Assessing Educational Support by School Principals in Ramtha District and its Effect on Teachers’ Performance

The study aimed to identify the degree of educational support practices among school principals in Ramtha District and to evaluate its relationship with improving teachers' performance from their perspectives. The researchers employed a correlational survey method and used a questionnaire as the primary tool for data collection. The study encompassed a sample of 451 male and female teachers, selected through simple random sampling, which accounted for approximately 15.96% of the total population of 2,826 teachers in the district. To enhance the methodology, observational notes were also collected during school visits to provide additional context and insights into the educational support practices in action. The improved performance levels of teachers across four domains—planning, implementation, evaluation, and student guidance and counseling—were assessed through this comprehensive approach. Results indicated a high level of teachers' performance in Ramtha District, revealing a medium-strength positive correlation (statistically significant at the level of significance α = 0.05) between the degree of educational support practices and teachers' performance levels. These findings emphasize the importance of enhancing school principals' implementation of educational support programs, as they significantly contribute to the improvement of teachers' performance outcomes. The study emphasizes the need for ongoing development in these areas to positively impact educational quality and effectiveness within the district.