القيادة التشاركية لدى مديري المدارس في لواء الكورة وعلاقتها بجدية العمل لدى المعلمين
The study aimed to explore the extent of practicing collaborative leadership by school principals in Al-Koura district and its relationship with the seriousness of work among teachers. To achieve the study's objectives and address its questions, a correlational descriptive methodology was employed. The study sample consisted of 350 male and female teachers randomly selected from government high schools affiliated with the ministry of education in Al-Koura district. A tool comprising 65 items distributed across various domains was developed for data collection. The results indicated that, according to teachers' perspectives, the degree of collaborative leadership practiced by school principals in Al-Koura district was moderate. Delegation of authority ranked first, followed by participation, while human relations ranked last. Furthermore, the study found no statistically significant differences at the significance level (α≤0.05) in the responses of the sample participants regarding the areas of the collaborative leadership scale (participation in decision-making, delegation of authority, and human relations) and the scale as a whole based on study variables (gender, academic qualification, and years of experience). Additionally, the results revealed that the level of seriousness at work among teachers in secondary schools in Al-Koura district, from their perspective, was moderate. The area of challenge and change ranked first, followed by commitment and participation, and control and authority came next. The study found no statistically significant differences at the significance level (α≤0.05) in the responses of the sample participants regarding the areas of the seriousness at work scale (challenge and change, commitment and participation, and control and authority) and the scale as a whole based on study variables (gender and academic qualification). However, differences were found based on years of experience, favoring the more experienced category. Moreover, the results showed a significant negative correlational relationship at the (α≤0.05) significance level between the degree of collaborative leadership practiced by school principals and the level of seriousness at work among teachers. The researcher recommended the organization of effective events and activities to enhance positive communication and interaction between principals and teachers. She also suggested providing training courses for principals on developing communication skills and building strong relationships with teachers. (Published abstract)