School Principals' Level of Practicing Instructional Rounds to find out the Problem of Teaching Practices from the Teachers’ Point of View in Bani-Kenana

This study aimed to examine the extent to which school principals practice instructional rounds based on the instructional core to identify problems in teaching practices from teachers’ point of view. Using a descriptive survey methodology and a questionnaire covering six domains, data were collected from 285 teachers whose principals received professional training in advanced educational leadership in Bani-Kenana District. Results indicated a moderate level of practice overall. The highest-rated domain was "Challenges of applying instructional rounds," followed by "Diagnosing classroom observations," "Defining the problem in practice," "Debriefing," "Reflection on learning tasks," and lastly "Improving teaching and learning." Statistically significant differences were found based on gender variable in favor of females, while no significant differences were found based on teaching experience. The researcher recommended raising awareness among school principals about the importance of instructional rounds, ensuring the practical application of training outcomes, and conducting workshops at both the school and network levels.