The Degree of Practicing Authoritative Leadership and Its Relationship with Creative Behavior Among Secondary School Teachers in Jeddah

Alsalmy, Abdulrahman Hamed Habbab; Alahmadi, Mohammed Abdulrahman

doi:10.21608/jsrep.2024.409479

The Degree of Practicing Authoritative Leadership and Its Relationship with Creative Behavior Among Secondary School Teachers in Jeddah

Document Type : Original Article

Authors

¹ Department of Educational Administration, College of Education, King Abdulaziz University, Saudi Arabia..

² Department of Educational Administration, College of Education, King Abdulaziz University, Saudi Arabia.

10.21608/jsrep.2024.409479

Abstract

The current study aims to identify the extent to which high school leaders in Jeddah Governorate practice authentic leadership (AL), the level of creative behavior (CB) among high school teachers, and the relationship between these two practices. Additionally, the study seeks to determine whether there are statistically significant differences in the sample’s evaluations of the degree of (AL) and (CB) due to variables: specialization, academic qualifications, and years of experience. The researcher adopted a quantitative methodology, employing both survey and correlational approaches. The study utilized a questionnaire based on the (AL) Questionnaire, which consists of 16 items distributed across four dimensions: relational transparency, moral perspective, balanced processing, and self-awareness. (CB) was measured using Janssen’s scale, which includes 9 items. Responses were recorded on a five-point Likert scale, ranging from "very weak" to "very high" levels of practice. The study population comprised high school teachers in Jeddah Governorate, with a randomly selected sample of 443 participants, representing 11.9% of the population. The findings revealed that the degree of (AL) practice among high school leaders in Jeddah was high, with the dimensions ranked as follows: self-awareness, relational transparency, balanced processing, and moral perspective. The results also indicated that teachers exhibited a high level of (CB). A positive correlation was found between the practice of (AL) and the level of (CB), with the strongest correlation observed in the self-awareness dimension. Furthermore, no statistically significant differences were found at the 0.05 significance level in teachers’ evaluations of (AL) practices or (CB) based on specialization, academic qualifications, or years of experience.

Keywords

References

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