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This study aimed at identifying the availability and the degree of satisfaction of the West Bank state schools' principals with the teachers' use of teaching technologies. To achieve this aim, a sample of (263) male and female principals was chosen from West Bank Schools. A questionnaire that consists of (28) items was given to the principals after the researchers had ensured its reliability and validity. The data obtained from the questionnaire was analyzed using frequencies, percentages, means, standard deviations, dependent t-test and one-way analysis of variance (ANOVA). The findings of the study showed that teaching technologies are available in different percentages in the state schools. The findings also showed that the degree of satisfaction of the West Bank state schools' principals with the teachers' use of educational technologies was high. Moreover, the findings showed that there were no statistical significant differences in the degree of satisfaction of the West Bank state schools' principals with the teachers' use of the teaching technologies due to the variables of sex, major, years of experience, qualification, level of school and region. هدفت الدراسة إلى التعرف على مدى توافر ودرجة رضا مديري المدارس الحكومية في الضفة الغربية عن استخدام المعلمين للتقنيات التربوية، ومن أجل تحقيق ذلك قام الباحثون باختيار عينة مؤلفة من (263) مديراً ومديرة من مدارس الضفة الغربية وزعت عليهم استبانة مؤلفة من (28) فقرة تم التحقق من صدقها وثباتها واستخدم الباحثون التكرارات والنسب المئوية والمتوسطات الحسابية والانحرافات المعيارية، واختبار (ت) للعينات المستقلة، وتحليل التباين الأحادي، وأشارت النتائج إلى أن التقنيات التربوية متوفرة في المدارس الحكومية بنسب متفاوتة، وكما أشارت النتائج أيضا إلى أن درجة رضا مديري المدارس عن استخدام المعلمين للتقنيات التربوية مرتفعة، وكذلك أشارت النتائج إلى انه لا توجد فروق ذات دلالة إحصائية في درجة رضا مديري المدارس عن استخدام المعلمين للتقنيات التربوية تعزى لمتغيرات الجنس و التخصص، والمؤهل العلمي، وسنوات الخبرة، ومستوى المدرسة، والمنطقة.

This study aims at identifying the reality of Educational Administration master theses approved in Al Quds University master’s program in Educational Administration during (1998-2021). The study population consisted of the (370) master theses approved during the program, while the study sample was a simple random sample of (100) theses. The researcher used descriptive approach to analyze the contents of these theses. The results of study showed, through a content analysis card, that the quantitative descriptive approach (with one variable) is the most common approach used by (89%). Master thesis revolved around school administration was the most common thesis by (33%). Subjects of education economics was researched modestly in the master thesis by (0%). In connection with samples, the random sample, particularly stratified, was the most common sample used by (55%). Comprehensive survey was limitedly used by (19%). The questionnaire was the most frequently used tool in the thesis by (94). Pearson correlation with arbitrator’s credibility was the most common method used to verify the credibility of the study. Cronbach Alfa is the most common method used to verify reliability of study tools. Percentage of thesis male supervisors was very high by (96), in comparison to female supervisors, whose percentage was (4%). Female researchers’ percentage was (60%), which is higher than male researchers’ percentage of (40%). Most thesis used statistical inference by (81%), T-Test, and One Way Anova by (81%). Neither Second Way Anova, nor Manova were used in the thesis. Analysis results showed also other matters.