مستوى الكفاءة الذاتية لدى مديري المدارس الحكومية في تربية قصبة محافظة المفرق وعلاقتها بجودة الأداء لدى المعلمين
The study aimed to know the level of self-efficacy among public school principals in Qabat Mafraq education and its relationship to the quality of performance among teachers from their point of view. The descriptive, correlational approach was relied upon, and the study population was represented by all male and female teachers in Qabat Mafraq education for the academic year (2023-2024), The number of them is (2907) male and female teachers, and the study sample was chosen randomly from the study population, which numbered (870) male and female teachers. Two scales were prepared, 1) to measure the level of self-efficacy consisting of (17) items, distributed over three dimensions, which are: (administrative efficiency). For the school principal, the transformative competence of the school principal, the moral competence of the school principal), 2) to measure of the quality of performance of the teacher consists of (20) items distributed over three dimensions: These are (quality of performance in planning, quality of performance in the professional and scientific field, quality of performance in dealing with students). The results of the study showed that: 1) The level of self-efficacy among school principals from the point of view of teachers was high, and the results also showed that there were no statistically significant differences. In the estimates of the members of the study sample about the level of self-efficacy among school principals from the point of view of teachers, it is attributed to the variables of gender, years of experience, and educational qualification. 2) The level of quality of performance among teachers from their point of view was moderate. The results also showed that there were no differences. Statistically significant in the estimates of the study sample members about the level of quality performance among teachers from their point of view due to the variable gender, years of experience, academic qualification, 3) A positive correlation between the self-efficacy of school principals and the quality of performance of teachers. Accordingly, the researcher recommended: 1) Working to enhance self-efficacy, through training teachers to employ appropriate educational activities and methods in the curriculum, 2) Directing teachers to present the educational material in a sequential and coherent manner to facilitate its comprehension, 3) Encouraging teachers to practice appropriate reinforcement methods for learning outcomes, 4) Providing training courses that help teachers to Lesson planning in terms of choosing the appropriate topic, its objectives, and the appropriate time, 5) Training school principals to determine school management in terms of prioritizing job requirements and conducting the written work necessary for the job. (Author’s abstract)