Excellence Management Practices among School Principals in Petra District and their Relationship to Teachers’ Job Performance

This study examined the relationship between principals’ excellence management practices and teachers’ job performance in Petra District schools. Using a descriptive–correlational design supported with observational notes, data were collected from a sample of 200 teachers drawn from a population of 400. A 28-item questionnaire measured two dimensions: excellence management and job performance. Results indicated high levels on both constructs (M = 3.87, SD = 0.72; M = 4.33, SD = 0.45, respectively). A statistically significant positive correlation was found between principals’ excellence management and teachers’ job performance (r = .331, p < .05). No significant differences in perceptions of excellence management were detected by gender or years of experience. Implications for educational leadership include embedding excellence frameworks in principal professional development, strengthening instructional supervision and feedback cycles, aligning recognition and incentives with excellence criteria, and using data-informed planning to support teacher performance. Policy and practice in Petra schools should prioritize capacity-building for principals and resource allocation that sustains continuous improvement.