القيادة التوزيعية لدى مديري المدارس الحكومية في محافظة الخليل وعلاقتها بالتنمية المهنية للمعلمين
Date
2024-07-25
Authors
صفاء رباح سيد أحمد
Safaa Rabah Sayed Ahmas
Journal Title
Journal ISSN
Volume Title
Publisher
Al-Quds University
Abstract
هدفت هذه الدراسة إلى التعرّف إلى القيادة التوزيعية لدى مديري المدارس الحكومية في محافظة الخليل وعلاقتها بالتنمية المهنية للمعلمين من وجهة نظر المعلمين/ات، في ضوء متغيرات الدراسة الوسيطة وهي: الجنس، والمُؤهِّل العِلمي، وعدد سنوات الخِبرة، ومستوى المدرسة. باستخدام منهج البحث الوصفي الارتباطي. ولجمع البيانات استُخدمت أداتان، الأداة الأولى تكونت من (26) فقرة لقياس درجة ممارسة القيادة التوزيعية لدى مديري المدارس الحكومية في مديرية الخليل موزعة على أربعة مجالات هي: مناخ المجتمع المدرسي، والعمل ضمن مجتمعات تعلّم مهنيّة، وثقافة المسؤولية المشتركة، والشراكة المجتمعية. أما الأداة الثانية فتكونت من (24) فقرة، لقياس درجة مساهمة مديري المدارس الحكومية في تحقيق التنمية المهنية لدى معلمي/ات مدارس التربية والتعليم في مديرية الخليل موزعة أيضاً على أربعة مجالات هي: ثقافة الابتكار والإبداع، والرّقمنة وإدارة تكنولوجيا التعليم، وثقافة الاتصال والتواصل، والممارسات التأمليّة. وتم التحقق من صدقهما وثباتهما بالطرق الإحصائية المناسبة.
اشتملت عينة الدراسة على (345) معلماً ومعلمةً من المدارس الحكومية في مديرية التربية والتعليم - الخليل، اختيروا بالطريقة العشوائية المتيسرة من أفراد مجتمع الدراسة، ليشكلوا ما نسبته (10.8%) من مجتمع الدراسة.
أظهرت نتائج الدراسة أن درجة ممارسة القيادة التوزيعية لدى مديري المدارس الحكومية في مديرية الخليل من وجهة نظر المعلمين/ات جاءت بدرجة متوسطة، بمتوسط حسابي بلغت قيمته (3.27) للدرجة الكلية، وأن درجة مساهمة مديري المدارس الحكومية في تحقيق التنمية المهنية لدى معلمي/ات مدارس التربية والتعليم في مديرية الخليل من وجهة نظرهم جاءت بدرجة متوسطة، بمتوسط حسابي قدره (3.32) للدرجة الكلية، كما أظهرت نتائج الدراسة وجود فروق ذات دلالة إحصائية على مستوى الدلالة (0.05≥α) في متوسطات استجابات أفراد عيّنة الدراسة لدرجة ممارسة القيادة التوزيعية لدى مديري المدارس الحكومية في مديرية الخليل تعزى لمتغيرات الجنس، والمُؤهِّل العِلمي، وعدد سنوات الخِبرة، ومستوى المدرسة.
كما أشارت النتائج أيضاً إلى وجود فروق ذات دلالة إحصائية على مستوى الدلالة (0.05≥α) في متوسطات استجابات أفراد عيّنة الدراسة لدرجة مساهمة مديري المدارس الحكومية في تحقيق التنمية المهنية لدى معلمي/ات مدارس التربية والتعليم في مديرية الخليل تعزى إلى متغيرات الدراسة، كما اتضح من نتائج الدراسة وجود علاقة إيجابية مرتفعة بين درجة ممارسة القيادة التوزيعية لدى مديري المدارس الحكومية في مديرية الخليل ودرجة مساهمتهم في تحقيق التنمية المهنية لدى المعلمين/ات ذات دلالة إحصائية عند مستوى الدلالة (0.05≥α).
وفي ضوء النتائج التي توصلت إليها الدراسة، اقترحت الباحثة مجموعة من التوصيات منها: تعزيز ممارسات القيادة التوزيعية داخل بيئة التعليم، من خلال توزيع الأدوار القيادية بين جميع أعضاء هيئة التدريس في المدارس، بهدف تحسين جودة الخدمات التعليمية، وزيادة الرضا الوظيفي، وتحقيق التنمية المهنية للمعلمين.
The current study aimed to identify the distributive leadership of public school principals in Hebron governorate and its relationship to the professional development of teachers from the teachers' point of view, in light of the variables of the independent study: gender, educational qualification, number of years of experience, and school level. Using a correlational descriptive research methodology. To collect the data, two tools were used, the first tool consisted of (26) items to measure the degree of distributive leadership practice among public school principals in Hebron district, distributed over four areas: the school community climate, working within professional learning communities, the culture of shared responsibility, and community partnership. The second tool consisted of (24) items, to measure the degree of contribution of public school principals to achieving professional development among teachers of schools of education in Hebron district, also distributed on four areas: culture of innovation and creativity, digitization and educational technology management, culture of communication and reflective practices. Their validity and consistency were verified by appropriate statistical methods. The study sample included (345) male and female teachers from public schools in the Directorate of Education - Hebron, selected randomly from the members of the study population, to constitute (10.8%) of the study population. The results of the study showed that the degree of distributive leadership practice among the principals of public schools in Hebron district from the teachers' point of view came with an average degree, with an arithmetic average of (3.27) for the total degree, and that the degree of contribution of public school principals to achieving professional development among teachers of schools of education in the Hebron district from their point of view came with an average degree, with an arithmetic average of (3.32) for the total degree, the results of the study also showed that there are statistically significant differences at the level of significance (0.05≥α) in the average responses of the study sample members to the degree of distributive leadership practice among the principals of public schools in Hebron district due to gender variables, academic qualification, number of years of experience, and school level. The results also indicated that there were statistically significant differences at the level of significance (0.05≥α) in the average responses of the study sample members to the degree of contribution of public school principals to achieving professional development among teachers of education schools in Hebron district due to the study variables, as it became clear from the results of the study that there is a high positive relationship between the degree of distributive leadership practice among public school principals in Hebron district and the degree of their contribution to achieving professional development among teachers. Statistically significant at the significance level (0.05≥α). In light of the findings of the study, the researcher proposed a set of recommendations, including: Enhancing distributive leadership practices within the education environment, through the distribution of leadership roles among all faculty members in schools, with the aim of improving the quality of educational services, increasing job satisfaction, and achieving professional development for teachers.
The current study aimed to identify the distributive leadership of public school principals in Hebron governorate and its relationship to the professional development of teachers from the teachers' point of view, in light of the variables of the independent study: gender, educational qualification, number of years of experience, and school level. Using a correlational descriptive research methodology. To collect the data, two tools were used, the first tool consisted of (26) items to measure the degree of distributive leadership practice among public school principals in Hebron district, distributed over four areas: the school community climate, working within professional learning communities, the culture of shared responsibility, and community partnership. The second tool consisted of (24) items, to measure the degree of contribution of public school principals to achieving professional development among teachers of schools of education in Hebron district, also distributed on four areas: culture of innovation and creativity, digitization and educational technology management, culture of communication and reflective practices. Their validity and consistency were verified by appropriate statistical methods. The study sample included (345) male and female teachers from public schools in the Directorate of Education - Hebron, selected randomly from the members of the study population, to constitute (10.8%) of the study population. The results of the study showed that the degree of distributive leadership practice among the principals of public schools in Hebron district from the teachers' point of view came with an average degree, with an arithmetic average of (3.27) for the total degree, and that the degree of contribution of public school principals to achieving professional development among teachers of schools of education in the Hebron district from their point of view came with an average degree, with an arithmetic average of (3.32) for the total degree, the results of the study also showed that there are statistically significant differences at the level of significance (0.05≥α) in the average responses of the study sample members to the degree of distributive leadership practice among the principals of public schools in Hebron district due to gender variables, academic qualification, number of years of experience, and school level. The results also indicated that there were statistically significant differences at the level of significance (0.05≥α) in the average responses of the study sample members to the degree of contribution of public school principals to achieving professional development among teachers of education schools in Hebron district due to the study variables, as it became clear from the results of the study that there is a high positive relationship between the degree of distributive leadership practice among public school principals in Hebron district and the degree of their contribution to achieving professional development among teachers. Statistically significant at the significance level (0.05≥α). In light of the findings of the study, the researcher proposed a set of recommendations, including: Enhancing distributive leadership practices within the education environment, through the distribution of leadership roles among all faculty members in schools, with the aim of improving the quality of educational services, increasing job satisfaction, and achieving professional development for teachers.