Supervisory Practices of Secondary School Female Principals and Their Relationship to Teachers’ Job Burnout in Tabuk City
Keywords:
Supervisory practices, Job burnout, Secondary school principals, Secondary school teachers, Tabuk city
Abstract
The study aimed to identify the level of supervisory practices employed by female principals of secondary schools in Tabuk city and their relationship to job burnout among teachers from their perspectives. The study adopted a descriptive approach with both survey and correlational designs. A questionnaire was used as the data collection tool. The study sample consisted of (293) secondary school teachers in Tabuk city. The results revealed that the overall level of supervisory practices among female principals of secondary schools in Tabuk was moderate, with a mean score of (2.75). All three dimensions of supervisory practices were also at a moderate level, ranked as follows: preventive supervision, concurrent supervision, and post-supervision. The findings further indicated that the overall level of job burnout among teachers was high, with a mean score of (3.62). The dimensions of burnout were ranked as follows: emotional exhaustion (high), reduced personal accomplishment (high), and depersonalization (moderate). Moreover, the results showed a statistically significant negative (inverse) correlation, ranging from strong to very strong, at the significance level (α = 0.001), between supervisory practices and job burnout across all their dimensions. The findings also demonstrated that supervisory practices explain a substantial proportion of the variance in job burnout levels among teachers (67.7%). The most influential dimension in reducing job burnout was post-supervision, followed by preventive supervision, and then concurrent supervision. Based on the regression analysis, it can be predicted that increasing the use of supervisory practices contributes to reducing job burnout among teachers.
References
1. أبو عبدون، نجاح. (2022). الأساليب الإشرافية الأكثر فاعلية خلال فترة التعليم عن بعد الناجم عن جائحة كورونا من وجهة نظر المشرفين التربويين في لواءي ناعور والقويسمة. رسالة ماجستير غير منشورة. جامعة الشرق الأوسط، عمان، الأردن.
2. الأبيض، عادل؛ والرويلي، سعود. (2017). دراسة لبعض أنماط الإشراف التربوي الحديثة كما يدركها المعلمون وعلاقتها بالدافعية الذاتية لهم. مجلة العلوم التربوية، (9)، 103-168.
3. الحربي، نايف. (2021). الأنماط القيادية الإدارية في مدارس التعليم العام بمنطقة القصيم وعلاقتها بالاحتراق الوظيفي لدى المعلمين. مجلة الجامعة الإسلامية للدراسات التربوية والنفسية، 29(3)، 403-423.
4. سعد، أمنية. (2021). واقع جودة الحياة الوظيفية وعلاقتها بظاهرة الاحتراق الوظيفي لدى العاملين بمكتبات جامعة الإسكندرية: دراسة ميدانية. المجلة العلمية للمكتبات والوثائق والمعلومات، 3(5)، 193-255.
5. السيابي، منى. (2023). نظام التقويم المقترح لتطوير دوائر الإشراف التربوي بوزارة التربية والتعليم في سلطنة عُمان. المجلة الدولية لنشر البحوث والدراسات، 4(46)، 263-311.
6. الطعاني، حسن. (2012). درجة ممارسة مديري المدارس لمهامهم الإشرافية من وجهة نظر المعلمين في الأردن. مجلة جامعة دمشق للعلوم التربوية والنفسية، 28(2)، 453-489.
7. عقدي، حسن. (2018). المناخ التنظيمي وعلاقته بالاحتراق الوظيفي لدى معلمي المدارس الثانوية في منطقة جازان. مجلة كلية التربية –جامعة عين شمس، 34(5)، 139-249.
8. العمر، حصه؛ والعنزي، نايف. (2021). درجة الاحتراق الوظيفي وعلاقته بفاعلية الأداء لدى معلمات التربية الخاصة في مراكز الرعاية النهارية الأهلية بمدينة الرياض. مجلة العلوم التربوية والنفسية، 5(19)، 178-159.
9. العمري، منى؛ ونصر، محمد. (2016). ضغوط العمل وعلاقتها بالاحتراق الوظيفي لدى معلمات المرحلة الثانوية بمدارس التطوير بمدينة تبوك. المجلة التربوية الدولية المتخصصة، 5(7)، 136-149.
10. العنزي، ريما. (2024). رؤية المملكة 2030 في التعليم. استرجعت بتاريخ 17-12-2025. من الموقع الإلكتروني: https://2u.pw/rJCE3SMf.
11. الغبيشي، حليمة؛ والزهراني، عبد الواحد. (2021). درجة ممارسة الأساليب الإشرافية وعلاقتها بتطوير مهارات المعلمات في مجال التعليم والتعلم بمحافظة القنفذة من وجهة نظر القائدات والمشرفات التربويات. مجلة كلية التربية، 2(2)، 507-548.
12. مجلس الصحة الخليجي. (2023). مجلس الصحة الخليجي يطلق حملة توعوية لمكافحة الاحتراق الوظيفي. مجلة صحة الخليج، (162)، 1-30.
13. المزيدي، ناصر؛ واللواتيا، عفاف. (2021). واقع ممارسة مشرفي العلوم للإشراف الوقائي والإشراف الإبداعي في محافظتي الداخلية وشمال الباطنة بسلطنة عُمان من وجهة نظر المعلمين الأوائل. المجلة العربية للعلوم التربوية والنفسية، 5(19)، 201-224.
14. وزارة التعليم. (2024). النموذج الإشرافي في ضوء تمكين المدرسة: استمرار العمل في النموذج الإشرافي في ضوء تمكين المدرسة 1446هـ/2024-2025م. الرياض: منشورة وزارة التعليم السعودية.
15. Abu Abdoun, N. (2022). The Most Effective Supervisory Methods during Distance Education Caused by the COVID-19 Pandemic from the Perspective of Educational Supervisors in Naour and Al-Qweismeh districts (in Arabic). Unpublished master’s thesis. Middle East University, Amman, Jordan.
16. Al-Abyad, A., & Al-Ruwaili, S. (2017). A study of some modern educational supervision patterns as perceived by teachers and their relationship to their self-motivation (in Arabic). Journal of Educational Sciences, (9), 103–168.
17. Al-Anzi, R. (2024). Saudi Vision 2030 in Education (in Arabic). Retrieved December 17, 2025, from https://2u.pw/rJCE3SMf
18. Al-Ghabishi, H., & Al-Zahrani, A. (2021). The degree of practicing supervisory methods and their relationship to developing teachers’ skills in the field of teaching and learning in Al-Qunfudhah Governorate from the perspective of female leaders and educational supervisors (in Arabic). Journal of the College of Education, 2(2), 507–548.
19. Al-Harbi, N. (2021). Administrative leadership styles in public schools in Qassim region and their relationship to teacher burnout (in Arabic). Islamic University Journal of Educational and Psychological Studies, 29(3), 403–423.
20. Ali, U., Tari, E., & Lao, H. (2023). The effect of principal supervision and burnout on teacher work ethics at Rita Kaka public elementary school. Journal Penelitian dan Evaluasi Pendidikan, 4(4), 399-413.
21. Al-Mazidi, N., & Al-Lawatiya, A. (2021). The reality of science supervisors’ practice of preventive and creative supervision in Al-Dakhiliyah and North Al-Batinah governorates in Oman from the perspective of senior teachers (in Arabic). Arab Journal of Educational and Psychological Sciences, 5(19), 201–224.
22. Al-Omar, H., & Al-Anzi, N. (2021). The degree of job burnout and its relationship to performance effectiveness among special education teachers in private daycare centers in Riyadh (in Arabic). Journal of Educational and Psychological Sciences, 5(19), 159–178.
23. Al-Omari, M., & Nasr, M. (2016). Work stress and its relationship to job burnout among secondary school teachers in Tatweer schools in Tabuk (in Arabic). International Interdisciplinary Educational Journal, 5(7), 136–149.
24. Al-Siyabi, M. (2023). A proposed evaluation system for developing educational supervision departments in the Ministry of Education in Oman (in Arabic). International Journal for Publishing Research and Studies, 4(46), 263–311.
25. Al-Ta’ani, H. (2012). The degree of school principals’ practice of supervisory tasks from teachers’ perspectives in Jordan (in Arabic). Damascus University Journal of Educational and Psychological Sciences, 28(2), 453–489.
26. Aqdi, H. (2018). Organizational climate and its relationship to job burnout among secondary school teachers in Jazan region (in Arabic). Journal of the Faculty of Education – Ain Shams University, 34(5), 139–249.
27. Chaula L. (2023). School heads' clinical supervision practices and emerging teacher emotions in Tanzania secondary schools. Heliyon Journal, 16(1), 1-17.
28. Coronel, R. R. (2024). Academic supervision and managerial skills of school heads for teachers’ quality and work effectiveness. International Journal of Social Science Humanity & Management Research, 3(7), 861-869.
29. Evans, J. (1996). Straightforward Statistics for the Behavioral Sciences. CA: Brooks/Cole Publishing.
30. Gulf Health Council. (2023). The Gulf Health Council launches an awareness campaign to combat job burnout (in Arabic). Gulf Health Magazine, (162), 1–30.
31. Hershorin, E. (2024). Evaluating Change in Teacher Stress, Burnout, and Classroom Behavior in a School Implementing a New Mindfulness-Based Curriculum. Unpublished PhD Dissertation. West Chester University. PA. USA.
32. Jensen, M., & Solheim, O. (2020). Exploring associations between supervisory support, teacher burnout, and classroom emotional climate: the moderating role of pupil-teacher ratio. Educational Psychology, 40(3), 367-388.
33. Jeremiah, S., & Queensoap, M. (2024). Role of school supervision and inspection in curriculum implementation, delivery and evaluation. FUO Journal of Educational Research, 3(1), 38-52.
34. Marshall, D., Neugebauer, N., & Pressley, T. (2023). Teacher morale, job satisfaction, and burnout in schools of choice following the COVID-19 pandemic. Journal of School Choice, 17(4), 542-562.
35. Maslach, C., Schaufeli, W., & Leiter, M. (2001). Job burnout. Annual Review of Psychology, 52(1), 397-422.
36. Mehmood, M., Munawar, S., & Muzzamil, I. (2025). Examining the relationship between principals’ supportive work environment practices and teacher burnout in Pakistani public schools. Journal of Social & Organizational Matters, 4(3), 396-406.
37. Ministry of Education. (2024). the Supervisory Model in Light of School Empowerment: Continuation of Work in the Supervisory Model in Light of School Empowerment (1446 AH / 2024–2025) (in Arabic). Riyadh: Saudi Ministry of Education.
38. Norbu, C., & Ghalay, B. (2023). Leadership practices, teacher motivation, burnout, and teacher satisfaction in Tsirang Dzongkhag. Educational Innovation and Practice, (6), 1-18.
39. Saad, O. (2021). The reality of quality of work life and its relationship to job burnout among employees of Alexandria University libraries: A field study (in Arabic). Scientific Journal of Libraries, Archives and Information, 3(5), 193–255.
40. Thompson, S. (2002). Sampling, Wiley Series in Probability and Statistics. USA. NJ: John Wiley and Sons.
41. Tran, H., & Smith, D. (2020). The strategic support to thrive beyond survival model: an administrative support framework for improving student outcomes and addressing educator staffing in rural and urban high-needs schools. Research in Educational Administration & Leadership, 5(3), 871-919.
42. Van Droogenbroeck, F., Spruyt, B., & Quittre, V. (2021). Does the school context really matter for teacher burnout? review of existing multilevel teacher burnout research and results from the teaching and learning international survey in the Flemish-and French-speaking communities of Belgium. Educational Researcher, 50(5), 290-305.
2. الأبيض، عادل؛ والرويلي، سعود. (2017). دراسة لبعض أنماط الإشراف التربوي الحديثة كما يدركها المعلمون وعلاقتها بالدافعية الذاتية لهم. مجلة العلوم التربوية، (9)، 103-168.
3. الحربي، نايف. (2021). الأنماط القيادية الإدارية في مدارس التعليم العام بمنطقة القصيم وعلاقتها بالاحتراق الوظيفي لدى المعلمين. مجلة الجامعة الإسلامية للدراسات التربوية والنفسية، 29(3)، 403-423.
4. سعد، أمنية. (2021). واقع جودة الحياة الوظيفية وعلاقتها بظاهرة الاحتراق الوظيفي لدى العاملين بمكتبات جامعة الإسكندرية: دراسة ميدانية. المجلة العلمية للمكتبات والوثائق والمعلومات، 3(5)، 193-255.
5. السيابي، منى. (2023). نظام التقويم المقترح لتطوير دوائر الإشراف التربوي بوزارة التربية والتعليم في سلطنة عُمان. المجلة الدولية لنشر البحوث والدراسات، 4(46)، 263-311.
6. الطعاني، حسن. (2012). درجة ممارسة مديري المدارس لمهامهم الإشرافية من وجهة نظر المعلمين في الأردن. مجلة جامعة دمشق للعلوم التربوية والنفسية، 28(2)، 453-489.
7. عقدي، حسن. (2018). المناخ التنظيمي وعلاقته بالاحتراق الوظيفي لدى معلمي المدارس الثانوية في منطقة جازان. مجلة كلية التربية –جامعة عين شمس، 34(5)، 139-249.
8. العمر، حصه؛ والعنزي، نايف. (2021). درجة الاحتراق الوظيفي وعلاقته بفاعلية الأداء لدى معلمات التربية الخاصة في مراكز الرعاية النهارية الأهلية بمدينة الرياض. مجلة العلوم التربوية والنفسية، 5(19)، 178-159.
9. العمري، منى؛ ونصر، محمد. (2016). ضغوط العمل وعلاقتها بالاحتراق الوظيفي لدى معلمات المرحلة الثانوية بمدارس التطوير بمدينة تبوك. المجلة التربوية الدولية المتخصصة، 5(7)، 136-149.
10. العنزي، ريما. (2024). رؤية المملكة 2030 في التعليم. استرجعت بتاريخ 17-12-2025. من الموقع الإلكتروني: https://2u.pw/rJCE3SMf.
11. الغبيشي، حليمة؛ والزهراني، عبد الواحد. (2021). درجة ممارسة الأساليب الإشرافية وعلاقتها بتطوير مهارات المعلمات في مجال التعليم والتعلم بمحافظة القنفذة من وجهة نظر القائدات والمشرفات التربويات. مجلة كلية التربية، 2(2)، 507-548.
12. مجلس الصحة الخليجي. (2023). مجلس الصحة الخليجي يطلق حملة توعوية لمكافحة الاحتراق الوظيفي. مجلة صحة الخليج، (162)، 1-30.
13. المزيدي، ناصر؛ واللواتيا، عفاف. (2021). واقع ممارسة مشرفي العلوم للإشراف الوقائي والإشراف الإبداعي في محافظتي الداخلية وشمال الباطنة بسلطنة عُمان من وجهة نظر المعلمين الأوائل. المجلة العربية للعلوم التربوية والنفسية، 5(19)، 201-224.
14. وزارة التعليم. (2024). النموذج الإشرافي في ضوء تمكين المدرسة: استمرار العمل في النموذج الإشرافي في ضوء تمكين المدرسة 1446هـ/2024-2025م. الرياض: منشورة وزارة التعليم السعودية.
15. Abu Abdoun, N. (2022). The Most Effective Supervisory Methods during Distance Education Caused by the COVID-19 Pandemic from the Perspective of Educational Supervisors in Naour and Al-Qweismeh districts (in Arabic). Unpublished master’s thesis. Middle East University, Amman, Jordan.
16. Al-Abyad, A., & Al-Ruwaili, S. (2017). A study of some modern educational supervision patterns as perceived by teachers and their relationship to their self-motivation (in Arabic). Journal of Educational Sciences, (9), 103–168.
17. Al-Anzi, R. (2024). Saudi Vision 2030 in Education (in Arabic). Retrieved December 17, 2025, from https://2u.pw/rJCE3SMf
18. Al-Ghabishi, H., & Al-Zahrani, A. (2021). The degree of practicing supervisory methods and their relationship to developing teachers’ skills in the field of teaching and learning in Al-Qunfudhah Governorate from the perspective of female leaders and educational supervisors (in Arabic). Journal of the College of Education, 2(2), 507–548.
19. Al-Harbi, N. (2021). Administrative leadership styles in public schools in Qassim region and their relationship to teacher burnout (in Arabic). Islamic University Journal of Educational and Psychological Studies, 29(3), 403–423.
20. Ali, U., Tari, E., & Lao, H. (2023). The effect of principal supervision and burnout on teacher work ethics at Rita Kaka public elementary school. Journal Penelitian dan Evaluasi Pendidikan, 4(4), 399-413.
21. Al-Mazidi, N., & Al-Lawatiya, A. (2021). The reality of science supervisors’ practice of preventive and creative supervision in Al-Dakhiliyah and North Al-Batinah governorates in Oman from the perspective of senior teachers (in Arabic). Arab Journal of Educational and Psychological Sciences, 5(19), 201–224.
22. Al-Omar, H., & Al-Anzi, N. (2021). The degree of job burnout and its relationship to performance effectiveness among special education teachers in private daycare centers in Riyadh (in Arabic). Journal of Educational and Psychological Sciences, 5(19), 159–178.
23. Al-Omari, M., & Nasr, M. (2016). Work stress and its relationship to job burnout among secondary school teachers in Tatweer schools in Tabuk (in Arabic). International Interdisciplinary Educational Journal, 5(7), 136–149.
24. Al-Siyabi, M. (2023). A proposed evaluation system for developing educational supervision departments in the Ministry of Education in Oman (in Arabic). International Journal for Publishing Research and Studies, 4(46), 263–311.
25. Al-Ta’ani, H. (2012). The degree of school principals’ practice of supervisory tasks from teachers’ perspectives in Jordan (in Arabic). Damascus University Journal of Educational and Psychological Sciences, 28(2), 453–489.
26. Aqdi, H. (2018). Organizational climate and its relationship to job burnout among secondary school teachers in Jazan region (in Arabic). Journal of the Faculty of Education – Ain Shams University, 34(5), 139–249.
27. Chaula L. (2023). School heads' clinical supervision practices and emerging teacher emotions in Tanzania secondary schools. Heliyon Journal, 16(1), 1-17.
28. Coronel, R. R. (2024). Academic supervision and managerial skills of school heads for teachers’ quality and work effectiveness. International Journal of Social Science Humanity & Management Research, 3(7), 861-869.
29. Evans, J. (1996). Straightforward Statistics for the Behavioral Sciences. CA: Brooks/Cole Publishing.
30. Gulf Health Council. (2023). The Gulf Health Council launches an awareness campaign to combat job burnout (in Arabic). Gulf Health Magazine, (162), 1–30.
31. Hershorin, E. (2024). Evaluating Change in Teacher Stress, Burnout, and Classroom Behavior in a School Implementing a New Mindfulness-Based Curriculum. Unpublished PhD Dissertation. West Chester University. PA. USA.
32. Jensen, M., & Solheim, O. (2020). Exploring associations between supervisory support, teacher burnout, and classroom emotional climate: the moderating role of pupil-teacher ratio. Educational Psychology, 40(3), 367-388.
33. Jeremiah, S., & Queensoap, M. (2024). Role of school supervision and inspection in curriculum implementation, delivery and evaluation. FUO Journal of Educational Research, 3(1), 38-52.
34. Marshall, D., Neugebauer, N., & Pressley, T. (2023). Teacher morale, job satisfaction, and burnout in schools of choice following the COVID-19 pandemic. Journal of School Choice, 17(4), 542-562.
35. Maslach, C., Schaufeli, W., & Leiter, M. (2001). Job burnout. Annual Review of Psychology, 52(1), 397-422.
36. Mehmood, M., Munawar, S., & Muzzamil, I. (2025). Examining the relationship between principals’ supportive work environment practices and teacher burnout in Pakistani public schools. Journal of Social & Organizational Matters, 4(3), 396-406.
37. Ministry of Education. (2024). the Supervisory Model in Light of School Empowerment: Continuation of Work in the Supervisory Model in Light of School Empowerment (1446 AH / 2024–2025) (in Arabic). Riyadh: Saudi Ministry of Education.
38. Norbu, C., & Ghalay, B. (2023). Leadership practices, teacher motivation, burnout, and teacher satisfaction in Tsirang Dzongkhag. Educational Innovation and Practice, (6), 1-18.
39. Saad, O. (2021). The reality of quality of work life and its relationship to job burnout among employees of Alexandria University libraries: A field study (in Arabic). Scientific Journal of Libraries, Archives and Information, 3(5), 193–255.
40. Thompson, S. (2002). Sampling, Wiley Series in Probability and Statistics. USA. NJ: John Wiley and Sons.
41. Tran, H., & Smith, D. (2020). The strategic support to thrive beyond survival model: an administrative support framework for improving student outcomes and addressing educator staffing in rural and urban high-needs schools. Research in Educational Administration & Leadership, 5(3), 871-919.
42. Van Droogenbroeck, F., Spruyt, B., & Quittre, V. (2021). Does the school context really matter for teacher burnout? review of existing multilevel teacher burnout research and results from the teaching and learning international survey in the Flemish-and French-speaking communities of Belgium. Educational Researcher, 50(5), 290-305.
Published
2026-04-24
How to Cite
Ghada Saeed Dael Al-Amari, & Dr. Mohamed Abdul Wahab Rakha. (2026). Supervisory Practices of Secondary School Female Principals and Their Relationship to Teachers’ Job Burnout in Tabuk City. Journal of Arts, Literature, Humanities and Social Sciences, (130), 323-342. https://doi.org/10.33193/JALHSS.130.2026.1657
Issue
Section
المقالات
Copyright (c) 2026 أ. غادة سعيد دائل العمري , د. محمد عبد الوهاب رخا
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
