القيادة الناعمة ودورها في استثمار رأس المال الاجتماعي بمدارس التعليم الثانوي الحكومي
The research aimed to identify level of female principals’ application of soft leadership dimensions, and their level of investment in social capital in secondary schools, while revealing degree to which application of soft leadership contributes to investing in social capital from the point of view of female teachers. To achieve objectives, descriptive-analytical approach was used in its correlational style, and questionnaire was used as a tool applied to a sample consisting of (312) female government secondary education teachers in city of Jeddah. The research found that level of female principals’ application of soft leadership dimensions in secondary schools is high, as effective communication dimension came in first place, then shared vision dimension, followed by emotional intelligence dimension. The level of social capital investment by female principals in schools was average, as relational dimension came first, then structural dimension, followed by cognitive dimension. The results also showed that the degree to which application of soft leadership and its dimensions contributed to the investment of social capital by female principals’ had a relative impact of (62%), as emotional intelligence dimension had the greatest impact on investing social capital in public secondary schools from the point of view of female teachers. According to the results, research recommends the following: 1 The need of holding periodic meetings to develop a future vision in partnership with teachers, to create work teams with diverse experiences /self-managing, and to identify desires and needs of school community for the purpose of providing necessary facilities. 2 Improving school performance at individual level by raising levels of trust and mutual respect between administration and members, and at organizational level by clearly defining work-related standards and providing opportunities for continuous cooperation. (Published abstract)