شبكة المعلومات العربية التربوية

This study aims to identify the role of the school principals in the secondary school's of Palestine's Southern governorates in developing Professional Learning Communities. This study consists of the secondary schools teachers in the governorates of the east west and north for the year (2019) number of population (2277) numbering of sample (400) male and female teachers. Return (364) questionnaire. The researcher used the questionnaire as the study tool which consisted of six areas (the shared vision, supportive leadership, cooperative learning, supportive circumstances, results of personal practices, learning concentration) The study drew on both the descriptive analytical approach and the constructive approach. The researcher also drew on the group as an essential tool to propose ways to develop the role of the school principals in secondary schools in developing professional learning communities. The results show that: 1) the role of the school principals in developing Professional Learning Communities in Southern Palestinian was very high, with a relative weight of (75,25). 2) There are statistically significant differences between the average estimates of the study sample for the role of school principals in developing Professional Learning Communities, due to the gender variable, the differences were in favour of female. 3) There are no statistically significant differences between the average estimates of the study sample for the role of the school principals in developing Professional Learning Communities attributed to the variable of the scientific qualification. 4) There are statistically significant differences between the average estimates of the study sample for the role of school principals in developing Professional Learning Communities, due to the variable of years of experience, the differences were in favour for those who are (14 years & more). Main recommendations: 1) Provide an enhanced school environment for mutual cooperation and personal growth among members of the school community. 2) Establishing a culture of sustainable professional development within the school. 3) Expand teacher participation in planning and vision formulation processes. 4) Enhance the participation of workers in development activities and participation in school leadership. 5) Building guiding principles and codifying the common vision and values that support learning communities. (Author’s abstract)