Examining Transcendent Leadership Practices: Perspectives of Public-School Principals in Amman as Perceived by Teachers

Bilal Fayiz  Obeidat; Mohammad Salman  AlKhaza’leh; Samer Abdel  Hadi; Mohammed Njim Ibrahim  Elyat; Mohammad Bassam  Mustafa

doi:10.36941/jesr-2024-0051

Authors

Bilal Fayiz Obeidat College of Education, Humanities and Social Sciences, Al Ain University, Abu Dhabi, UAE
Mohammad Salman AlKhaza’leh College of Education, Humanities and Social Sciences, Al Ain University, Abu Dhabi, UAE
Samer Abdel Hadi College of Education, Humanities and Social Sciences, Al Ain University, Abu Dhabi, UAE
Mohammed Njim Ibrahim Elyat Public law, Faculty of law, Arab Open University, Sultanate of Oman, Muscat, Oman
Mohammad Bassam Mustafa Arab Educational Training Center for Gulf States, Doha, Qatar

DOI:

https://doi.org/10.36941/jesr-2024-0051

Keywords:

leadership, transcendental leadership, school principals, teachers

Abstract

This research aimed to ascertain the extent of transcendental leadership implementation among public school principals in Amman. Employing a descriptive relational methodology, the study encompassed the entire cohort of male and female educators within Amman's public school system, totaling 1942 individuals. A representative sample comprising 20% of this population, 400 male and female educators, was randomly selected for participation. Subsequently, a comprehensive assessment tool was devised to gauge the prevalence of transcendental leadership practices. The findings of this study revealed a pronounced prevalence of transcendental leadership practices among public school principals in Amman, as perceived by teachers. Notably, all dimensions of the assessment tool manifested a high level of endorsement. Based on these outcomes, the study advocates for a heightened emphasis on facilitating self-evaluation among teachers by school principals in Amman. Furthermore, it underscores the imperative of innovating teaching methodologies to enhance organizational effectiveness within the educational domain.

Received: 20 February 2024 / Accepted: 29 April 2024 / Published: 5 May 2024