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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
Language: English
Authors: Mohamad Abdullah Alsai (ORCID 0000-0002-4739-8891), Asma Saeed Ali Almaamari (ORCID 0000-0002-3410-0152), Afaf Al Blooshi (ORCID 0009-0008-9528-5606)
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
FullText Text:
  Availability: 0
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  Data: The Role of School Administration in Fostering Human Relations in the School Community
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  Data: <searchLink fieldCode="AR" term="%22Mohamad+Abdullah+Alsai%22">Mohamad Abdullah Alsai</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4739-8891">0000-0002-4739-8891</externalLink>)<br /><searchLink fieldCode="AR" term="%22Asma+Saeed+Ali+Almaamari%22">Asma Saeed Ali Almaamari</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3410-0152">0000-0002-3410-0152</externalLink>)<br /><searchLink fieldCode="AR" term="%22Afaf+Al+Blooshi%22">Afaf Al Blooshi</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-9528-5606">0009-0008-9528-5606</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Process%3A+International+Journal%22"><i>Educational Process: International Journal</i></searchLink>. Article e2026022 2026 21.
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  Data: 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/
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  Data: 25
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Private+School+Teachers%22">Private School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Human+Relations%22">Human Relations</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Role%22">Administrator Role</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Administrator+Relationship%22">Teacher Administrator Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Syria%22">Syria</searchLink>
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  Data: 2147-0901<br />2564-8020
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: 2026
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    Languages:
      – Text: English
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        PageCount: 25
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Private School Teachers
        Type: general
      – SubjectFull: Principals
        Type: general
      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Administrator Attitudes
        Type: general
      – SubjectFull: Interpersonal Relationship
        Type: general
      – SubjectFull: Human Relations
        Type: general
      – SubjectFull: Administrator Role
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      – SubjectFull: Teacher Administrator Relationship
        Type: general
      – SubjectFull: Teacher Characteristics
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      – SubjectFull: Educational Environment
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      – SubjectFull: Syria
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      – TitleFull: The Role of School Administration in Fostering Human Relations in the School Community
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              Y: 2026
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