The Contributions of Schools’ Administrations in the Implementation of Electronic Culture and its Consequences at the Level of Teaching and Learning Processes: Iraqi Secondary Schools as a Model

Abstract

This study aims at answering the following question:

How do secondary school administrations contribute to the use of electronic culture and what are its consequences at The Level of teaching and learning processes?

In light of the implications of the question, the researcher hypothesizes that:

- There is no statistically significant difference at (0.05) level of significance between the arithmetic mean and the theoretical mean of the scale.

- There is no statistically significant difference at (0.05) level of significance between the arithmetic mean and the theoretical mean according to gender variables, the number of years of service as a headmaster and the number of training courses attended.

For the purpose of achieving the aim of the study and verifying the hypotheses, the researcher used the descriptive analytical method and designed a research tool consisting of (26) items after verifying its validity and reliability by presenting it to jury members.

The tool was applied to the study sample of (102) male and female headmasters and the data were then analyzed by extracting the mean and standard deviations.

The results show that:

- There are statistically significant differences between the theoretical mean and the arithmetic mean. This difference was in favor of the sample mean.

- There are statistically significant differences among the responses of the sample of the study due to gender variable in favor of male headmasters.

- There are statistically significant differences among the sample of the study due to the variable of number of years of service as school headmasters in favor for those who have five years of service or less.

- There are significant differences between the arithmetic means according to the training courses attended in favor for those with (15) years in service or more