Differences Between Teachers’ and School Principals’ Perceptions of Learning Skills Promotion in the Classroom

The promotion of learning skills has become a central goal of contemporary education systems, reflecting increased emphasis on learner autonomy, higher-order thinking, and lifelong learning competencies (Sermons, 2018).Although these skills are widely acknowledged as essential, teachers and school principals may differ in how they perceive their importance and implementation in classroom practice.Such differences are shaped by professional roles, organizational conditions, and individual beliefs.This quantitative study examined differences between teachers' and school principals' perceptions of promoting learning skills in the classroom and identified factors predicting these perceptions within the Israeli educational context.Data were collected from 350 educators (210 teachers and 140 principals) using a structured questionnaire measuring perceived importance of learning skills, perceived implementation, organizational support, self-efficacy, and perceived barriers.Data were analyzed using reliability analysis, independent-samples t-tests, analysis of variance (ANOVA), Pearson correlation analysis, and multiple regression.