The Reality of Creative Leadership Among Public Schools’ Principals Enrolled in the Directorate of Education of the Southern Mazar Brigade from the Teachers’ Perspective

This study aimed to identify the reality of creative leadership among public school principals in the Directorate of Education of the Southern Mazar Brigade from the teachers' perspective. Employing the descriptive survey approach, the researcher utilized a self-developed questionnaire as the main research instrument to collect the intended data. In addition, the validity and reliability of the questionnaire were tested and verified. The sample of the study, selected using the convenience sampling strategy, consisted of 76 male and female teachers who are enrolled in teaching positions in the Directorate of Education of the Southern Mazar Brigade’s public schools. The findings of the study revealed that the degree of appreciation regarding the reality of creative leadership among public school principals who serve at the Directorate of Education of the Southern Mazar Brigade recorded a high level. The “originality” field was ranked in first place, recording a high degree. The “flexibility” field was ranked in second place, also recording a high degree. The “fluency” field was ranked in third place, with a high degree as well. The findings further reported that there were no statistically significant differences (α = 0.05) in the arithmetic averages of the participants’ responses regarding the reality of creative leadership among the public-school principals who serve at the Directorate of Education of the Southern Mazar Brigade, due to the impact of gender and years of experience variables. The study recommended that schools adopt the concept of creative leadership because of its positive role in achieving the mission, vision, and educational goals of the Directorate of Education of the Southern Mazar Brigade and motivating its employees.