درجة ممارسة مديري المدارس الحكومية الثانوية في مديريات محافظة الخليل للقيادة الفاعلة وعلاقتها بالاداء التدريسي للمعلمين
Date
2023-12-27
Authors
مريم احمد محمد رشيد
Maryam Ahmed Mohamed Rashid
Journal Title
Journal ISSN
Volume Title
Publisher
Al-Quds University
Abstract
هدفت هذه الدراسة إلى تحديد درجة ممارسة مديري المدارس الحكومية الثانوية في مديريات محافظة الخليل للقيادة الفاعلة وعلاقتها بالأداء التدريسي للمعلمين، وقد استخدمت الباحثة المنهج الوصفي الارتباطي لتحقيق أغراض الدراسة، حيث صممت مقابلة واستبانة لجمع البيانات الأولية من عينة الدراسة البالغة (332) معلًما ومعلمة تم اختيارهم بطريقة العينة العشوائية من مجتمع الدراسة المتمثل في جميع معلِّمي المرحلة الثانوية بمديريات التربية والتعليم في محافظة الخليل، والبالغ عددهم (2428) معلمًا ومعلمة، حسب إحصائيات وزارة التربية والتعليم للعام الدراسي 2022-2023م. وقد توصلت الدراسة إلى عدة نتائج أهمها: أنَّ المعلمين في مديريات التربية والتعليم بمحافظة الخليل لديهم تقديرات إيجابية مرتفعة حول ممارسة مديري المدارس الثانوية بمديريات الخليل للقيادة الفاعلة. أنَّ لدى المعلمين تقديرات إيجابيّة مرتفعة حول مستوى أدائهم التّدريسي. عدم وجود فرق ذي دلالة إحصائية عند مستوى دلالة (α ≤ 0.05) بين المتوسطات الحسابية لاستجابات أفراد عينة الدراسة حول ممارسة مديري المدارس الثانوية للقيادة الفاعلة بمديريات الخليل من وجهة نظر المعلمين، تبعًا للمتغيرات النوع الاجتماعي، المؤهل العلمي، سنوات الخدمة، فيما وجدت فروق ذي دلالة إحصائية بين المتوسطات الحسابية تبعًا لمتغيري التخصص والمديرية، ولصالح: التخصصات الأدبية ومديرية شمال الخليل. عدم وجود فرق ذي دلالة إحصائيّة بين المتوسطات الحسابية لاستجابات أفراد عينة الدراسة حول مستوى الأداء التدريسي للمعلمين من وجهة نظرهم تبعًا للمتغيرات النوع الاجتماعي، المؤهل العلمي، سنوات الخدمة، التخصص، المديرية، فيما وجد فرق دال إحصائيًّا بين المتوسطات الحسابية لاستجابات أفراد عينة الدراسة تبعًا لمتغير المؤهل العلمي لصالح البكالوريوس. وقد توصلت الدراسة النوعية إلى النتائج الآتية: اتفاق مديري المدارس الثانويّة على الدور العظيم الذي يؤدّيه معلمي المرحلة الثانوية، وضرورة تعزيز أدائهم التدريسي. وأهميّة وظائف القيادة ودورها في رفع مستوى الأداء التدريسي لدى معلمي المرحلة الثانوية. يواجه مديرو المدارس الثانوية العديد من المشكلات ذات العلاقة بالمعلمين والطلبة والإدارة أثناء ممارسة الأسلوب القيادي، وقد اقترح المديرون عدد من الوسائل التي تساعدهم في التغلب على المشكلات التي تواجههم عند ممارسة القيادة الفاعلة. وفي ضوء ما توصلت إليه الدِّراسة من نتائج، أوصت الباحثة بضرورة تعزيز ثقافة الشفافية والعدالة والإدارة الفاعلة في مداس الثانوية، وتحفيز المعلمين على تحقيق الأهداف المشتركة والتفاعل البنّاء مع جميع أعضاء المدرسة، والتأكُّد من وضوح المهام والأهداف والتعليمات المُعطاة، والإعلان عن أهمية وضرورة تنفيذ هذه المهام ومدى ارتباطها بتحقيق الأهداف المشتركة.
This study aimed to determine the degree of practicing effective leadership by principals of public secondary schools in the directorates of Hebron Governorate and its relationship to teachers' teaching performance. The researcher used the descriptive correlative approach to achieve the purposes of the study. Therefore, he conducted an interview and a questionnaire sheet to collect primary data from the study sample. The sample consisted of (332) male and female teachers who were selected using simple random sample method from the study population represented by all secondary school teachers in the education directorates in Hebron Governorate, whose number is (2428) male and female teachers, according to the statistics of the Ministry of Education for the academic year 2022-2023. The quantitative study reached several results: the teachers in the education directorates in Hebron governorate have high positive estimates about the effective leadership practice of secondary school principals in the Hebron districts, and the teachers have high positive estimates about the level of their teaching performance. In addition, there is no statistically significant difference at the level of significance (α ≤ 0.05) between the arithmetic means of the responses of the study sample about the practice of effective leadership by secondary school principals in the Hebron districts from the point of view of teachers, according to the variables of gender, educational qualification, and years of service. However, there were statistically significant differences between the arithmetic means according to the variables of specialization and directorate in favor of literary fields and the North Hebron Directorate. The quantitative results also showed no statistically significant difference between the arithmetic averages of the responses of the study sample about the level of teaching performance of teachers from their point of view according to the variables of gender, educational qualification, years of service, specialization, and directorate. In contrast, there was a statistically significant difference between the arithmetic means of the responses of the study sample, according to the educational qualification variable, in favor of the bachelor's degree. The qualitative study, on the other hand, has shown the following results: the agreement of secondary school principals on the significant role-played by secondary school teachers, the need to enhance their teaching performance, and the importance of leadership positions and their role in raising the level of teaching performance of secondary school teachers. Besides, secondary school principals face many problems related to teachers, students, and management while practicing the leadership style, so they suggested several methods that help them overcome the difficulties they face when practicing effective leadership. In light of the study's results, the researcher recommended promoting a culture of transparency, justice, and effective management in secondary schools. In addition, there is a need to motivate teachers to achieve common goals and constructive interaction with all members of the school, ensure the clarity of tasks, objectives, and instructions that are given, and announce the importance and necessity of implementing these tasks and their relevance to the achievement of common goals.
This study aimed to determine the degree of practicing effective leadership by principals of public secondary schools in the directorates of Hebron Governorate and its relationship to teachers' teaching performance. The researcher used the descriptive correlative approach to achieve the purposes of the study. Therefore, he conducted an interview and a questionnaire sheet to collect primary data from the study sample. The sample consisted of (332) male and female teachers who were selected using simple random sample method from the study population represented by all secondary school teachers in the education directorates in Hebron Governorate, whose number is (2428) male and female teachers, according to the statistics of the Ministry of Education for the academic year 2022-2023. The quantitative study reached several results: the teachers in the education directorates in Hebron governorate have high positive estimates about the effective leadership practice of secondary school principals in the Hebron districts, and the teachers have high positive estimates about the level of their teaching performance. In addition, there is no statistically significant difference at the level of significance (α ≤ 0.05) between the arithmetic means of the responses of the study sample about the practice of effective leadership by secondary school principals in the Hebron districts from the point of view of teachers, according to the variables of gender, educational qualification, and years of service. However, there were statistically significant differences between the arithmetic means according to the variables of specialization and directorate in favor of literary fields and the North Hebron Directorate. The quantitative results also showed no statistically significant difference between the arithmetic averages of the responses of the study sample about the level of teaching performance of teachers from their point of view according to the variables of gender, educational qualification, years of service, specialization, and directorate. In contrast, there was a statistically significant difference between the arithmetic means of the responses of the study sample, according to the educational qualification variable, in favor of the bachelor's degree. The qualitative study, on the other hand, has shown the following results: the agreement of secondary school principals on the significant role-played by secondary school teachers, the need to enhance their teaching performance, and the importance of leadership positions and their role in raising the level of teaching performance of secondary school teachers. Besides, secondary school principals face many problems related to teachers, students, and management while practicing the leadership style, so they suggested several methods that help them overcome the difficulties they face when practicing effective leadership. In light of the study's results, the researcher recommended promoting a culture of transparency, justice, and effective management in secondary schools. In addition, there is a need to motivate teachers to achieve common goals and constructive interaction with all members of the school, ensure the clarity of tasks, objectives, and instructions that are given, and announce the importance and necessity of implementing these tasks and their relevance to the achievement of common goals.