Creative leadership among public school principals from the teachers' perspective

Abstract

This research aimed to identify the level of creative leadership practiced by public school principals in Tripoli, across its four dimensions (problem-solving, flexibility, fluency, and originality), from the teachers' perspective. It also sought to uncover any differences in these perceptions attributable to the variables of gender, educational qualification, and years of experience. A main research question was formulated regarding the overall level of practice, branching into seven sub-questions: four to measure each dimension individually, and three to examine the impact of demographic variables. The study employed a descriptive survey methodology and was conducted on a purposive sample of 80 male and female teachers from public schools in Tripoli during the 2024/2025 academic year.

The results of the statistical analysis showed that the overall level of creative leadership was moderate, with varying levels of practice across its dimensions. The "problem-solving" dimension received a high rating, while the "originality" and "flexibility" dimensions received a moderate rating. The results also revealed no statistically significant differences in perceptions attributable to the teachers' gender or educational qualifications. Conversely, statistically significant differences were found in the dimensions of "problem-solving" and "fluency" favoring teachers with more experience (over 10 years). In light of these findings, the study recommended that relevant educational authorities design specialized training programs for school principals that focus on enhancing flexibility and genuine creativity.