Evaluating the Performance of Private School Principals in Ibb Governorate in Light of Values-Based Management

Abstract

The present study aimed to assess the performance of private school principals in Ibb Governorate in light of values-based management from the perspectives of teachers. The descriptive survey method was adopted, and a questionnaire was employed as the primary        instrument for data collection. The study sample consisted of (785) teachers. The findings indicated that the overall performance of private school principals in Ibb within the framework of values-based management was moderate, with a mean score of (2.80) and a standard deviation of (0.77). All domains of values-based management were likewise rated at a moderate level. The domain of directing and implementing school performance values ranked first, followed by defining and formulating the objectives of school performance values, identifying future orientations for school performance values, evaluating and monitoring school performance values, communicating, disseminating, and documenting school performance values, whereas the domain of identifying and classifying school performance values ranked last. The results further revealed no statistically significant differences at the significance level of (0.05) in participants’ responses attributable to the variables of gender (male/female), academic qualification (secondary education, intermediate diploma, bachelor’s degree or above), educational stage (basic/secondary), or years of experience (less than 5 years, 6–10 years, and more than 10 years). Based on these findings, the study proposed several recommendations aimed at improving administrative practices in private schools in Ibb Governorate.