Overview

Administrative Patterns of School Principals and Their Relationship to Teachers' Creative Behavior is a scientific research report that explores how leadership styles practiced by school principals influence teachers' creative behavior within the educational environment of the North Al Batinah Governorate in the Sultanate of Oman. Using a descriptive analytical approach, the study investigates prevailing administrative patterns, democratic, diplomatic, authoritarian, and chaotic. It examines their relationship with teachers' creative behaviors, including idea generation, problem-solving, adaptability, and risk-taking. The research is based on a random sample of 375 male and female teachers, and data were collected using a carefully developed questionnaire with two main dimensions: principals' administrative patterns and teachers' creative behavior. The findings reveal that diplomatic and democratic leadership styles are most commonly practiced and show a positive correlation with teachers' creative behavior, while authoritarian leadership demonstrates a weak positive relationship and chaotic leadership shows a weak negative relationship. The study also examines demographic variables such as gender, educational qualification, and years of experience, highlighting where differences do and do not exist. This report provides valuable insights for educational leaders, policymakers, researchers, and school administrators seeking to enhance leadership effectiveness and foster creativity in school environments. The study concludes with practical recommendations aimed at strengthening administrative competencies and promoting innovation within schools.

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