تأثير نمط القيادة (اللامركزية - المركزية) على تسرب المعلمين من مناصبهم في المدارس الإعدادية في داخل الخط الأخضر في ظل الثقافة التنظيمية
This study aimed to explore the impact of leadership style (centralized and decentralized) on teacher turnover from administrative positions in preparatory schools within the Arab community inside the Green Line. The research sample consisted of 9 teachers from various preparatory schools, representing diverse professional backgrounds, including teachers who currently hold administrative positions, those who have left such roles, and others who have never taken on administrative roles. A qualitative research methodology was employed, utilizing semi-structured interviews with these teachers, and the data was analyzed using grounded theory. The study found that a lack of prior training and unclear distribution of roles had a direct impact on teacher turnover from administrative positions. Additionally, it revealed that unwarranted administrative interventions and insufficient support negatively affected teachers' autonomy and decision-making capabilities. Teachers who had not taken administrative roles expressed concerns about failure due to a lack of career development opportunities and the necessary support. Based on these findings, the study recommended the development of specialized training programs for teachers before assuming administrative roles, the need for clear role distribution, enhanced administrative support, and the improvement of reward systems to encourage teachers to accept and remain in administrative positions. (Published abstract)