Abstract

This study aims to identify the degree of organizational female leaders' practice of leadership styles, and to identify the organizational identification of intermediate school female teachers in Qassim Region, from the female teachers' point of view. It aims to find whether there is a statistically significant correlation between leadership styles among school female leaders and organizational identification among female teachers. The study used the correlative descriptive method, and the questionnaire as a tool to collect the study data. The sample numbered 397 female teachers. The study sample was chosen randomly. The most important findings of the study were: the degree of practicing leadership styles by intermediate school leaders in Qassim region was largely for the democratic style (79%); moderately for the autocratic style (60%); low for the communicative style (47%), from the point of view of the female teachers. The results show that the level of organizational identification of intermediate school female teachers in Qassim region is highly achieved (82%). The study also showed the existence of a statistically positive correlation between the democratic style of leadership and organizational identification and its subdimensions among female teachers. There is a statistically significant negative correlation between the female leaders' autocratic style of leadership and organizational identification and its sub-dimensions among female teachers. There is a statistically significant negative correlation between the communication style in leadership of female teachers and the organizational identification and its sub-dimensions among female teachers. The study recommended paying attention to the democratic leadership style, by emphasizing that leaders continue practicing it; limiting the practice of autocratic and communicative styles, finding out problems that limit women leaders from practicing the democratic style. There is a need to maintain the level of organizational identification, and strengthen it among the female teachers in schools, by strengthening the status of female teachers. This may be done by taking into account their ambitions, requirements and needs.