درجة ممارسة القيادة العلائقية وعلاقتها بمستوى المسؤولية المجتمعية لدى مديري مدارس تربية الزرقاء الثانية
The study aimed to identify the degree of relational leadership practice and its relationship with the level of social responsibility among the principals of the second Zarqa education schools from the teachers' point of view, and to know if there were statistically significant differences due to the variable of gender, academic qualification, and years of experience. The study was applied to a sample of teachers from the second Zarqa education schools. The sample consisted of (385) male and female teachers. An electronic questionnaire (Google forms) was distributed to them, which consisted of two axes: the first included relational leadership, and consisted of (33) items distributed over five areas (Ethics, Empowerment, comprehensiveness, strength and influence, vision and mission), while the second axis included social responsibility and consisted of (19) paragraphs, and its validity and stability were verified, as the study reached the following results: 1) The degree of relational leadership practice among the principals of the second Zarqa education schools is medium. 2) There were statistically significant differences at the level of the function (α ≤ 0.05) in the average responses of the study sample members about the degree of relational leadership practice of the second Zarqa education principals from the teachers' point of view due to the gender variable and in favor of females. And there were no statistically significant differences due to the variables of educational qualification and years of experience. 3) The level of social responsibility of the principals of the second Zarqa education schools from the teachers' point of view was average. 4) And there were statistically significant differences at the function level (α≤ 0.05) in the average responses of the study sample members about the level of responsibility of the second Zarqa education directors from the teachers' point of view due to the gender variable and in favor of females. 5) And there were no statistically significant differences due to the variables of academic qualification and years of experience. And there is a positive, direct, statistically significant relationship at the level of the function (α≤0.01) between the degree of practice of relational leadership by the school principals of the Directorate of Education in the second Zarqa region and the level of social responsibility. In light of the results, the researcher recommends a set of recommendations, the most important of which are: Interest in strengthening relational leadership and social responsibility among school principals as concepts that affect the school. (Author’s abstract)