Date of Award

4-212

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Educational Leadership

Abstract

This study aims to identify the reality of the role of the school principal to motivate female teachers in the first cycle schools in the Ajman Educational Zone as seen by teachers, and its relationship to teachers' attitude towards the teaching profession. This study will also show the relationship between academic qualifications and experiences as independent variables and attitudes of teachers towards the teaching profession as dependant variable.

The researcher prepared the questionnaire which consisted of three main axes, the first axis deals with the reality of the roles of the school principal, while the second axis has dealt with teachers' attitudes towards the teaching profession. The third axis and the latter has to do with other factors that help to motivate teachers. The applied research questionnaire used a sample of (160) teachers in cycle 1 schools in the Ajman Educational Zone.

By using the SPSS program, the researcher conducted statistical analysis of the data and calculated means and standard deviations. The researcher also used (Kruskal Wallis) test; in order to know the relationship between variables and to find out if there were statistically significant differences, as well as the application of linear regression analysis to determine the strength of the relationship between the role of the school principal and the teachers' directions.

The results indicate that there is a statistically significant relationship between academic qualifications and teachers' attitudes among toward the teaching profession as the results show that there is a positive relationship between the reality of the role of the school principal and the teachers' attitudes towards the teaching profession. The results of the analysis also showed that the directors of schools of cycle 1 in the Ajman Educational Zone are keen to focus on specific roles such as a culture of cooperation, the opportunity to express opinions, building social relationships between the governing body of teaching. While paid less attention to other roles such as giving descriptive feedback to teachers, participatory decision-making process, as well as the weak delegating some of his powers. As a corollary to this fact, teachers' attitudes were based around the teaching profession in certain themes including increased self-esteem at work, and motivation to work under certain managers, and are not motivated by the profession itself: whoever the manager.

The results also show that teachers believe that the teaching profession is very cumbersome, they do not feel satisfied when they go to work.

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