The Role of Inspirational Leadership in Developing Innovative Skills among Secondary School Students in Light of the Application of the Three Semesters System from Schools Teachers' and Supervisors' Point of View in the Tabuk Region

Abstract

The study aimed to determine the role of inspirational leadership in developing innovative skills among secondary school students, by revealing the relationship between the level of school principals’ practice of inspirational leadership and the level of innovative skills among secondary school students, as well as revealing the significance of statistical differences between the averages of the study sample’s responses regarding the level of practice of school principals of inspirational leadership and the level of innovative skills among secondary school students, considering the variables of gender and specialization. The study relied on the descriptive survey approach, and the questionnaire as a tool for collecting data, from a random sample of (60) teachers and supervisors. The study reached several results, the most notable of which are: that the level of inspiring leadership practice among school principals was high, and the level of innovative skills among secondary school students was high. The study found that there is a statistically significant relationship at the significance level (0.05 ≥ α) between the level of school principals’ practice of inspirational leadership and the level of innovative skills among secondary school students. The results also revealed that there are no statistically significant differences at the significance level (0.05 ≥ α) between the averages of the study sample’s responses on the level of inspirational leadership and the level of innovative skills among secondary school students in light of the application of the three-semesters system from the point of view of school teachers and supervisors in the Tabuk region pertaining to the variables of gender and specialization.