دور مديرات مدارس الطفولة المبكرة في تنمية مهارات القيادة الصفية للمعلمات في ضوء الاتجاهات التربوية الحديثة، من وجهة نظر المعلمات
The study aimed to identify the role of early childhood school principals in developing the classroom leadership skills of teachers in light of modern educational trends from the point of view of teachers. Study Methodology and Tool: The researcher used the descriptive survey method, and used the questionnaire as a tool for the study, which included three axes: The axis of classroom leadership skills for principals, the axis of challenges facing school principals and the axis of proposed solutions to improve the role of school principals). Study population and sample: Early Childhood Schools in Jeddah Education Department, and a simple random sample was selected and numbered (220) teachers. Results of the study: The degree of early childhood school principals’ performance of their roles in developing classroom leadership skills for female teachers in the light of modern educational trends from the teachers’ point of view reached 4.49, strongly agreeing. To identify from their points of view on the role of principals of childhood schools in developing their classroom leadership skills according to the variable of educational qualification, years of experience and age of female teachers. As for the challenges faced by principals of early childhood schools towards performing their roles in developing classroom leadership skills for female teachers in the light of modern educational trends from the teachers’ point of view, it came with an average of 4.13 Teaching staff with an average of 4.40 , then the large number of tasks entrusted to the principal, distributed between administrative and educational supervision, with an average of 4.36.As for the proposed solutions to improve the role of principals of early childhood schools in developing classroom leadership skills for female teachers in the light of modern educational trends from the point of view of female teachers, with an average of 4.56, the first ranks came first by developing remedial programs to address some behaviors of pupils inside the classroom with an average of 4.64, second by activating The role of the student mentor to solve the problems that students suffer from, with an average of 4.63. Thirdly, qualifying early childhood school teachers to deal with the characteristics of the stage’s growth, with an average of 4.60. Fourthly, holding training courses in classroom leadership for both teachers and principals. Fifthly, setting accurate performance criteria and indicators for selecting school principals. Recommendations: The researcher reached several recommendations through the results obtained, the most important of which is to provide more powers to school principals in support to improve the quality of classroom performance, organizing training courses to develop classroom leadership skills and deal with the characteristics of early childhood for each of the teacher principals, activating professional learning communities to exchange experiences between teachers and school principals, in addition to enhancing the role of student counselors in childhood schools through effective communication with parents. (Published abstract)