THE RANGE OF PRINCIPALS PRACTICING FOR MODES OF MANAGING REFRACTORY FEMALE TEACHERS IN PUBLIC SCHOOLS

Abstract

The purpose of this study was to determine the range of practicing principals for modes of managing refractory female teachers by their principals in female public schools of al-Madinah al-Munawwarah, results of such practice, and the relationship between practicing these modes and achieved results. Differences in the opinions of the sample regarding the range of principals' practice of modes of managing refractory female teachers according to their posts and educational level were also traced. The sample of this descriptive survey research consisted of 648 principals, vice principals, and teachers selected specifically from all levels ofpublic education. To achieve the objective ofthe study, a questionnaire of 74 statements was developed and divided on two dimensions. First, modes of managing refractory female teachers, consisted of 65 statements covering seven categories: principals' knowledge of themselves, firm confrontation, convincing, managing anger, body language, improving work environment, punishments. Second, results of principals' practice of modes of managing refractory female teachers consisted of9 statements. Questionnaire's validity and stability were determined by 30 referees. The value of questionnaire correlation co-efficient for the dimension of modes of managing refractory female teachers was 0.94 and for the dimension of results of principals' practice was 0.95 with a statistical significance of 0,001. An interview guide of 7 open-ended questions about the modes of managing refractory female teachers was also developed. Collected data were analyzed by statistical procedures including arithmetic mean, T-test, a one-way analysis of variance, a Scheffe Test, and Pearson's correlation co-efficient. While the interview data were analyzed through the investigative mode procedure.