دليل اداري تربوي مقترح لتفعيل التخطيط التربوي لدى مديري المدارس الثانوية الحكومية في فلسطين استناداً إلى الواقع والاتجاهات الإدارية المعاصرة
Date
2026-07-19
Authors
نجاة محمد رمضان شرباتي
Najat Mohammad Ramadan Saeed sharabati
Journal Title
Journal ISSN
Volume Title
Publisher
Al-Quds Univeersity
Abstract
هدفت الدراسة إلى تطوير دليل إداري تربوي مقترح لتفعيل التخطيط التربوي لدى مديري المدارس الثانوية الحكومية في فلسطين استناداً إلى الواقع والاتجاهات الإدارية المعاصرة. واعتمدت الدراسة المنهج الوصفي التطويري، وتكون مجتمع الدراسة من جميع مديري ومعلمي المدارس الثانوية الحكومية في المحافظات الشمالية بفلسطين، في حين اختيرت عينة الدراسة طريقة العينة العنقودية العشوائية وبلغ عدد أفرادها (488) مديرا ومعلما. وتم تطوير أداة لجمع البيانات تمثلت في استبانة مكونة من (46) فقرة موزعة على سته مجالات رئيسة، وهي: التخطيط القائم على تحليل الواقع، صياغة الأهداف والتوجه الاستراتيجي، التخطيط التشاركي وبناء العلاقات المهنية، وتنفيذ الخطط والمتابعة والتقويم، التخطيط وفق الاتجاهات الإدارية المعاصرة والصعوبات التي تواجه التخطيط التربوي. وتم التحقق من صدق الأداة وثباتها بالطرق التربوية والإحصائية المناسبة، واستخدمت الباحثة برنامج الرزمة الإحصائية للعلوم الاجتماعية (SPSS) للإجابة عن أسئلة الدراسة وفحص فرضياتها.
وأظهرت نتائج الدراسة أن تقديرات افراد عينه الدراسة لدرجة تفعيل مديري المدارس الثانوية الحكومية في فلسطين للتخطيط التربوي جاءت بدرجة متوسطة، حيث بلغ المتوسط الحسابي العام (3.56). كما كشفت النتائج أن مستوى الصعوبات التي تواجه تفعيل التخطيط التربوي جاءت بدرجة عالية بمتوسط حسابي (3.70)، وتصدرت "التغيرات المفاجئة والأزمات" قائمة هذه الصعوبات. وأظهرت النتائج وجود فروق ذات دلالة إحصائية عند مستوى الدلالة (0.05 ≥α) تعزى لمتغيري سنوات الخبرة (لصالح الخبرة الأكثر من 10 سنوات) والمديرية (لصالح مديريتي نابلس ورام الله)، بينما لم تظهر فروق دالة تعزى لمتغيرات الجنس، والمؤهل العلمي، والمسمى الوظيفي. واستناداً إلى هذه النتائج، قامت الباحثة بتطوير دليل إداري تربوي مقترح يتضمن آليات عملية قائمة على أدوات حديثة مثل تحليل (SWOT) وأهداف (SMART) ومؤشرات الأداء (KPIs)، وتم التأكد من ملاءمته للتطبيق من خلال عرضه على مجموعة من المحكمين ذوي الاختصاص في مجال القيادة والادارة التربوية.
وفي ضوء نتائج الدراسة، أوصت الباحثة وزارة التربية والتعليم بتبني الدليل الإداري التربوي المقترح وتعميمه على المدارس الثانوية، والعمل على عقد برامج تدريبية تخصصية للمديرين تركز على مهارات التخطيط الاستراتيجي وإدارة الأزمات. كما أوصت بضرورة توفير الموارد المالية واللوجستية اللازمة لدعم العمل التخطيطي، وتعزيز الثقافة التشاركية التي تضمن إدماج المعلمين والمجتمع المحلي في بناء الرؤية المدرسية، بالإضافة إلى تطوير أنظمة معلومات تربوية دقيقة تدعم اتخاذ القرار التخطيطي المستند إلى الأدلة.
This study aimed to develop a proposed educational administrative guide to activate educational planning among public secondary school principals in Palestine, based on the current reality and contemporary administrative trends. The study adopted a descriptive-developmental approach. The study population consisted of all public secondary school principals and teachers in the northern governorates of Palestine, from which a cluster random sample of (488) principals and teachers was selected. A questionnaire was developed as the primary data collection tool, comprising (46) items distributed across six main domains: reality-based planning analysis, formulation of goals and strategic direction, participatory planning and building professional relationships, implementation of plans, monitoring and evaluation, planning according to contemporary administrative trends, and difficulties facing educational planning. Validity and reliability were verified using appropriate educational and statistical methods, and the Statistical Package for the Social Sciences (SPSS) was utilized for data analysis and hypothesis testing. The results of the study revealed that the participants' estimates regarding the degree to which public secondary school principals in Palestine activate educational planning were moderate, with an overall mean of (3.56). The results also indicated that the level of difficulties facing the activation of educational planning was high, with a mean of (3.70); "sudden changes and crises" topped the list of these obstacles. Furthermore, the results showed statistically significant differences at the significance level ($\alpha \le 0.05$) attributed to the variables of years of experience (in favor of those with more than 10 years) and directorate (in favor of Nablus and Ramallah directorates). Conversely, no significant differences were found attributed to gender, educational qualification, or job title. Based on these findings, the researcher developed a proposed educational administrative guide incorporating practical mechanisms based on modern tools such as SWOT analysis, SMART goals, and Key Performance Indicators (KPIs). The guide's suitability for application was verified through a panel of specialized arbitrators. In light of these results, the researcher recommended that the Ministry of Education adopt and generalize the proposed educational administrative guide across secondary schools. The study also suggested conducting specialized training programs for principals focusing on strategic planning and crisis management skills. Additionally, it emphasized the necessity of providing the financial and logistical resources required to support planning efforts, fostering a participatory culture that integrates teachers and the local community in building the school vision, and developing accurate educational information systems to support evidence-based planning decisions.
This study aimed to develop a proposed educational administrative guide to activate educational planning among public secondary school principals in Palestine, based on the current reality and contemporary administrative trends. The study adopted a descriptive-developmental approach. The study population consisted of all public secondary school principals and teachers in the northern governorates of Palestine, from which a cluster random sample of (488) principals and teachers was selected. A questionnaire was developed as the primary data collection tool, comprising (46) items distributed across six main domains: reality-based planning analysis, formulation of goals and strategic direction, participatory planning and building professional relationships, implementation of plans, monitoring and evaluation, planning according to contemporary administrative trends, and difficulties facing educational planning. Validity and reliability were verified using appropriate educational and statistical methods, and the Statistical Package for the Social Sciences (SPSS) was utilized for data analysis and hypothesis testing. The results of the study revealed that the participants' estimates regarding the degree to which public secondary school principals in Palestine activate educational planning were moderate, with an overall mean of (3.56). The results also indicated that the level of difficulties facing the activation of educational planning was high, with a mean of (3.70); "sudden changes and crises" topped the list of these obstacles. Furthermore, the results showed statistically significant differences at the significance level ($\alpha \le 0.05$) attributed to the variables of years of experience (in favor of those with more than 10 years) and directorate (in favor of Nablus and Ramallah directorates). Conversely, no significant differences were found attributed to gender, educational qualification, or job title. Based on these findings, the researcher developed a proposed educational administrative guide incorporating practical mechanisms based on modern tools such as SWOT analysis, SMART goals, and Key Performance Indicators (KPIs). The guide's suitability for application was verified through a panel of specialized arbitrators. In light of these results, the researcher recommended that the Ministry of Education adopt and generalize the proposed educational administrative guide across secondary schools. The study also suggested conducting specialized training programs for principals focusing on strategic planning and crisis management skills. Additionally, it emphasized the necessity of providing the financial and logistical resources required to support planning efforts, fostering a participatory culture that integrates teachers and the local community in building the school vision, and developing accurate educational information systems to support evidence-based planning decisions.