transformational leadership, and a score of managerial creativity as tools for collecting information. The study sample included (60) directors of high school directors, divided into two groups as (30) for the study group, (30) for the control group, and the study showed the following findings: There are no statistically significant differences between the mean scores of each of the study and control group members on the score of managerial creativity in the pre-assessment. There are statistically significant differences between the mean scores for each of the study and control group members on the score of managerial creativity in the post-assessment in favor of the study group. There are statistically significant differences between the mean scores of the sample members of the study group between the pre- and postassessments on the score of managerial creativity in favor of the postassessment attributable to the implementation of the training program based on transformational leadership. There are statistically significant differences on the axes of the score of managerial creativity and the total score of the study and control groups in the post-assessment due to sociodemographic variables (age, educational qualification, number of years of experience), in favor of the oldest age, the higher educational qualification, and the highest in number of years of experience. In view of the foregoing, the study recommended the significance of developing and improving the skills of managerial creativity for the directors of governmental high schools, as well as eligibility in the Riyadh region through training on transformational leadership. [ABSTRACT FROM AUTHOR]

This study investigated the degree of practicing the dimensions of transformational leadership and its relation in developing social responsibility among Jordanian university presidents from the perspective of the deans of some colleges in these universities. The study adopted the descriptive survey method. The sample of the study consisted of (85) deans chosen randomly. For the purpose of this, study two questionnaires were designed to measure the degree of practicing the dimensions of transformational leadership and social responsibility. The results of the study showed that the degree of the practice of university presidents of transformational leadership was generally high (3.73). It also showed statistically significant differences at (α≤0.05) in practicing the dimensions of transformational leadership. The results similarly showed that the degree of the practice of presidents of Jordanian universities on social responsibility is average in general (3.49). Finally, the results showed a positive and high correlation relationship (R = .741) between the degree of the practice of university presidents of transformational leadership and the development of social responsibility from the viewpoint of deans of colleges in these universities. In light of these results the researcher recommended a set of recommendations. [ABSTRACT FROM AUTHOR]

The study aimed to identify the practicing degree of transformational leadership of secondary schools’ principals in capital Sana’a from the point of view of teachers, and the effect of gender, educational qualification and years of experience. To achieve the goals of the study, the researcher used descriptive analytical method for relevance to the subject of the study. The researcher design questionnaire consisted of (36) items, spread over (4) areas and the veracity of the tool has been confirmed in two ways: sincerity of arbitrators and sincerity of internal consistency, and stability has been confirmed in two ways: retail midterm and Alpha Kronbach way. The population of the study was (1620) principals. The questionnaire was distributed to a sample of 324 principals (males and females) (20%) of the study's population. The sample of study was chosen randomly. The result of the study showed that the practicing degree of transformational leadership of secondary schools’ principals in capital Sana’a from the point of view of teachers is generally average. The response to the questionnaire was in general (69.2%). The estimate of the tool was generally average and it came in the first rank after the perfect effect with a mean (3.51), and a standard deviation (1.046) and came after individual considerations for others in the second rank with a mean (3.47) and a standard deviation (1.061). In the third rank came after stimulation inspirational with a mean (3.44) and a standard deviation (1.073), and in the fourth and final rank came after intellectual stimulation with a mean (3.40) and a standard deviation (1.088). It can be inferred from this result that the majority of secondary schools’ principals in the capital Sana'a practicing transformational leadership style and dimensions moderately according to the responses of the sample of the study. In addition, the result of the study showed that there are no statistically significant differences at the level of (α = 0.05) in the practicing degree of transformational leadership of secondary schools’ principals in capital Sana’a from the point of view of teachers at the level of resolution in general and across all fields due to the variables of sex, and educational qualifications and years of experience. [ABSTRACT FROM AUTHOR]

The study aimed to identify the practicing degree of transformational leadership of secondary schools’ principals in capital Sana’a from the point of view of teachers, and the effect of gender, educational qualification and years of experience. To achieve the goals of the study, the researcher used descriptive analytical method for relevance to the subject of the study. The researcher design questionnaire consisted of (36) items, spread over (4) areas and the veracity of the tool has been confirmed in two ways: sincerity of arbitrators and sincerity of internal consistency, and stability has been confirmed in two ways: retail midterm and Alpha Kronbach way. The population of the study was (1620) principals. The questionnaire was distributed to a sample of 324 principals (males and females) (20%) of the study's population. The sample of study was chosen randomly. The result of the study showed that the practicing degree of transformational leadership of secondary schools’ principals in capital Sana’a from the point of view of teachers is generally average. The response to the questionnaire was in general (69.2%). The estimate of the tool was generally average and it came in the first rank after the perfect effect with a mean (3.51), and a standard deviation (1.046) and came after individual considerations for others in the second rank with a mean (3.47) and a standard deviation (1.061). In the third rank came after stimulation inspirational with a mean (3.44) and a standard deviation (1.073), and in the fourth and final rank came after intellectual stimulation with a mean (3.40) and a standard deviation (1.088). It can be inferred from this result that the majority of secondary schools’ principals in the capital Sana'a practicing transformational leadership style and dimensions moderately according to the responses of the sample of the study. In addition, the result of the study showed that there are no statistically significant differences at the level of (α = 0.05) in the practicing degree of transformational leadership of secondary schools’ principals in capital Sana’a from the point of view of teachers at the level of resolution in general and across all fields due to the variables of sex, and educational qualifications and years of experience. [ABSTRACT FROM AUTHOR]