السياسات الإدارية لدى القيادات الاكاديمية في كلية التربية الضالع جامعة عدن من وجهة نظر أعضاء هيئة التدريس

Abstract

This study aimed to examine the administrative policies practiced by academic leaders at the Faculty of Education in Al-Dhale Governorate from the perspective of faculty members. The researchers employed a descriptive survey method and developed a questionnaire to assess administrative policies in four key domains: performance planning, performance guidance, performance motivation, and performance evaluation. After verifying the instrument’s validity and reliability, it was administered to the entire study population of 117 faculty members, of whom 70 responded, representing 60% of the population.

The findings revealed that the administrative policies of academic leaders across the four domains were rated as moderate. Additionally, no statistically significant differences at the 0.05 significance level were found in the participants’ responses based on academic qualification (Bachelor's, Master’s, Doctorate), academic rank (Professor, Associate Professor, Assistant Professor, Lecturer, Instructor), or years of experience (1–5 years, 6–10 years, more than 10 years).

The study concluded with several recommendations aimed at improving administrative policies among academic leaders.