The Degree of School Principals’ Commitment to Ethical Considerations in Managing Teachers’ Job Performance in Jazan Education: Administration from Teachers’ Perspectives: A Field Study

Abstract

This study aimed to identify the degree of school principals’ commitment to ethical considerations in managing teachers’ job performance in the Jazan Education Administration from teachers’ perspectives. The study adopted the descriptive-analytical approach and utilized a questionnaire as the primary data collection instrument. The questionnaire comprised four main dimensions: integrity and administrative justice, transparency, professional responsibility and accountability, and respect and professional partnership. The instrument was administered to a sample of (378) teachers from public schools in the Jazan Education Administration. The findings revealed that the degree of school principals’ commitment to ethical considerations in managing teachers’ job performance was very high, with an overall mean score of (4.347) and a standard deviation of (0.952). The results further indicated that the dimension of respect and professional partnership ranked first with a mean score of (4.436), followed by professional responsibility and accountability (4.352), integrity and administrative justice (4.343), while transparency ranked last with a mean score of (4.259). All dimensions received a rating of “Strongly Agree.” The findings also demonstrated a high level of principals’ commitment to applying unified and fair standards in performance management, relying on documented evidence in evaluation processes, adhering to regulations and policies governing performance management, and promoting teamwork and professional partnerships with teachers. In light of these findings, the study recommended strengthening transparency practices and constructive feedback in performance management, developing specialized training programs for school principals in ethical leadership and performance management, utilizing performance appraisal results in identifying teachers’ professional development needs, and developing procedural guides and unified standards that ensure fairness, objectivity, and transparency in managing job performance.