1917127112

ISSN 1726-6807 http://www.iugaza.edu.ps/ar/periodical/

:

.

53

337

11221121

57.1

57.5

1713311

Leadership Behavior for tenth grade gifted students at

king Abdullah ∏’ schools for Excellence and ordinary

students at public Jordanian schools Abstract: This study aimed at comparing the leadership behavior for tenth

grade students at King Abdullah II schools for excellence with ordinary

students at public Jordanian schools, according certain variables relevant to

student such as : Residency, and family's monthly income.

In order to achieve the objectives of the study, researcher developed the

study's tool consists of (35) items in order to know the leadership behavior

for excellence and ordinary students at public Jordanian schools, and to

reveal differences in leadership behavior according to some variables.

291

The sample of the study consists of (337) male and female primary tenth

grade students form King Abdullah II Schools for excellence and Public

Jordanian schools, in the second semester of the school year 2011/2012.

After conducting statistical analysis, the results of the study showed that

leadership behavior of talented students is high with mean of (3.70) while

leadership behavior of ordinary students at public schools is medium with

mean of (3.43). Results revealed that there is statistically significant

differences ( 0.05) due to the effect of family income variable for

students of income less than (500) JD. However there are statistically

significant difference due to the effect of residency for Salt center variable.

Researcher recommends, to benefit from leadership course available at King

Abdullah II for excellence schools, and to conduct further studies about

leadership behavior according to different variables.

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Sternberg,1999

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Creasy,1989

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2

121

2

11 3.96 0.64 1

33.93 0.64 2

13.90 0.72 3

83.89 0.65 4

23.86 0.61 5

123.84 0.57 6

93.78 0.68 7

223.78 0.63 7

27 3.78 0.67 7

29 3.78 0.61 7

103.76 0.77 11

163.73 0.57 12

143.72 0.57 13

183.72 0.63 13

73.71 0.65 15

43.70 0.66 16

153.70 0.64 16

121

173.69 0.58 18

25 3.68 0.64 19

23 3.67 0.59 20

26 3.67 0.61 20

30 3.67 0.58 11

133.65 0.59 23

193.64 0.56 24

53.63 0.63 25

31 3.62 0.49 26

28 3.61 0.69 27

34 3.59 0.49 19

63.56 0.55 29

203.56 0.55 30

24 3.56 0.60 30

213.53 0.55 32

35 3.53 0.50 33

33 3.52 0.50 34

32 3.50 0.50 35

3.70 0.31

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25 3.58 0.49 3

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8 3.51 0.60 5

121

26 3.51 0.50 5

27 3.51 0.50 5

15 3.49 0.50 8

20 3.48 0.50 9

11 3.48 0.50 9

6 3.46 0.50 9

12 3.46 0.50 9

23 3.46 0.50 9

1 3.45 0.50 14

113.45 0.50 14

9 3.44 0.58 16

4 3.43 0.54 17

18 3.42 0.49 18

30 3.42 0.61 18

11 3.42 0.49 18

29 3.41 0.49 21

11 3.41 0.61 21

28 3.40 0.49 23

14 3.39 0.49 24

16 3.39 0.49 24

21 3.38 0.49 26

129

13 3.36 0.48 27

17 3.35 0.48 28

19 3.35 0.48 28

2 3.34 0.50 30

22 3.33 0.47 31

5 3.32 0.49 32

7 3.32 0.47 32

31 3.30 0.58 34

10 3.27 0.69 35

3.43 0.19

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61 3.43 .172

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62 3.63 .044

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190 3.43 .185

92 3.79 .269

127 3.57 .177

118 3.32 .185

337 3.55 .279

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ANOVA3

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10.184 2 5.092 208.141 0.000

3.523 144 .024

13.706 146

5.340 2 2.670 447.521 0.000

1.116 187 .006

6.456 189

121

11.631 2 5.816 133.302 0.000

14.571 334 .044

26.202 336

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3.43 - 0.22*

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121

3.79 3.57 3.32

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3.57 - 0.25*

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(Myers & Silavir,2006)

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T-test

31162 3.97 .222 13.998 0.000*

31185 3.50 .183

311111 3.56 .093 20.348 0.000*

31179 3.25 .117

311173 3.71 .250 13.208 0.000*

311164 3.38 .200

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2..1:

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:(1999)

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212

(2009)

(2009)

229. .

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