مستوى ممارسة المديرين للقيادة التحويلية داخل الخط الأخضر من وجهات نظر المعلمين
This study aimed to identify the degree of transformational leadership practiced by school principals within the Green Line from the perspective of teachers. To achieve this, a mixed-methods approach was adopted, utilizing both questionnaires and interviews for data collection. The questionnaire was administered to a sample of 433 teachers, selected through simple random sampling, and interviews were conducted with fifteen teachers. The study indicated that the degree of transformational leadership practiced by school principals within the Green Line, according to the teachers' perspective, was significant, with variations across different areas of transformational leadership. The results showed statistically significant differences between the mean scores of the study sample's estimates of the principals' transformational leadership across its four dimensions, attributed to the variable of job position. However, there were no statistically significant differences between the mean estimates of teachers regarding the principals' transformational leadership in the four dimensions attributed to variables such as years of experience, type of city, teacher’s gender, academic qualification, and principal’s gender. Interview results also indicated that the most commonly practiced leadership behaviors by principals within the Green Line included providing support, encouragement, and acting as role models for teachers. Additionally, creating a supportive, cooperative, and motivational work environment positively impacted colleague relationships and professional performance. Based on these findings, the study recommended adopting training programs and workshops to develop transformational leadership skills among principals through the establishment of a regular monitoring and evaluation system to use errors and problems as opportunities for learning and continuous improvement in the educational process. (Published abstract)