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Abstract

Problem statement: In the complex and changing educational context of the 21st century, the role of school principals has attracted the interest of many surveys as it is viewed as a key factor in school effectiveness. Purpose: The purposes of this study were (a) to investigate the role of school principals based on specific performance criteria, using as effectiveness indicators the perceptions of physical education (PE) teachers and their principals of effective school administration, (b) to determine whether statistically significant differences exist between PE teachers and principals regarding factors that express efficient school administration, and (c) to determine whether statistically significant differences exist in the perceptions of PE teachers and principals of the factor "work experience." Approach: A total of 415 teachers (223 PE teachers, 192 principals), who worked during the school year 2017-2018 in primary and secondary education in the prefectures of Pieria and Imathia of Greece, participated in the survey. The perceptions of PE teachers and school principals of efficient school administration were measured with a questionnaire created by Pashiardis and Orphanou (1999). Results: Results indicated that, in general, PE teachers were satisfied with their principal's management skills. Principals stated that they are more efficient than teachers think they are. A t-test revealed statistically significant differences in all the factors, in favor of principals. Α one-way analysis of variance revealed statistically significant differences in the factor "school programs" according to PE teachers with more than 20 years of work experience. Moreover, statistically significant differences were found in the factors "school climate," "problem-solving and decisionmaking," and "student management," in favor of older principals; in the factors "organization and administration" and "professional development of the principal," in favor of principals with 15-19 years of experience; and in the factor "cooperation with the ministry's officials," in favor of principals with 10-14 years of experience. Conclusions: There is a discrepancy between the perceptions of PE teachers and their principals of effective school administration. This suggests the need for improving principals' competence through specific training.

Leadership in physical education: Systematic review of the last five years

“…This category was included in the analysis to determine the degree of spread of leadership in physical education around the world. Based on this review, three continents published articles in the field of leadership in physical education, namely the Asian continent there are six studies (Allami et al, 2022;Chang et al, 2021;Houshyar et al, 2020;Jiang & Jia, 2018;Mohammed et al, 2018;Podung et al, 2018), Continent of Europe also six studies (Clohessy et al, 2021;Ressler et al, 2021;Şirin et al, 2018;Storm & Svendsen, 2021;Tasdugen et al, 2020;Tzeni et al, 2019), and one more study represented by the Americas (Perez-Torralba et al,…”

“…Based on a review of the method categories and types of research, nine articles exclusively use a quantitative approach (Allami et al, 2022;Jurnal SPORTIF: Jurnal Penelitian Pembelajaran, 8 (4) 376 Chang et al, 2021;Houshyar et al, 2020;Tasdugen et al, 2020;Tzeni et al, 2019;Jiang & Jia, 2018;Mohammed et al, 2018;Podung et al, 2018;Şirin et al, 2018). Of these nine articles, Allami et al (2022), Chang et al (2021), Tzeni et al (2019), Mohammed et al (2018), and Podung et al…”

“…In this group, the article discusses school administration and aims showed that physical education teachers were satisfied with their principal's management skills. The principal stated that they were more efficient than the teachers thought (Tzeni et al, 2019). Based on these countries, Iraq is the country that publishes the most articles on this topic (Allami et al, 2022;Mohammed et al, 2018).…”

“…Previous researchers have been encouraged to conduct in-depth studies on leadership and physical education. This previous research usually discusses the leadership style of physical education teachers with learning motivation (Jiang & Jia, 2018), task-oriented leadership style and extroverted nature (Ghofrani, 2012), identification of physical education Novri Gazali, Norazlinda Saad, Romi Cendra, Syed Kamaruzaman, Ripa'i Leadership in physical education: Systematic review of the last five years teacher leadership style (Houshyar et al, 2020), leadership qualities of principals and physical education teachers (Tzeni et al, 2019;Tzeni et al, 2020), the leadership role of physical education teachers (Öktem & Kul, 2020), and leadership skills of physical education teachers (Katkat, 2014).…”