شبكة المعلومات العربية التربوية

The present study aimed to identify the predictive power of school administration patterns in Jordanian public schools in influencing the teaching performance of teachers and to achieve the objectives of the study, the relational descriptive approach was followed, as the study population consisted of all public secondary school teachers of the Jerash Education Directorate of 2136 teachers. Moreover, a teacher for the academic year (2020-2021 AD), and the study tool represented by a questionnaire was applied to the study sample consisting of (385) male and female teachers who were randomly selected from the study population, and the study found that the most administrative patterns of secondary public school principals in Jordan is the democratic pattern. The study also showed that there is an effect of the prevailing pattern on the teaching performance of teachers. Moreover, the study showed that the teaching performance of teachers could be predicted through the prevailing administrative pattern. The study recommended the necessity of increasing the Ministry of Education’s interest in administrative patterns and knowing the administrative patterns prevailing in the field to know the low level of effectiveness of some of them. In addition, to provide the necessary support to activate what suits them. (Published abstract)