درجة الاستقواء الإداري لدى مديري المدارس في محافظة المفرق وعلاقتها بالأداء الوظيفي
The purpose of the study is to investigate the degree of administrative bullying of school principals in Mafraq governorate and Its relation to job performance; as well as the effect of gender, scientific qualification and experience on that. The researcher adopted the descriptive survey approach as it fits the nature of the study. The population of the study consisted of (8378) male and female teachers for the schooling year 2019/2020, as the sample consisted of (385) male and female teachers, the researcher developed a questionnaire consisted of two parts; the first measuring administrative bullying within (29) items; the second: to measure teachers' job performance within (21) items. The researcher checked validity and reliability. The findings of the study showed that the degree of administrative bullying was in an average level, there were significant statistical differences attributed to gender in all domains and in the total score except for observation and evaluation in favor of females; there were no significant statistical differences attributed to scientific qualification. Further, there were no significant statistical differences attributed to experience in all domains except for follow up and evaluation in favor of long experiences. Moreover, the findings showed that job performance level among teachers was in an average level as perceived by them. There were significant statistical differences attributed to gender in favor of females. There were significant statistical differences attributed to scientific qualification in favor of Bs degree. However, there were no significant statistical differences attributed to experience. The findings showed that there is a negative relationship between administrative bullying and job performance among teachers. According to the results of the study the researcher recommended; the necessity of preparing training programs and courses for school principals, with the aim of identifying and upgrading evolving administrative methods, developing religious and ethical values, developing concepts of tolerance and dialogue, and their social communication skills, and holding training courses for teachers continuously to improve job performance and evaluate them continuously, and to provide material and moral incentives for teachers to raise performance. (Author’s abstract)