Empowering Education: Exploring Public-School Principals' Community Commitment in Northern Mazar through Teachers' Eyes

This study aimed to explore the commitment of public-school principals to community responsibility in the Northern Mazar Directorate of Education, as perceived by teachers. Utilizing a descriptive research approach, the study employed both a structured questionnaire and observational notes as qualitative methods to gather comprehensive data. After confirming the questionnaire’s validity and reliability, it was divided into three domains: social interaction with the local community, the moral dimension, and the legal dimension, encompassing a total of 29 items. The study targeted all teachers within the Northern Mazar Directorate of Education, involving a sample of 270 teachers selected through a random sampling method for the academic year 2022/2023. The findings revealed that the principals’ commitment to community responsibility was perceived to be high. Furthermore, the study found no statistically significant differences at the significance level (α = 0.05) in the commitment levels of principals due to educational qualifications. However, significant differences were observed based on gender, favoring males, and experience, favoring those with 10 years or more in the field. The implications of this research highlight the importance of fostering gender-inclusive practices and supporting professional development for principals to enhance their community engagement effectiveness.