الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
This study aims at monitoring the status of the Mansoura University Academic and Administrative Leaders’ practice of Transactional Leadership (TL) strategies for confronting some educational and administrative problems at the university. In addition, it also aims at determining the requirements of activating these practices in the light of TL strategies in order to confront these problems. Delimitations This study was delimited to the following: 1- Objective Delimitations: Identifying the extent of practicing TL strategies by both academic and administrative leaders to confront some educational and administrative problems. 2- Spatial Delimitations: Faculties (Theoretical and Practical) at Mansoura University. 3- Time Delimitations: 2019/2021 academic years. Design The descriptive research design was employed in this study. Sample Two hundred and sixty academic and administrative leaders voluntarily participated in this study. They were distributed as follows: 127 academic leaders (i.e., Deans, Vice Deans and Department Chairs and Special Unit Directors) and 133 administrative leaders (i.e., Librarians and Administrative Department Directors). Instrument A questionnaire was prepared by the researcher about the status and requirements for academic and administrative leaders’ practice of TL strategies at Mansoura University. Results The study reached the following results: 1. A statically significant difference existed between the mean scores of both the academic and administrative leaders regarding the educational problems only. 2. Educational and administrative problems at Mansoura University existed at different levels i.e., Large, Medium and Small). 3. There was a statistically significant differences between academic and administrative leaders’ practice of TL strategies on the ‘Ideational Stimulation’ dimension regarding Type of Leadership in favor of academic leaders. 4. For the total sample, academic and administrative leaders highly practiced the TL strategies (at both the practice and importance levels). 5. There was no statistically significant correlation between leaders’ practice of TL strategies and the existence of educational problems. 6. There was a statistically significant correlation between leaders’ practice of TL strategies and the existence of administrative problems especially on both the ‘Model Effect and Inspirational Motivation’ dimensions. 7. There was no statistically significant difference in educational and administrative problems related to Years of Experience. 8. There was a statistically significant difference between academic and administrative leaders’ mean scores in their practice on the ‘Ideational Stimulation’ dimension. 9. There was a statistically significant difference between ‘Years of Experience’ across all TL dimensions favoring the longest experience.