The Degree of Administrative Transparency Practiced by Public Education School Principals in Tabuk City 10.35781/1637-000-154-004

Abstract

Abstract This study aimed to investigate the degree to which public education school principals in Tabuk City apply administrative transparency in the areas of administrative communication, accountability, performance evaluation, and decision-making. The study adopted the descriptive-analytical method and used a questionnaire as a data collection tool, targeting male public school teachers in Tabuk City. The results revealed a high level of transparency in administrative communication, with a mean score of (3.74 out of 5), and in decision-making and accountability, with a mean of (3.59 out of 5). Meanwhile, the level of transparency in performance evaluation was moderate, with a mean score of (3.39 out of 5). The findings also indicated statistically significant differences attributed to the variable of years of service in favor of more experienced teachers (10 years or more), while no significant differences were found based on the educational stage variable. The study recommended the establishment of clear criteria for selecting educational leaders, activating administrative accountability, promoting a culture of transparency through media campaigns, increasing staff awareness of regulations governing school work, and supporting the disclosure of school environment analysis results to improve institutional performance. Keywords: Schools, Principals, Transparency, Administration, Teachers.