Educational Leadership Practices and Their Relationship to Intended Curriculum Implementation Effectiveness in Irbid Governorate

TEXT

This study examined the relationship between educational leadership practices and the effectiveness of implementing developed curricula in Jordanian schools, focusing on Irbid Governorate. It employed a descriptive-analytical correlational approach. Data were collected through a structured questionnaire administered to a stratified random sample of 2,234 educational and administrative staff in the Irbid Qasbah Directorate of Education. Results showed a high level of educational leadership practices, with an overall mean of 3.75, while challenges were moderate, with a mean of 3.44. Leadership’s contribution to improving curriculum implementation averaged 3.65. Its impact on teacher, student, and parent satisfaction was high, with a mean of 3.82, while required leadership skills averaged 3.98, particularly in utilizing technological and educational resources, participatory decision-making, and coaching leadership. Simple linear regression revealed a positive, statistically significant predictive relationship between educational leadership practices and successful implementation of developed curricula. The correlation coefficient was 0.655, and leadership practices explained 42.9% of the variance in implementation effectiveness. Findings emphasized shifting the leader’s role from traditional administration to effective instructional leadership capable of managing change, supporting teachers professionally, monitoring classroom practices, and strengthening stakeholder communication. The study recommended enhancing leaders’ technical and administrative empowerment, expanding resource-management authority, developing specialized training, and activating professional learning communities to support implementation quality and sustainability.