The Role of School Administration in Fostering Human Relations in the School Community
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| Title: | The Role of School Administration in Fostering Human Relations in the School Community |
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| Language: | English |
| Authors: | Mohamad Abdullah Alsai (ORCID |
| Source: | Educational Process: International Journal. Article e2026022 2026 21. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Private School Teachers, Principals, Teacher Attitudes, Administrator Attitudes, Interpersonal Relationship, Human Relations, Administrator Role, Teacher Administrator Relationship, Teacher Characteristics, Educational Environment |
| Geographic Terms: | Syria |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose. This study investigates how school administration fosters positive human relations within the school community, with a focus on relationships among teachers. It addresses the need to understand whether administrative practices support constructive interpersonal dynamics and why teacher perceptions may differ. The main purpose is to assess the administration's adherence to key human-relations principles and identify factors influencing teachers' evaluations. Materials/methods. The study included all 252 male and female teachers in two private schools in the Syrian Arab Republic, as well as the principals of these schools. A descriptive-analytical approach was adopted. Data were collected through a questionnaire measuring teachers' perceptions of the administration's commitment to four human-relations criteria, supplemented by interviews with the principals to explore the actions they take to promote a positive relational climate. Results. Findings showed that teachers' evaluations of the administration's adherence to human-relations practices differed by gender, with male teachers reporting more favorable assessments. Statistically significant differences also appeared based on teachers' years of experience and academic qualifications. Conclusion. The study concludes that administrative human-relations practices are perceived differently among teacher groups and are influenced by demographic and professional variables. It recommends training school principals in leadership practices grounded in social, ethical, and interpersonal values--such as effective communication, respect, cooperation, opinion exchange, and participatory decision-making--to strengthen human relations within schools. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500516 |
| Database: | ERIC |
| Abstract: | Background/purpose. This study investigates how school administration fosters positive human relations within the school community, with a focus on relationships among teachers. It addresses the need to understand whether administrative practices support constructive interpersonal dynamics and why teacher perceptions may differ. The main purpose is to assess the administration's adherence to key human-relations principles and identify factors influencing teachers' evaluations. Materials/methods. The study included all 252 male and female teachers in two private schools in the Syrian Arab Republic, as well as the principals of these schools. A descriptive-analytical approach was adopted. Data were collected through a questionnaire measuring teachers' perceptions of the administration's commitment to four human-relations criteria, supplemented by interviews with the principals to explore the actions they take to promote a positive relational climate. Results. Findings showed that teachers' evaluations of the administration's adherence to human-relations practices differed by gender, with male teachers reporting more favorable assessments. Statistically significant differences also appeared based on teachers' years of experience and academic qualifications. Conclusion. The study concludes that administrative human-relations practices are perceived differently among teacher groups and are influenced by demographic and professional variables. It recommends training school principals in leadership practices grounded in social, ethical, and interpersonal values--such as effective communication, respect, cooperation, opinion exchange, and participatory decision-making--to strengthen human relations within schools. |
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| ISSN: | 2147-0901 2564-8020 |
