Self-Management and Its Relationship to Job Adjustment Among Secondary School Principals from the Perspective of Teaching Staff Members

The current study addressed the concepts of self-management and its relationship to job adjustment among secondary school principals from the perspective of teaching staff members. The significance of the study stems from the importance of its two variables and the target population represented by secondary school principals as perceived by teaching staff members. Accordingly, the researcher sought to identify the relationship between self-management and job adjustment through achieving the following objectives: 1. Determining the level of self-management among secondary school principals from the perspective of teaching staff members. 2. Determining the level of job adjustment among secondary school principals from the perspective of teaching staff members. 3. Identifying the relationship between the level of self-management and the level of job adjustment among secondary school principals from the perspective of teaching staff members. 4. Identifying statistically significant differences in the level of self-management among secondary school principals from the perspective of teaching staff members according to the following variables: (a) gender, (b) length of service, and (c) specialization. 5. Identifying statistically significant differences in the level of job adjustment among secondary school principals from the perspective of teaching staff members according to the following variables: (a) gender, (b) length of service, and (c) specialization. To achieve the objectives of the current study, the researcher adopted the descriptive correlational approach. The study sample was selected using the proportionate stratified random sampling method. The final sample consisted of (344) male and female teachers. The researcher employed two instruments to measure the study variables. A self-management scale was developed in accordance with the scientific procedures for constructing psychological measures. An exploratory sample was presented to a panel of experts and referees in the Department of Educational and Psychological Sciences, specializing in Educational Administration, to determine the domains of the self-management scale. The final version of the scale consisted of (30) items distributed across three dimensions: self-response, self-observation, and self-evaluation. To measure job adjustment, the researcher adopted the scale developed by Savickas and Porfeli (2012). The final version of the scale consisted of (24) items distributed across four domains: career concern, self-control, building perceptions, and self-confidence. After verifying the validity of the items of both scales, they were administered to the statistical analysis sample in order to extract their psychometric properties and analyze their items statistically. For data analysis, the researcher employed a set of appropriate statistical methods, including the one-sample t-test, the independent-samples t-test, Pearson's correlation coefficient, three-way analysis of variance (ANOVA), Cronbach’s alpha coefficient, and the z-test.