The Degree to Which the Algerian School Administration Applies Governance Principles in Middle Education Schools from the Point of View of Teachers.

Abstract

This scholarly enquiry was undertaken to ascertain the extent to which Algerian school management has been implementing the principles of governance within middle educational institutions, as perceived by the teaching staff in the academic establishments of El Oued city. In pursuit of this objective, the researchers employed a descriptive exploratory methodology, deemed apt for the subject matter at hand. The investigative process hinged on a survey instrument designed to illuminate the realities germane to this study. This instrument was deployed on a purposively selected, non-random sampling of educators engaged in middle-level education within various El Oued educational institutions, encompassing a total of 120 teachers of both genders. For the processing and analysis of data extracted from this study's fieldwork, the SPSS software was utilized. The study arrived at two principal findings:

1 - There exists a moderate degree of implementation of governance principles within the school administrative practices at the middle education level.

2 - No statistically significant disparities were observed amongst the sampled educators (both male and female) concerning the application of governance principles by the school administration in middle education schools of El Oued city. These findings were independent of variables such as gender, academic qualifications, and years of professional experience.