The Practice of Management by Wandering Around and Its Impact on School Performance: Evidence from Irbid Governorate

Background/purpose. Effective leadership is widely recognized as a key factor in shaping school performance. This study examined the relationship between Management by Wandering Around as practiced by principals and the overall performance of schools in Irbid Governorate, as perceived by teachers. The intention was to provide empirical evidence on how principals’ visible presence, engagement, and motivational practices contribute to the improvement of educational outcomes.

Materials/methods. A descriptive survey design was employed, with a structured, validated questionnaire as the primary data collection tool. The study population consisted of public school teachers across Irbid Governorate, from which a stratified random sample of 380 male and female teachers was selected to ensure broad representation across school stages and genders. Data were analyzed using appropriate statistical techniques, including correlation analysis, to test the relationship between MBWA and school performance.

Results. The findings revealed that teachers rated both the level of MBWA practiced by principals and the degree of school performance as high. Moreover, results demonstrated a statistically significant positive correlation (α = 0.05) between MBWA and school performance. This suggests that principals who actively engage in MBWA practices foster stronger communication, enhance teacher motivation, and create more effective school environments.

Conclusion. The study concludes that MBWA should not be viewed merely as a managerial tool but as a strategic leadership approach that can significantly contribute to raising school performance. The results highlight the importance of integrating MBWA principles into training and professional development for school leaders.

Keywords: Management by Wandering Around (MBWA), leadership, school performance, teachers, Irbid Governorate

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