The degree to which the school leaders in Al-Layth Governorate practice their role in achieving the professional standards of teachers and their relationship to their level of performance

Abstract: 
The study was aimed at detecting the practice of Allieth governance school leaders of their role in achieving teachers' vocational standards and its relationship with their performance and the significance of statistical variances in subjects' answers which are attributed to experience variables and education level and qualification. The descriptive method was used ; a survey was conducted on a stratified random sample of a (350) teachers in the second term of the study year 1438/1439.  Major results of the study are as follows, the practice of Allieth governance school leaders of their role in achieving teachers' vocational standards was shown to be significant. Vocational responsibilities came ahead of other fields in the practice of ALleith governance school leaders of their role in achieving teachers' vocational standards. Then, came reinforcing education,. Next, came education support,. Finally, vocational knowledge. Differences with statistical significance at a significant level of (a ≥ 0.05) were noticed in the averages of the subjects answers on the practice of school leaders of their role in achieving teachers' vocational standards in general, that is attributed to variances in educational level that was toward teachers of elementary schools. Variances attributed to educational experience variable were  noticed as well; they were .toward teachers with less than ten years of experience. as well as variances attributed to educational qualification variable where variances were toward teachers with bachelor degree; further, ALleith governance teachers demonstrate a high level of performance. Class management field is ahead of other fields in which teachers' vocational performance is distinguished. Next came plans and strategies execution field. Then planning to assigned tasks, and finally performance appraisal and academic attainment; besides, differences with statistical significance at a significant level of (a ≤ 0.05) were noticed in the averages of the subjects' answers on Allieth governance teachers' performance level, that is attributed to variances in educational level. It was toward teachers of elementary schools. Variances attributed to educational experience variable were noticed as well; they were toward teachers with less than ten years of experience. There was also no differences with statistical significance at a significant level of (a≥ 0.05) were noticed, which is attributed to the educational qualification variance; bedsides, a positive correlation relationship with statistical significance at a significant level of ( a ≥  0.01 ) was noticed between the practice of Allieth governance school leaders of their role in achieving teachers' vocational standards and its relationship with their performance.