دور مديري المدارس بالمحافظات الجنوبية في تعزيز النمو المهني للمعلمين في ضوء معايير الاعتماد المدرسي وسبل تطويره
The study aimed to identify the role of school principals in the southern governorates in promoting the professional growth of teachers in light of the criteria of school accreditation and ways of developing it. The researcher adopts the descriptive analytical approach and used the questionnaire which consisted of (50) paragraphs divided into five areas: planning and management, curriculum and teaching methods, communication and human relationships, evaluation, supervision and training. The study population consists of all male and female teachers at primary and secondary governmental schools in the southern governorates, which number (8359) teachers, and the sample of the study included (368) male and female teachers. The main study results: 1) The degree of the practice by school principals in the southern governorates of their role in promoting the professional growth of teachers in the light of the school accreditation’s criteria from the point of view of teachers reached a (high) degree, with a relative weight of (79.37%). 2) There are no statistically significant differences in the degree to which the principals of the southern governorate’s schools play their role in promoting the professional growth of teachers in light of school accreditation criteria due to the (gender and scientific qualification) variables. 3) There are statistically significant differences in the degree to which the principals of the southern governorate’s schools play their role in promoting the professional growth of teachers in light of school accreditation criteria attributed to the variable of years of service, in favors of (less than five years). The main recommendations: The researcher recommends holding meetings and workshops based on the needs of teachers, encouraging teachers to communicate with each other in order to serve their professional growth. The study also recommends concentrating on teachers’ aims and plans, taking their suggestions into consideration, and encouraging exchange visits between principals in the same region as well as in different regions to ensure exchange of experience. (Author’s abstract)