The Role of Public School Principals in the University District Education Directorate in Enhancing Teachers' Professional Growth from their Perspective

This study aimed to identify the role of school principals' self-management practices in enhancing teachers' professional growth from their perspective. The study used the descriptive method, with a questionnaire as the data collection tool. The study sample consisted of 275 male and female teachers from public schools in the University District Directorate of Education, selected using simple random sampling. The results showed that the role of public school principals' self-management practices in enhancing teachers' professional growth in the University District Directorate of Education, from their perspective, was high, with a mean score of 3.85. The results also indicated that there were statistically significant differences at the significance level (α≤0.05) in teachers' estimates of the role of principals' self-management practices in enhancing their professional growth, attributed to the variable experience, with differences favoring those with 10 or more years of experience. However, no significant differences were found related to the gender variable. Based on the study results, the researcher presented several recommendations, the most important of which was the necessity of continuing to activate the delegation of administrative authority to schools and granting principals more powers related to managing their schools, particularly concerning determining methods and areas for teachers' professional growth.