Abstract

The study aimed to know the role of government primary school leaders in improving learning outcomes from the teachers' point of view, and the study followed the descriptive and analytical approach, and the study sample consisted of (434) teachers, to whom a questionnaire was applied that included (41) items, distributed on three axes in aspects (knowledge, skill The results showed that school leaders improve learning outcomes from the three cognitive, skill and emotional aspects to a degree (often), with an arithmetic average (4.11), and a relative weight (82.2%). The emotional aspect ranked first among the axes. With an arithmetic average (4.18), and a relative weight (83.6%), and the cognitive aspect came in second place, with an arithmetic average (4.08), and a relative weight (81.6%), while the last ranking ranked the skill side, with an arithmetic average (4.03), and with a relative weight. (80.6%), and the results also revealed that there are no statistically significant differences in the role of school leaders in improving learning outcomes from the teachers' viewpoint, due to the variables of specialization and years of experience. The study recommended the necessity of increasing the interest of school leaders in providing female teachers with modern education technologies, developing their performance in content analysis in the light of learning outcomes, and adopting approaches to teaching based on innovation and creativity.