Journal of Islamic Studies (Jan 2006)
Administrative Techniques of Limtting Techers' Professional Stresses in Male Public Secondary Schools of Almadinah Almuna wwarah
Abstract
The purpose of this study was to delineate the range of principals' practices of administrative techniques of limiting teachers' professional stresses: managing school culture, redesigning jobs, effective leadership, motivation, solving work conflicts, continuous improvement of teachers' performance, evaluating teachers' performance, and improving work facilities. Differences in the viewpoints of teachers and principals toward the range of principals' practices of administrative techniques of limiting teachers' professional stresses due to educational background, work experience, obtained training sessions, type and size of school building, along with participants viewpoints and suggestions to accelerate principals' role in limiting teachers' professional stresses in male public secondary schools in Al-Madinah Al-Munawwrah were also investigated. The sample of this descriptive survey research consisted of 66 principals and vice principals and 145 teachers, selected randomly. To achieve the purpose of this research a questionnaire of 75 statements was developed and divided into eight dimensions. Its validity and stability were determined through the utilization of the product-moment correlation coefficient , Pearson r, , which value was 89% with a statistical significance of 0.001. Collected data were analyzed by statistical procedures including frequencies, percentages, arithmetic means, standard deviation, T-test, a one-way analysis of variance, and Pearson Correlation coefficient. Major findings were as follows: 1- Principals and teachers perceived that principals are practicing administrative techniques of limiting teachers' professional stresses to a medium degree. 2- Principals and teachers perceived that principals are practicing administrative techniques of limiting teachers' professional stresses in the following manner: mostly practiced is teachers' performance evaluation and least practiced is motivation., while managing school culture, redesigning jobs, and effective leadership weighed equally by both parties. 3- There were significant statistical differences at 0.05 between principals' and teachers' viewpoints about the range of practicing administrative techniques of limiting teachers' professional stresses in favor of principals. 4- There were no significant statistical ditTerences at 0.05 among principals' viewpoints about the range of practicing administrative techniques of limiting teachers' professional stresses due to educational background, work experience in school administration, type and size of school building_ 5- There were significant statistical differences at 0.05 among principals' viewpoints about the range of practicing the techniques of teachers' performance evaluation and improving work facilities due to obtained training sessions in school administration in favor of principals who got them. 6- There were no significant statistical differences at 0.05 among teachers' viewpoints about the range of practicing administrative techniques of limiting teachers' professional stresses by principals due to educational background, work experience, obtained training sessions in teaching, and the type and size of school building. Finally, in the light of the previous findings the researcher cited some recommendations, a suggested strategy that might be beneficial in increasing principals' practices of administrative techniques of limiting teachers' professional stresses, and suggestions for further studies
