SCHOOL DISCIPLINE METHODS USED BY SCHOOL PRINCIPALS IN AL-ULA GOVERNORATE FROM THE PERSPECTIVE OF FEMALE TEACHERS

Abstract

This research aimed to identify the school discipline methods practiced by female school principals in Al-Ula Governorate from teachers’ perspectives and examine differences based on academic qualification and years of service. A descriptive survey design was employed using a questionnaire. The study population consisted of (813) female teachers, with a simple random sample of (261) participants. The findings showed that the overall level of school discipline practices was high. The organizational dimension ranked first, followed by the guidance dimension, while the supervisory dimension ranked last. These results indicate that principals focus primarily on organizing the school environment, establishing clear rules, and promoting positive behavior and commitment to school values. The relatively lower supervisory dimension highlights the need for stronger monitoring and continuous performance evaluation. The research recommends providing training programs on modern school discipline practices and strengthening communication among school principals, teachers, and parents.