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The Degree of Practicing Transformational Leadership Dimensions
by Private School Principals in Amman the Capital and their
Relationship to the Organizational Identification from Teachers’
View Point
Prepared by
Kholoud Fawaz al-zuobi
Supervised by
Prof. Dr. Kamal Salim Dawani
Abstract
This study aimed at identifying the degree of practicing
transformational leadership dimensions by private school principals, from
the teachers’ view point, in Amman,the capital, and their relation to
Organizational Identification.
The population of the study consisted of (14001) teachers, and a
cluster sample (375) was chosen randomly.
Two questionnaires were developed by the researcher. The first
questionnaire of (20) items related to the Transformaional Leadership
Dimensions, and the second questionnaire of (20) items related to the
Organizational Identification.
The validily and reliability of the two questionnaires have been
achieved.
By Calculating means, standard deviation and pearson correlation
coefficient, the study showed the following result:
1. The degree of practicing transformationl leadership Dimensions
by the private school principals in Amman, the Capital, from
the teachers’ view point was medium.
2. The degree of practicing Organizational Identification.by the
private school teachers in Amman, the Cabital, from the
teachers’ view point was medium.
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3. There was a positive relationship at the level (0.05 α≥ ) between
practicing Transformationl Leadership Dimensions by the
private school principals in Amman, the Cabital, and the
Organizational Identification.
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�O�I � ��X� �(! ��3�, �#�(��) �0� b��� ����� �(! ��)� ���3 P� +�e� ��
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�0I�I�, � � J�0, �, +�9� �� �0, ���� #�I�,(�)Simon, 2000 .(
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24
�A0� �A�, �0��A�� +�B'� 1�I� 10%��,� #�(��) 1�, #�:,� ���B', �X��,
1�0�= ��0��0� <2,� �� ���'= ��0� �� +��"* +��:, ��0 ��!� �� N���'
�0� �� C�,*� �0���0,��" �� ���,�= ��I� �� +�e� �)Hant&Morgan,1994.(
+���, 6��B'� J�AB +AO�0, �(! ��), �, 6��B'� C(, #� ���'X,� 6��
�)� �(! � +��() +�����$4 �0, ���� #�I�,(� �0�� +�����, +O�0 ��:!� �)� +�OD�
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,� +�03� � �, ��) ���*�2003 .(
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3��#2�� : �L�! #����A' ����'* ��)Hall , Schnider & Nygren , 1970 ( #� �A �
<� +�B'� J�� ���%,, ���$,, �0 D" #� �, +�(�) C(, � �X��, ��3 J�� . # ��$
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�0)� ���,=�� �)*� � +'�)� +!��� � �"q Q"* <� %�� ��3 �0 D".
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25
�'�*, �'$��, �� )Tompkins & Cheney ,1985 ( #�3BA� #� �A � ��*7�
�� 1���3� #� +!��� <� ��,, �,� 10����3� ��$*, #��)� 10,��B'� <� #(X��,� #
�0�� #(�)� �, +�B'� �� ��O�� 1�I . #$'� ��)Duncan ,2002 ( +A�(�! J��
+�,� +(O�4 �D" #� C � ;:,� � +'�)� +�B'� <� %�,�� ���) # �D" #� �X��, :
L�)a� �� ��A)� P�A�� �A� � � �0$(,�� �, �0�3' J��4 �� +�B'� J��� ���)
� �, +�B'� JB� ��) N��" #�$ �� �0�� ��).
g�A��� #�'� #�'� 1L�2 (Johnson, Johnson & Heimberg ,1999)
' �(! ���B', �X��, : ����" -��("� 5�'28 �0� 1,� +�(�! #� 1,, � #�(��) #�3B�( -�
b�A�� �(! �X��, #� + �� �0'! \,'� � +�B'� 6��e� <� ���) 6��e� N���' �D"
6��e� N���' ���� >�3*� ��*� )Ashforth & Mael , 1989 ( #� +��" + �� '7�
!��,�= ���%, � �X��, �� ���� <� 103� C � ��A�L�! ��A �� � �A�2 A'��
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�AX�� A' �A(! �3' +�9� � ���� ,�B'� <� �X��,� JB� �� � #��"= <� ��I, =
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�$*, �0'f� 1X #� � �0��� +�B'� 1�2 <� 10���� 10��2 M2�',, #�� #! �3'� d7'�
$(� ,����,= -������ �X��, -�:�� � �+�0 ��$*, �0 D" #� 1,� +����� +(�� �
'��'� +!�' �,� #� �')� ��3 �X��,� # � ��$� 6��0� ��3 +�� %�� +�2 +� �A'� �'
�0��I,� +'�)� +�� #� .Johnson , Johnson & Heimberg ,1999). (
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26
� ����� �+����� ,�!C��� ���� ����A*�,�� ����A A�L�! ��A �AX��, 1�A)' A0�
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27
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1. +��3' +����,2= +�!��,�= 10,���� 5��*� �� 10,�!��� ���4�� 1��,�= .
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�$$ +�B'� d,�� �(! +!��� ��3 d,�� �(! �0I�I�, � � #)�� .
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28
4. +!A:� %A%" �� +�(%� J��K �0� � �� 1, �, \O�,' 1��I,
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2. ��I J��4 <� 1���'= ����#�(��) +!��� #� �",, �, 6.
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4. J��4 ��3', �(! ��)( L�),��6��I .
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�+%��� +O�� �� ��X9� J�B <�%,�� #� ��A%, � �A��E, >��� ��3 �0 D"
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� +$�,*� ��! 6�3�#���% ���, �(! ��), ��0'� �� �'� #� �A� J�A% <� �X��, �
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),� 6���� �� #3(,"� �X��,( 1���)Glynn ,1998 .(
�A��B', �X��, ���� <� +2D) 6� 6��E,� ��) M)� �,�� ����)Shamir &
Kark ,2004(:
1. � ���B', �X��, �� #! +�,�,� \O�,' d��� +�B'� �� ��I� �� +�e� §�)a�
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29
2. 1���'= � �X��,( +��,' +�B'� 6�� #�� %��,�= C���, �!��,�=. �A�($�
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consequences of decisions.
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having collective sense of mission.
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to question whether are
appropriate.
@�Kت ال�Yا���Lا Z�� ��V ل��Oآ� �, ُی3 .�Gء����
14- Seeks differing perspective when
solving problems.
*��ت �\� �-��% �KC ی$3] ل����ل �C] و .ح( ال/. Gت
15- Gets me to look at problems from
many different angles.
�� ال/. Gت �, زوای� �-��% ی�K�31 أ�\� .
16- Suggests new ways of looking at
how to complete assignments.
إ%�� آ �\K@ً� *�ی�ة ل��ح [�آ/�ل ال�ا*��ت ی=�
17- Spends time teaching and
coaching.
�3A وال��ری�Wی=_� و@�ً� �� ال.
18- Treats me as an individual rather
than just as a member of group.
�� ��K آ.-Z ولS �1�د ی��3 �_C C�/1�.
19- Considers me as having different
needs, abilities, and aspirations
from others.
ی��3��� آ.-Z ل�ی& اح��*�ت، و@�رات .و[/�ح�ت �-��% C, اLخ�ی,
20- Helps me to develop my strengths.
�� ��8ی� *�ا�W ال=�ة ���C�$ل�يی .
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ا"�,!ی3 ا"+6�(ح -*%ج. إ"H ت,!ی3
1- Instils pride in me for being
associated With him /her.
�� . �& �%$� ل ��� ����#ی"�س ال ��ی�ء
)0L .*"%ص ص%"*. ص%"*.
2- Goes beyond self – interest For the
good of the group.
ی��1وز ال/��� ال.-� �, أ*( ال��ل) .ال�3م
3- Acts in ways that builds my
respect.
ی���ف �8�ق 53�ُز اح��ا�� ل&
4- Displays a sense of power and
confidence.
. ��ل=�ة وال<= ً�ح$��ی�ي إ
5- Talks about his / her most
important values and beliefs.
&/@ Aأه ,C و��3=�ا�& ی���ث .
6- Specifies the importance of having
strong sense of purpose.
ی��د أه/ ا��Gك إح$�س @�ي �"�ض .ال/�ر�
7- Considers the moral and ethical
consequences of decisions.
IJ��Kر ال���CL�� MخOوی ی�K3/ال @GخLا .ل�=�ارات
8- Emphasizing the Importance of
having collective sense of mission.
.ه/ ال�S ال�C�/1 ����ل ال/�ر�یRآ� أ
9- Talks optimistically about the
future.
.ی���ث ��%�ؤل C, ال$/�=�(
10- Talks enthusiastically about what
needs to be accomplished.
Vإ��1ز Wی� �/C ی���ث ��/�س.
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-0A@�?% ا'و"0.11- Articulates a compelling vision of
the future.
�Kی�3K=� . رؤی �$�=��
12- Expresses confidence that goals
will be achieved.
.ه�اف ����=�ی�3� �=> C, أن ا
13- Re –examines critical assumptions
to question whether are
appropriate.
���ا�Yت الV�@�K ل��Oآ� �, Lا Z�� �ُی3 .�Gء����
14- Seeks differing perspective when
solving problems.
*��ت �\� �-��% �KC ی$3] ل����ل �C] و .ح( ال/. Gت
15- Gets me to look at problems from
many different angles.
�� ال/. Gت �, زوای� �-��% ی�K�31 أ�\� .
16- Suggests new ways of looking at
how to complete assignments.
إ%�� آ �\K@ً� *�ی�ة ل��ح [�آ/�ل ال�ا*��ت ی=�
17- Spends time teaching and
coaching.
�3A وال��ری�Wی=_� و@�ً� �� ال.
18- Treats me as an individual rather
than just as a member of group.
�� ی�K���3 آ.-Z ولS �1�د �_C C�/1�.
19- Considers me as having different
needs, abilities, and aspirations
from others.
ی��3��� آ.-Z ل�ی& اح��*�ت، و@�رات .و[/�ح�ت �-��% C, اLخ�ی,
20- Helps me to develop my strengths.
�� ��8ی� *�ا�W ال=�ة ل�ي ���C�$ی.
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