Preparatory School Principals’ Administrative Efficiency from In-service Teachers’ Perspective

Abstract

This paper investigates the administrative efficiency of selected preparatory principals as viewed by in-service teachers. To do so, 316 in-service teachers (m/f) who are currently engaged in duty in the schooling calendar 2021-2022 from various Mosul-based preparatory schools have been chosen and are. The aim is to analyze competence, proficiency, and efficiency as administrative core elements in the rating of many preparatory principals. The methodological tool consisted of a designed test-like questionnaire to be distributed to the subjects following written consent to participate in the study. Test validity, reliability, and standardization were measured following a test/ re-test technique and a coefficient-based analysis. After the computation of the data and the processing of frequencies, test results have shown that;

1.There, are, statistically, significant, differences, in the preparatory principals’ administrative competence in favor of, the sample-related arithmetic mean.

2.There are no statistically gender-differentiated significant differences in the preparatory principals’ administrative competence from in-service teachers’ perspectives.

In view of the above analysis, the paper proposed several recommendations and remedial suggestions that can help analyze, improve, and tackle further the problem of administrative proficiency.