درجة ممارسة مديري المدارس الثانوية الرشاقةَ الإستراتيجيةَ "دراسـة ميدانية من وجهة نظر المدرّسـين في مدينة اللاذقية"

Abstract

The research aimed to identify the degree of strategic agility practice and its dimensions (Strategic Sensitivity, Core Capabilities, Vision Clarity, Shared Responsibility, Speed of Response, and Strategic Objective Setting) among secondary school principals in Lattakia City, from the perspective of their teachers. Additionally, the study sought to determine the significance of differences between the mean scores of the sample regarding the strategic agility practice based on the variables of (Gender, Academic Qualification, and Years of Experience).

The study adopted the Descriptive Methodology. The research sample size reached (313) teachers (male and female), to whom the questionnaire (the research instrument) was distributed. A total of (291) complete and statistically valid questionnaires were retrieved for analysis.

The research results showed that the degree of strategic agility practice among secondary school principals is generally high from the teachers' perspective. Principals excelled in vision clarity and setting learning-outcome-oriented objectives, and they demonstrated superiority in immediate decisive action and necessary decision-making speed. However, the practice revealed key challenges: a weakness in converting awareness into deep predictive data analysis, insufficient investment in new resources and updating core capabilities, and a lack of teacher empowerment through delegation, transparency in decision-making, and explicit resource-to-objective linkage. Furthermore, the significance of statistical differences confirmed that longer teacher experience increases their appreciation of these practices.