Role of The School Principals in Facing the Challenges They Encounter

This study aimed at identifying the role of the school principals in facing the challenges they encounter. The study employed the descriptive method, and the study population consisted of the male and female school principals, who were working in Qasabat Irbid (Jordan) Directorate of Education (n=209) in the academic year 2019/2020. The sample comprised (168) male and female principals, i.e. (80%) of the study population. The researcher constructed a questionnaire specially designated to identify the role of the male and female school principals in facing the challenges they encounter. It consisted of (36) items distributed over six domains: (improving the organizational climate, performance development, dealing with the school workers, dealing with the students, providing the modern educational technologies, and communication with the parents and the local community). The scientific coefficients of the study instrument were obtained through calculating the content validity, where the total reliability coefficient amounted (0.86). The means (M's), standard deviations (SD's) were calculated, and t-test, One-Way ANOVA, were applied to identify the differences between the means and answer the study questions. The results showed that the level of the school principals in facing the challenges they encounter was at a medium degree in all the domains. The total mean amounted (3.60) with (72.25) relative significance. There were no differences in the role of the school principals in facing the challenges they encounter ascribed to the gender variable, nor were differences in the domains: (improving the organizational climate, dealing with the school workers, dealing with the students, and providing modern educational technologies) ascribed to the academic degree variable. On the other hand, there were differences in the domains: (performance development and communication with the parents and local community) ascribed to the academic degree variable, which were in favor of higher than BA academic degree. Furthermore, there were no differences in the domains: (improving the organizational climate, dealing with the school workers, dealing with the students, providing modern educational technologies, and communication with the parents and local community). Meanwhile, there were differences in the performance development domain ascribed to the experience years' variable, and were in favor of "Less than 10 year experience".