The Organizational Ambidexterity of School Principals in Hebron Governorate from the Teachers' Point of View
DOI:
https://doi.org/10.31185/eduj.Vol53.Iss1.3566Abstract
This study aimed to determine the extent of organizational ambidexterity among school principals in Hebron governorate, as perceived by teachers. Additionally, it sought to investigate whether there were statistically significant differences, at a significance level of α≤ 0.05, in the average responses of the study sample members based on the following variables: gender, educational qualification, years of experience, and educational stage. The study adopted an analytical descriptive (quantitative) approach.
During the academic semester of 2022/2023, a sample of 323 male and female teachers was selected using the stratified random sampling method. These teachers were given a questionnaire consisting of 46 items, divided into four areas: ambidexterity in optimizing opportunities, ambidexterity in exploring new opportunities, ambidexterity in maximizing material resources, and ambidexterity in maximizing human resources.
The study findings revealed a high degree of availability of organizational ambidexterity among school principals, as perceived by teachers. The total score indicated an arithmetic mean of 3.88. Furthermore, there were no statistically significant differences, at a significance level of α≤ 0.05, in the average responses of the study sample regarding the availability of organizational prowess, with respect to the variables of educational qualification and years of experience. However, statistically significant differences were observed, at the same significance level, in the average responses of the study sample regarding the availability of organizational prowess, based on the variables of gender and educational stage.
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