The Reality of Administrative Efficiency among Principals of Arab Secondary Schools in the City of Abéché from the Perspective of Educational Supervisors

Abstract

The study addressed the reality of administrative competence among Arab secondary school principals in the city of Abéché from the perspective of educational supervisors. This study aims to identify the reality of administrative competence among Arab secondary school principals in the city of Abéché from the perspective of educational supervisors, and to determine the significance of differences in the reality of administrative competence among Arab secondary school principals in the city of Abéché, attributed to variables (gender, academic qualification, and number of years of experience). The study's problem was represented in the main question: What is the reality of administrative competence among male and female Arab secondary school principals in the city of Abéché? In this study, the researcher followed a descriptive and analytical approach.

The study reached several conclusions, including: The results showed a clear focus on educational planning in some aspects, such as expanding participation in social activities. However, some aspects, such as teacher training and caring for low-achieving students, require greater strengthening. The results indicate that the level of planning in Arab secondary schools in the city of Abéché is average, which calls for further efforts to improve the quality of planning in some important aspects, such as teacher training and caring for low-achieving students. The results also indicated that principals are committed to strictly implementing official regulations, which enhances discipline within schools. The researcher recommended the following: Promoting a culture of participatory planning among principals, teachers, and parents, and providing mandatory training programs for principals to enhance their competence in administrative and educational planning. Teachers and parents' councils should be more involved in developing school plans to ensure broader support and achieve more effective results.