دور برنامج القيادة المدرسية في المركز التخصصي للتدريب المهني للمعلمين في تطوير المهارات القيادية لدى خريجيه من مديري المدارس ومساعديهم
The study aimed to identify the role of the school leadership program in the specialized center for professional training for teachers in developing leadership skills among its graduates from school principals and their assistants, and whether there are statistically significant differences attributable to the demographic variables (gender, job experience, and educational qualification) The study sample consisted of (204) graduates, which covered five governorates (Muscat, North Al Batinah, South Al Batinah, North East, and Al Dakhiliya) selected randomly. The study adopted the survey descriptive method, and the questionnaire was used to measure the extent of school administrators and their assistants' leadership skills were developed, which included eight dimensions (strategic planning, composition of work teams, delegation and administrative empowerment, employment of technology in the educational process, and school conflict management change management, job performance evaluation, and work stress management). The main results of the study show that the role of the school leadership program in the Professional Training Center for Teachers in developing leadership skill was a "large" degree in the overall average with Mean of 2.61, team building skill came in the first place with an average Mean of 2.72, and school conflict management skill came in the last rank with an average Mean of 2.45. The results of the study also reveal that there are statistically significant differences for the role of the school leadership program due to gender variable in favor of females in seven dimensions, and academic qualification variable (Bachelor - Postgraduate) in the dimension of technology utilization in the educational process in favor of the Bachelor degree. There were not statistical significant differences for the role of the school leadership program in developing leadership skills due to gender variable in the dimension of technology use skill in the educational process, and the variable of job experience (less than 10 years - 10 years or more) in all dimensions , and the variable of educational qualification (Bachelor's - Postgraduate) in seven elements. (Author’s abstract)