اَلْقِيَادَةِ اَلْمُسْتَدَامَةِ وَعَلََقَتِهَا بِالتَّمَيُّزِ اَلْمُؤَسَّسِيّ فِي اَلْمَدَارِسِ اَلْحُكُومِيَّةِ اَلْفِلَسْطِينِيَّةِ فِي مُحَافَظَةِ اَلْقُدْسِ أنْمُوذَج مُقْتَرَح عَلَى ضَوْءِ خِبْرَات عَالَمِيَّة رسالة دكتوراة

Abstract

This study aimed to identify the reality of sustainable leadership and its relationship to institutional excellence in public schools in Jerusalem governorate from the point of view of school principals and teachers, and to find out whether sustainable leadership and institutional excellence differ according to the demographic study variables, namely (gender, job title, academic qualification, years of service, directorate), and also aimed to build a proposed model for institutional excellence in the light of global experiences. The study population consisted of all public-school principals in Jerusalem Governorate, and teachers for the academic year 2022/2023. Numbering (2648) individuals; 2523 of which are teachers, and 125 are principals.The study used a mix of both quantitative and qualitative descriptive approaches, the quantitative section was implemented using a descriptive analytical correlational approach through a questionnaire and consisted of three sections, the first section: contains the personal data of the respondents, the second section: knowing the reality of sustainable leadership distributed in six areas, and the third topic: knowing the reality of institutional excellence distributed in seven areas, which were distributed to a random stratified sample consisting of (429) respondents, the qualitative aspect was implemented using individual interviews with a group of educational experts consisting (24) respondents. The results of the study showed that the reality of sustainable leadership in public schools in the Jerusalem Governorate from the point of view of members of the study sample came with an "average" degree on the total score, the field of sustainability of learning and success obtained the highest arithmetic average, followed by the field of sustainability of social justice, followed by the field of sustainability of investment of human and material resources, the field of sustainability of long-term development, then the field of sustainability of the leadership of others, all of which came with a medium degree, followed by the field of sustainability of active integration with the environment and came with a low degree. The results of the study showed that there were no statistically significant differences at the level of significance (α ≤0.05) between the estimates of the members of the study sample of the reality of sustainable leadership in public schools in Jerusalem Governorate attributed to the variable of the directorate and the existence of statistically significant differences at the level of significance attributed to the variable of sex in favor of females, the variable of job title in favor of managers, the variable of scientific qualification in favor of holders of master's degree and higher, and the variable of years of experience in favor of those with experience (10 years) 291 or more. The results also showed that the reality of institutional excellence in public schools in Jerusalem governorate from the point of view of the members of the study sample came with an "average" degree on the total score. The field of performance and transformation leadership obtained the highest arithmetic average, followed by the field of building sustainable value, then the field of purpose, vision and strategy, then the field of organizational culture and leadership, followed by the field of strategic and operational performance, all of which came to a medium degree, followed by the field of stakeholder engagement, and then the field of perceptions of the concerned came with a low degree, which indicated that there were no statistically significant differences at the level of significance (α ≤0.05) between the estimates of the members of the study sample of the reality of institutional excellence in public schools in Jerusalem Governorate attributed to the variable of the directorate, and the presence of statistically significant differences at the level of significance attributed to the variable of job title in favor of managers, and the variable of gender in favor of females, and the variable of scientific qualification in favor of master's holders and higher, and the variable years of experience in favor of those with experience (10 years) or more. As the result indicates, there is a correlation between the reality of sustainable leadership and the promotion of institutional excellence in public schools, and the more sustainable leadership practices are employed, the higher the likelihood of achieving institutional excellence. Considering these results, the study recommended the need to conduct training and workshops on the concepts and practices of sustainable leadership and its role in achieving institutional excellence in public schools, and the need to continue to adopt special periodic training programs to qualify principals and teachers on how to employ the items of the European model EFQM2020 in schools to achieve the school's goals to reach excellence. The study also came out with a proposed model as a future idea characterized by excellence, modernity, and innovation and based on the compromise integration between sustainable leadership practices and their role in achieving institutional excellence considering the terms of the European model EFQM2020, and for decision-makers in the Palestinian Ministry of Education to develop the necessary strategies needed to implement the model and modify it if necessary.