THE PRACTICING DEGREE OF TALENTED SCHOOL PRINCIPALS FOR TRANSFORMATIVE LEADERSHIP WITHIN THE GREEN -LINE AND ITS RELATIONSHIP WITH JOB CREATIVITY OF TEACHERS

Abstract

 The study aimed to determine the degree of transformational leadership practiced by principals of gifted schools within the Green Line, the level of job creativity among teachers, and the relationship between them. A descriptive approach was used, with a questionnaire applied to a sample of 300 principals and teachers. The results showed that there were significant differences in the arithmetic mean of the sample's estimates of the degree of gifted school principals practicing transformational leadership due to gender variables, favoring the male category. The level of functional creativity among teachers of gifted schools within the Green Line from the perspective of principals and teachers was very high. However, there were no statistically significant differences in the arithmetic mean of the sample members' estimates of the level of functional creativity among school teachers. Gifted individuals within the Green Line were attributed to the gender variable in any field of study, except for linkage and analysis, where the differences came in favor of the male category. There were no statistically significant differences attributed to the variables (educational qualification and years of experience) in any field of study, and in the total score, except for the two fields (risk and risk, and connection and analysis). The results revealed a positive, moderate, statistically significant correlation between the degree of gifted school principals practicing transformational leadership within the Green Line and the level of job creativity among teachers. Based on these findings, the researcher made a set of recommendations.