The extent of kindergarten female principals' practice of leadership roles in using technology of communication and information

Abstract

This study aimed at identifying the extent of kindergarten female principals' practice of leadership roles in using technology of communication and information and identifying the differences between the mean scores of the research sample on the scale concerning the variables of dependence, the scientific qualification , years of service and training courses. To achieve this aim, the research depended on the analytical descriptive approach.

The scale was applied on a random sample which consisted of (300) of kindergarten female principals in Damascus city in the second term of the academic-year 2019-2020. The questionnaire tool was implemented to achieve the aim of the study.

The research results indicated that there were statistically significant differences at the level (0.05) between the mean scores of kindergarten female principals on the whole score of the scale concerning their practice of leadership role due to the kindergarten  dependence variable in the group of public and private kindergarten of teachers (women society) in favour of public kindergarten, and in the group (private and teachers syndicate and women society) in favour of kindergarten. It was not significant in the group of teachers syndicate and women society.

 The results also showed that there were statistically significant differences at the mean scorers of kindergarten female teachers on the whole score of the scale concerning their practice of leadership roles due to the variable of the scientific qualification in the group of (secondary, institute, and license) in favour of institutions and license, and in the group of (institute and license)in favour of the institute. The results also indicated that there were statistically significant differences at the level (0.05) between the mean scores of kindergarten principals on the whole score of the scale concerning their practice of leadership roles due to the variable of years of service in the group (less than 5 years-15 years), (10years and more) in favour of 15 to10 and in favour of the group more than 10years. It was not significant in the group (5-10 years, and more than 10years).

The results also in indicated that there were statistically significant differences at the level (0.05)between the mean scores of kindergarten female principals on the whole score of the scale concerning their practice of leadership roles due to the variable of training courses in the group(less than 3 courses and 3 courses and more than 5 courses) in favour of less than 3courses . It was significant in the group (from 3-5 and more than 5 courses) in favour of 3-5 courses