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Soft leadership among department heads of colleges at the University of Mosul from the teachers’ point of view | ||
| College Of Basic Education Research Journal | ||
| Volume 21, Issue 2, June 2025, Pages 178-208 PDF (861.13 K) | ||
| Document Type: Review Paper | ||
| DOI: 10.33899/berj.2025.188721 | ||
| Authors | ||
| Sarmad Ahmed Al-Zuhairi* 1; Asmaa Abdul Rahim Khader* 2 | ||
| 1University of Al Mosul | ||
| 2University of Mosul / College of Education For Humanities / Department of Educational and Psychological Sciences | ||
| Abstract | ||
| Abstract The research aims to answer the following questions : What is the level of leadership of the heads of departments of the faculties of the University of Mosul from the point of view of the teaching staff in general Depending on the following variables: gender (Male-Female), specialization (Scientific-Humanitarian), Scientific title (Professor – Assistant Professor – teacher – assistant teacher). The researcher has prepared the soft leadership scale for the heads of departments, which is finalized from (36) paragraphs, and the psychometric characteristics of the research tools were confirmed by checking the apparent honesty and honesty of the construction and stability by the methods of testing and retesting and cronbach's coefficient F for Social Sciences (spss), and the results showed the following: * The existence of a positive correlation between soft leadership and strategic vigilance among the heads of departments of the faculties of the University of Mosul. * There are no statistically significant differences between the male and female points of view in the level of Grace, as well as the presence of statistically significant differences depending on the specialization variable in favor of scientific specialization, but in terms of scientific titles ( Assistant Teacher, Teacher, Assistant Professor, Professor) the difference was in favor of the assistant teacher | ||
| Keywords | ||
| Soft Leadership; Heads of Departments; Head of the scientific department | ||
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