واقع القيادة المدرسية في القدس في ضوء نظرية "فولان" لقيادة التغيير ومدى قدرتها على إحداث التغيير المطلوب
The main objective of this study was to investigate the reality of change leadership in Jerusalem schools in light of Fullan's theory of change leadership, and to measure the extent to which Jerusalem schools’ principals have change – leadership mentality. The research also sought to identify the potential supporting factors and obstacles that prevent them from translating their thinking of change on the real ground. To achieve this purpose, a closed questionnaire was developed, and conducted on a sample of (180) principals in Jerusalem schools from different supervisory authorities (Palestinian Authority, UNERWA, Private, Ministry, Municipality), based on the available educational literature, and in coordination with Michael Fullan's thoughts and suggestions. The questionnaire results were used as a benchmark for holding five semi- structured interviews with principals, for the purpose of triangulating the findings, as well as Ten semi- structured interviews with teachers. The researcher adopted a mixed-methods approach, with an analytical descriptive design. The study findings revealed that the reality of educational leadership in Jerusalem in light of the change of leadership proposed by Fullan came to a large degree. Additionally, the results indicated that there were no statistically significant differences attributable to the variables of gender and years of experience, with the presence of a statistically significant differences due to the variable of the supervising authority in favor of the municipality schools. The results also showed the presence of statistically significant differences due to the interaction between the variables of gender and years of experience, where the difference was in favor of males with less than five years of experience. The results indicated that there were statistically significant differences due to the interaction between the variables of gender, years of experience and supervisory authority. The majority were in favor of males with less than five years of experience in UNERWA, private, and authority schools. Through the qualitative findings of the study, the researcher found a number of ultimate factors that represent a double-edged sword that supports or obstructs the process of leading change, including understanding change leadership, school vision, social factors, financial factors, logistical factors, aspirations and future prospects. Moreover, the results showed that the political factor was the greatest impediment obstacle to leading change in Jerusalem schools. In light of its results, the study ended up with a set of recommendations for future research and for policy makers in supervisory bodies, civil society institutions and donors. (Author’s abstract)