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DC Field | Value | Language |
---|---|---|
dc.contributor.author | حفصة خمڤاني | - |
dc.contributor.author | مصيطفى عبد اللطيف | - |
dc.contributor.author | وذان بشير | - |
dc.date.accessioned | 2020-11-10T09:47:12Z | - |
dc.date.available | 2020-11-10T09:47:12Z | - |
dc.date.issued | 2020-09-30 | - |
dc.identifier.issn | 2170-1121 | - |
dc.identifier.uri | http://dspace.univ-ouargla.dz/jspui/handle/123456789/24264 | - |
dc.description | Revue des Sciences Sociales et Humaines | en_US |
dc.description.abstract | In the present study, we tackle the extent to which primary-school headteachers follow the transformational leadership dimension from the perspective of the teachers there. To reach the goal of this study, we designed a questionnaire based on the framework of a previous theory that includes (21) paragraphs and four dimensions, then we distributed 94questionnaire on the primary-school teachers in Ouargla. The study found that, from the teachers' point of view, transformational leadership dimensions are applied, to varying extents, by the primary-school headteachers and that there is no statistically significant effect, due to the different expertise and educational qualifications, from applying these dimensions by the headteachers | en_US |
dc.language.iso | fr | en_US |
dc.relation.ispartofseries | numéro 43 SSH V12 N3 B; | - |
dc.subject | impact and gravity | en_US |
dc.subject | individual attention | en_US |
dc.subject | primary schools | en_US |
dc.subject | teaching experience | en_US |
dc.title | How primary-school headteachers follow transformational leadership dimensions from the perspective of the teachers | en_US |
dc.type | Article | en_US |
Appears in Collections: | numéro 43 SSH V12 N3 B 2020 |
Files in This Item:
File | Description | Size | Format | |
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S4362F.pdf | 161,77 kB | Adobe PDF | View/Open |
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