Administrative Transparency among Arab School Principals in Northern District within the Green Line from Teachers' Perspective

Abstract

This study aimed to reveal the degree of school principals' of administrative transparency in Northern District within the Green Line from Teachers' Perspective, and to know the impact of variables (gender, type of school, years of experience) in that degree, The study sample consisted of (390) teachers who were selected by a simple random method, To accomplish the objectives of the study, a questionnaire was built, which consisted of (35) items divided into four fields, A descriptive survey approach was used in the study. The results of the study showed that the practiced degree of Administrative Transparency among Arab School Principals in Northern District within the Green Line from Teachers' Perspective was high. The results didn't show statistically significant differences between the arithmetic averages of teachers 'estimates of the degree of their managers' practice of administrative transparency due to the study variables (gender, type of school, years of experience). The originality of this study stems from its examination of the concept of administrative transparency among Arab school principals inside the Green Line, a topic that has not been sufficiently explored within this field. Its novelty lies in its connection to issues of good governance, accountability, and trust-building in school administration amid contemporary technological and administrative transformations in education. The added value of the study is reflected in providing decision-makers with accurate field-based findings that capture the actual practice of transparency, contribute to the development of more just and transparent school administrative policies, and promote a professional climate supportive of school performance and educational quality.