Effective Educational Leadership in Primary School Principals: A Teacher-Centric Perspective

Abstract

This paper seeks to assess the implementation of educational leadership by principals in primary schools as perceived by the educators themselves. Additionally, it examines the significance of variables such as gender and professional experience on these perceptions. Using a descriptive methodology, the study involved a questionnaire comprising 18 items, which was administered to 51 educators in select Saïda primary schools. The results indicate that the principals' educational leadership is perceived as moderate. Notably, the study identified significant gender-related differences in perceptions of leadership, whereas differences due to professional seniority were not statistically significant