Inspirational Leadership of Secondary Schools Principals and its Relation to Teachers’ Organizational Trust in Zarqa Governorate

Abstract

This study aimed to investigate the degree of inspirational leadership practiced by public secondary school principals in the Zarqa First Education Directorate and its relationship to teachers' organizational trust levels. The study employed a descriptive correlational approach. The sample consisted of 319 teachers (male and female). Two questionnaires were used to collect data: one measured the degree of inspirational leadership practice, and the other measured teachers' organizational trust levels. The results showed that the degree of inspirational leadership practiced by public secondary school principals in the Zarqa First Education Directorate was high. No statistically significant differences were found based on gender, but statistically significant differences were found based on academic qualifications, favoring those with a bachelor's degree, and on years of experience, favoring teachers with less than five years of experience. The results also indicated that teachers' organizational trust levels were high, with no statistically significant differences based on gender or years of experience. However, statistically significant differences were found based on academic qualifications, favoring those with a bachelor's degree. The results also showed a statistically significant positive correlation between the degree to which high school principals practiced inspirational leadership and the level of organizational trust among teachers.