درجة ممارسة مديري المدارس في مديرية تربية وتعليم جنوب الخليل للقيادة الداعمة من وجهة نظر المعلمين
Date
2024-08-01
Authors
بيان سليمان محمد الرجوب
Bayan Salman Mohammad Rjoob
Journal Title
Journal ISSN
Volume Title
Publisher
Al-Quds University
Abstract
هدفت الدراسة التعرف على درجة ممارسة مديري المدارس في مديرية التربية والتعليم جنوب الخليل للقيادة الداعمة من وجهة نظر المعلمين. وسعت للتعرف على الفروق بين استجابات العينة التي تعزى لجنس المعلم وسنوات خبرته ومؤهله العلمي والمرحلة التعليمية التي يُدرِّسها, وجنس مدير المدرسة. وقد شمل مجتمع الدراسة جميع المعلمين والمعلمات في مديرية التربية والتعليم – جنوب الخليل. حيث بلغ عدد المعلمين (1460) معلماً, و(2379) معلمةً, أي ما مجموعه (3839) معلماً ومعلمةً في المديرية. وتم اختيار العينة بالطريقة العشوائية الطبقية, وبلغت (387) معلماً ومعلمةً موزعين وفق جنسهم إلى (147) معلماً و(240) معلمة. واستخدمت الباحثة أداة الاستبانة لجمع البيانات, وانتهجت المنهج الوصفي التحليلي للوصول إلى النتائج. وقد توصلت الدراسة إلى أن درجة ممارسة مديري المدارس في مديرية التربية والتعليم – جنوب الخليل للقيادة الداعمة جاءت عالية وفي جميع مجالاتها والتي تتمثل في (تمكين المعلمين, والتشجيع الابداعي, والدفع الإلهامي). كما أظهرت النتائج عدم وجود فروق ذات دلالة إحصائية عند مستوى الدلالة (0.05≥ α) بين المتوسطات الحسابية لدرجة ممارسة مديري المدارس في مديرية التربية والتعليم – جنوب الخليل للقيادة الداعمة من وجهة نظر المعلمين تعزى لجنس المعلم وسنوات خبرته ومؤهله العلمي والمرحلة التعليمية التي يُدرِّسها. بينما توجد فروق ذات دلالة إحصائية عند مستوى الدلالة (0.05≥ α ) المتوسطات الحسابية لدرجة ممارسة مديري المدارس في مديرية التربية والتعليم – جنوب الخليل للقيادة الداعمة من وجهة نظر المعلمين تعزى لجنس مدير المدرسة لصالح المديرين الذكور. وقد أوصت الباحثة بتعزيز ممارسة مديري المدارس الحكومية في مديرية التربية والتعليم – جنوب الخليل للقيادة الداعمة من قبل وزارة التربية والتعليم, وتعزيز مشاركة المعلمين في صناعة واتخاذ القرارات المدرسية من قبل مديري المدارس الحكومية لما له الأثر الكبير في تمكين المعلمين. وكذلك تعزيز ممارسة المديرين لمكافأة المعلمين المتميزين معنوياً ومادياً, مما يشجع المعلمين على الإبداع, ولما له الأثر الإيجابي في تعزيز رضى المعلمين عن عملهم وانتمائهم للمؤسسة التعليمية الفلسطينية, وأخيراً أوصت الباحثة بإجراء المزيد من الدراسات حول ممارسة المديرين للقيادة الداعمة في مختلف مديريات التربية والتعليم في فلسطين. وذلك لأن كل منطقة لها خصوصيتها المختلفة عن الأخرى.
The study aimed to identify the degree of supportive leadership practice of school head teachers in the Directorate of Education - South Hebron from the teachers' point of view. It also aimed to identify differences between the sample’s responses due to the gender of the teachers, their years of experience, their academic qualifications, the stage they teach, or the gender of their principals. The study population included all male and female teachers in the Directorate of Education - South Hebron. The number of teachers is (1460) and the number of female teachers is (2379). The total of male and female teachers in the directorate is(3839). The sample was selected by a stratified random method and consisted of (387) male and female teachers, distributed according to their gender into (147) male and (240) female teachers. The researcher used the questionnaire tool to collect data and followed the descriptive analytical method to reach the results. The study found that the degree of supportive leadership practice of school head teachers in the Directorate of Education - South Hebron was high in all its fields, which are (empowering teachers, creative encouragement, and inspirational motivation). The results also showed that there were no statistically significant differences between the sample's responses about the degree of supportive leadership practice of school head teachers in the Directorate of Education - South Hebron at the level of significance (α 0.05≥) due to the teachers' gender, their years of experience, their academic qualifications, and the stage they teach. While there were statistically significant differences between the sample's responses about the degree of supportive leadership practice of school head teachers in the Directorate of Education - South Hebron at the level of significance (α 0.05≥) due to the head teachers' gender. In favor of male principles . The researcher recommended to strengthen the practice of governmental school head teachers in the Directorate of Education - South Hebron for supportive leadership by the Ministry of Education. In addition, the researcher recommended to enhance teachers’ participation in making school decisions by governmental school head teachers, as it has a significant impact on empowering teachers. As well as, the researcher recommended to enhance the school head teachers' practices to reward distinguished teachers morally and materially, which encourages teachers to be creative and has a positive impact on enhancing teachers’ satisfaction with their work and their belonging to the Palestinian educational institution. Finally, The researcher recommended to conduct more studies on head teachers’ practice of supportive leadership in various educational directorates in Palestine because each region has its different characteristics.
The study aimed to identify the degree of supportive leadership practice of school head teachers in the Directorate of Education - South Hebron from the teachers' point of view. It also aimed to identify differences between the sample’s responses due to the gender of the teachers, their years of experience, their academic qualifications, the stage they teach, or the gender of their principals. The study population included all male and female teachers in the Directorate of Education - South Hebron. The number of teachers is (1460) and the number of female teachers is (2379). The total of male and female teachers in the directorate is(3839). The sample was selected by a stratified random method and consisted of (387) male and female teachers, distributed according to their gender into (147) male and (240) female teachers. The researcher used the questionnaire tool to collect data and followed the descriptive analytical method to reach the results. The study found that the degree of supportive leadership practice of school head teachers in the Directorate of Education - South Hebron was high in all its fields, which are (empowering teachers, creative encouragement, and inspirational motivation). The results also showed that there were no statistically significant differences between the sample's responses about the degree of supportive leadership practice of school head teachers in the Directorate of Education - South Hebron at the level of significance (α 0.05≥) due to the teachers' gender, their years of experience, their academic qualifications, and the stage they teach. While there were statistically significant differences between the sample's responses about the degree of supportive leadership practice of school head teachers in the Directorate of Education - South Hebron at the level of significance (α 0.05≥) due to the head teachers' gender. In favor of male principles . The researcher recommended to strengthen the practice of governmental school head teachers in the Directorate of Education - South Hebron for supportive leadership by the Ministry of Education. In addition, the researcher recommended to enhance teachers’ participation in making school decisions by governmental school head teachers, as it has a significant impact on empowering teachers. As well as, the researcher recommended to enhance the school head teachers' practices to reward distinguished teachers morally and materially, which encourages teachers to be creative and has a positive impact on enhancing teachers’ satisfaction with their work and their belonging to the Palestinian educational institution. Finally, The researcher recommended to conduct more studies on head teachers’ practice of supportive leadership in various educational directorates in Palestine because each region has its different characteristics.
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Citation
درجة ممارسة مديري المدارس في مديرية تربية وتعليم جنوب الخليل للقيادة الداعمة من وجهة نظر المعلمين