CRISES MANAGEMENT IN INTERMEDIATE FEMALE PUBLIC SCHOOLS Of ALMADINAH ALMUNAWWARAH / Sabriyah Muslim Alyahyawi
The study aimed at determining the rang of female principals' practices , crises management team leader , in dealing with crises according to a scientific methodology as viewed by respondents of female public intermediate schools in AlmadinahAlmunawwarah, discovering the differences between female principals' and teachers' viewpoints regarding the principals' assumption of their roles in crises management processes, and discovering the difference between the principals' and teachers' viewpoints regarding the principals' practice of crises management processes according to their practical experience, training, the type and the size of school building, and investigating the sample's suggestions to reactivate crises management in schools. The sample of this study consisted of 499 principals, vice-principals and teachers. Only 442 of them cooperated in answering the questionnaire 89% of the total sample. The researcher adopted the descriptive survey methodology. To achieve the objective of the study, a questionnaire of 81 statements was developed covering ten areas of crises management, processes , planning, organization, guidance, following up, selection of crises team members, leadership, communication system, information system, decision—making and evaluation. The validity of the questionnaire was done by a group of referees. Its stability was determined by a sample consisting of 24 persons. The questionnaire's correlation coefficient was 0.97 at 0,001. Collected data were analyzed using frequencies, percentages, arithmetic means, T--test, a one — way analysis of variance, and cheffe test. Major findings were as follows: 1. Respondents perceived that principals practice crises management processes in a medium degree. 2. Respondents perceived that the most processes of crises management practiced was leadership, and the least practiced crises evaluation of crises. 3. There were statistically significant differences at 0.05 between the principals' and teachers' viewpoints about the principals' practice of crises management processes in favour of principals. 4. There were no statistically significant differences at 0.05 among the principals' viewpoints about the range of their practice of crises management processes according to the practical experience, training in the field of school administration and the size of the school building. 5. There were statistically significant differences at 0.05 among the principals' viewpoints regarding their practice of crises management processes in reference to organization, guidance and leadership according to the type of school building in favour of principals of public school buildings. 6. There were no statistically significant differences at 0.05 among the teachers' viewpoints about the principals' practice of crises management processes according to practical experience, training in the area of teaching and the size of school building. 7. There were statistically significant differences at 0.05 among the teachers' viewpoints about the principals' practice of crises management processes according to the type of school building in favour of principals of public school buildings. In the light of the results of the study, the researcher cited some recommendations, a suggested strategy for activating the principals' crises management processes in school, and some suggestions for further studies.
