The degree of secondary school principals' practice of educational crises and its impact on teachers' achievement motivation

Abstract

The study aimed to reveal the degree of secondary school principals' management of educational crises and its impact on teachers' achievement motivation. The study sample consisted of (160) teachers working in secondary schools in the Directorate of Education west of Gaza. The questionnaire was used to manage educational crises, and the achievement motivation questionnaire, and followed the descriptive analytical approach. The study concluded: that the level of educational crisis management among secondary school teachers reached (66%), which is an average level, and that the percentage of achievement motivation level among secondary school teachers, which reached (70.4%), which is a high level, and that the Pearson correlation coefficient between management Educational crises and achievement motivation equal to (0.902), which is a direct correlation coefficient, and there are no statistically significant differences in the management of educational crises, and achievement motivation according to the variable gender, academic degree, and years of service.