Authoritarian practices of school principals and their relationship with achievement motivation levels among Physical Education Teachers
DOI:
https://doi.org/10.47197/retos.v73.106899Keywords:
Achievement motivation levels, authoritarian practices, Jordan, Physical Education teachers, school principalsAbstract
Introduction: The school principal's authoritarian practices, including coercion, intimidation, threats, and lack of understanding, negatively impact staff relationships, morale, and efficiency, ultimately harming the educational institution.
Objective: This study examines the authoritarian practices of school principals and their relationship with achievement and motivation levels among physical education teachers in Jordan.
Methodology: The population consisted of all physical education teachers in Zarqa Education Directorate, totaling 205 teachers. The sample comprised 72 school teachers.
Results: The study found that teachers are subjected to authoritarian practices by principals to a moderate degree in all areas, while the level of achievement motivation among physical education teachers was low in all areas. The study did not find statistically significant differences in achievement motivation based on gender, while there were differences in the field of student affairs in the authoritarian practices variable based on gender, in favour of females. The study also found statistically significant differences in the areas of “relationship with the school community, ambition and excellence, initiative” regarding authoritarianism, and all differences were in favour of those with more experience.
Discussion: The study reveals Jordanian physical education teachers face moderate authoritarian practices and low achievement motivation, negatively impacting their professional output and supporting theories like Self-Determination Theory.
Conclusions: The study reveals that moderate authoritarian practices in Jordanian schools negatively affect the motivation of physical education teachers, highlighting the need for democratic leadership models and collaborative practices.
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