درجة ممارسة مديري مدارس المحافظات الجنوبية بفلسطين للقيادة الريادية وعلاقتها بإدارة التميز المؤسسي في مدارسهم
This study aimed to identify the degree to which school principals in the southern governorates in Palestine practice entrepreneurial leadership and its relationship to managing institutional excellence in their schools from the teachers' point of view. The researcher used the descriptive analytical method and used two questionnaires; the first aimed to measure the degree to which school principals in the southern governorates in Palestine practice entrepreneurial leadership from the point of view of their teachers and consisted of (25) items distributed on five dimensions of entrepreneurial leadership: strategic vision, creativity, risk-taking, initiative, opportunity investment. The second questionnaire sought to measure the level of management of institutional excellence in the schools of the southern governorates in Palestine from the point of view of teachers. The study population consisted of all the male and female teachers of UNRWA schools in the southern governorates of Palestine, who numbered (8,709) male and female teachers, distributed on (11) educational areas affiliated with the international relief agency. The study sample, which was chosen randomly, included (368) male and female teachers. The most important results of the study are the following: 1) The degree to which the school principals of the southern governorates in Palestine practice entrepreneurial leadership in their schools from the point of view of their teachers came to a very large degree, with a relative weight of (88.00%). 2) There are no statistically significant differences at the level of significance (α≤0.05) between the sample members' average estimates of the degree to which school principals of the southern governorates in Palestine practice entrepreneurial leadership due to the variables of gender, academic qualification, and school stage, while there are statistically significant differences at the level of significance (α≤0.05) due to the variable of years of Service, for those whose years of service are less than 10 years. 3) The level of management of institutional excellence in the schools of the southern governorates in Palestine from the point of view of their teachers came to a very large degree, with a relative weight of (84.80%). 4) There are no statistically significant differences at the level of significance (α≤0.05) between the sample members' average estimates of the level of institutional excellence management in the schools of the southern governorates in Palestine due to the variables of gender, academic qualification, and school stage, and there are statistically significant differences at the level of significance (α≤0.05) due to the variable of years of service, for those whose years of service are less than 10 years. 5) There is a positive, statistically significant correlation at the level of significance (α≤0.05) between the average estimates of the study sample to the degree school principals in the southern governorates in Palestine practice entrepreneurial leadership practice, and their average estimates of the degree of practicing the management of institutional excellence in their schools. The most important recommendations of the study are as follows: 1) Working on setting clear standards and indicators for school performance, especially on modern leadership trends and practices, and integrating them into the framework of planning and quality. 2) The importance of developing a comprehensive practical guide for all areas of school work, based on practical procedures that work on building and consolidating the dimensions of entrepreneurial leadership in the practices of the leader and those working with him. 3) Designing a training program that includes activities, procedures and practical practices built on employing all dimensions of the management of institutional excellence in all administrative processes and exchanging experiences with partner schools. 4) The need for the official and supervisory departments of the education program to pay attention to establishing an effective system of rewards and incentives, based on enhancing outstanding performance and encouraging a culture of creativity and quality according to clear standards. (Author’s abstract)