Systematic Thinking Practice among Public School Principals in Jerash Governorate and its Relationship to the Teaching Performance of Teachers

Abstract

 The study aimed to identify systemic thinking among public school principals in Jerash Governorate and its relationship to the level of teaching performance among teachers. To achieve this objective, the correlational descriptive methodology was used. A tool was developed for the study, which included two main dimensions: systemic thinking among principals and teaching performance among teachers. The questionnaire was distributed electronically to teachers in Jerash Governorate, it included (291) teachers. The results of the study showed that the level of systemic thinking practice among public school principals was high, and the results also indicated a high level of teaching performance among teachers. Furthermore, the study revealed a statistically significant positive relationship between systemic thinking and teaching performance.