درجة ممارسة مديري مدارس لواء البادية الشمالية الغربية للقيادة التبادلية والتحويلية وعلاقتها بالانغماس الوظيفي للمعلمين
The study aimed to identify the degree of practicing transactional and transformational leadership styles by school principals of the Northwestern Badia District, and its relationship to the job involvement of teachers, and to identify the impact of the variables (gender, educational qualification, and years of experience) in that. The study sample consisted of (350) male and female teachers, who were chosen randomly from the study population. The descriptive, correlational survey method was used, and a questionnaire was used as the tool to collect data from the study sample. The results showed that: 1) the degree of practicing transactional and transformational leadership styles by school principals of the Northwestern Badia District was high, where the transformational leadership came in the first place and the transactional leadership came second place. The dimensions of the transactional leadership were arranged as follows: the situational reward ranked first, followed by the positive management by exception, which came with high degrees, and in the third rank came the management by negative exception with a moderate degree. As for the dimensions of transformational leadership, all of them came with a high degree. With regards to the dimensions of job involvement of teachers, all dimensions came with a high degree. The behavioral involvement came in the first place, the cognitive involvement in the second place, while the emotional involvement came in the third place. The results also showed that there were statistically significant differences due to the impact of gender and years of experience in the degree of practicing transactional and transformational leadership styles, and there were statistically significant differences due to the impact of the educational qualification in transformational leadership, and the differences came in favor of the bachelor’s degree, while it was found that there were no statistically significant differences in the transactional leadership. 2) There were statistically significant differences attributable to the impact of sex in all dimensions of job involvement of teachers except for the dimension of cognitive involvement, and the differences came in favor of males. No statistically significant differences attributable to the impact of years of experience and educational qualification were found. 3) There is a positive correlation between the degree of practicing transactional and transformational leadership styles and the level of job involvement of teachers. In light of the results, the researcher recommended a number of recommendations, including the adoption of transactional and transformational leadership styles by school principals by taking advantage of the qualities of motivation and rewards. The researcher also recommends conducting more future studies to link modern leadership styles with important administrative variables that are reflected in teachers' performance in the educational domain, such as empowerment, self-efficacy or morality. (Author’s abstract)