القيادة الملهمة لدى مدراء المدارس الحكومية وعلاقتها بالأداء المتميز للمعلمين من وجهة نظر المعلمين في مديرية بيت لحم
Date
2024-08-15
Authors
تهاني عيسى محمد العزة
Tahani Issa Mohammad Al Azza
Journal Title
Journal ISSN
Volume Title
Publisher
Al-Quds University
Abstract
تسعى هذه الدراسة إلى استكشاف واقع ممارسة القيادة الملهمة لدى مدراء المدارس الحكومية في مديرية بيت لحم، وكيفية ارتباطها بأداء المعلمين من منظورهم، وذلك من خلال تطبيق المنهج الوصفي الارتباطي على عينة من 250 معلمًا ومعلمة.
أظهرت نتائج الدراسة أن درجة ممارسة القيادة الملهمة لدى مدراء المدارس الحكومية من وجهة نظر المعلّمين في مديرية بيت لحم جاءت مرتفعة، كما جاء مستوى الأداء المتميز لدى المعلمين في المدارس الحكومية من وجهة نظر المعلّمين في مديرية بيت لحم جاء بدرجة مرتفعة أيضاً، وأشارت النتائج كذلك إلى أنه لا توجد فروق بين متوسّطات تقديرات أفراد عيّنة الدّراسة لدرجة ممارسة مديري المدارس الحكوميّة للقيادة الملهمة في مديرية بيت لحم تعزى لمتغيرات (الجنس، والمؤهل العلمي، وسنوات الخبرة، وجنس المدرسة)، في حين تبين أنه يوجد فروق بين متوسّطات تقديرات أفراد عيّنة الدّراسة لمستوى الأداء المتميّز لدى المعلّمين في المدارس الحكومية في مديرية بيت لحم تعزى لمتغيرات (الجنس ولصالح الإناث، والمؤهل العلمي ولصالح الذين مؤهلهم العلمي بكالوريوس فأقل، وسنوات الخبرة ولصالح الذين سنوات خبرتهم أقل من 5 سنوات، ثم لصالح الذين سنوات خبرتهم تراوحت من 10 سنوات فأكثر، وجنس المدرسة ولصالح الذين يعلمون في مدارس الإناث، كما اتضح من نتائج الدراسة وجود علاقة علاقة طردية موجبة بين درجة بين القيادة الملهمة لدى مدراء المدارس الحكومية وبين الأداء المتميز لدى معلمي المدارس الحكومية من وجهة نظر المعلمين، في ضوء ذلك أوصت الباحثة بالعديد من التوصيات أهمها: ضرورة تعزيز العمل نحو توفر الثقة العالية بالنفس لدى قادة المدراء والمعلمين لمواجهة المعوقات والتعامل مع الأحداث بفاعلية أكبر وإطلاق الأحكام والقرارات الصحيحة لها، بالإضافة إلى منح القادة الثقة لمرؤوسيهم وتقبل آرائهم بشكل إيجابي في العمل مما يدعم ذلك التفاعل بينهم ويزيد ولائهم لمدرستهم
This study aims to explore the reality of practicing inspirational leadership among government school principals in the Bethlehem Directorate and how it relates to teachers’ performance from their perspective. This was achieved by applying the descriptive correlational method to a sample of 250 teachers. The study results showed that the degree of practicing inspirational leadership among government school principals from the teachers’ perspective in the Bethlehem Directorate was high. Similarly, the level of outstanding performance among teachers in government schools from the teachers’ perspective in the Bethlehem Directorate was also high. The results also indicated that there were no differences between the average estimates of the study sample members regarding the degree of practicing inspirational leadership by government school principals in the Bethlehem Directorate attributed to variables such as gender, educational qualification, years of experience, and school gender. However, there were differences between the average estimates of the study sample members regarding the level of outstanding performance among teachers in government schools in the Bethlehem Directorate attributed to variables such as gender (in favor of females), educational qualification (in favor of those with a bachelor’s degree or less), years of experience (in favor of those with less than 5 years of experience, and those with 10 years or more), and school gender (in favor of those teaching in girls’ schools). The study also found a positive correlation between the degree of inspirational leadership among government school principals and the outstanding performance of teachers in government schools from the teachers’ perspective. In light of this, the researcher recommended several recommendations, the most important of which are: the necessity of enhancing the high self-confidence among school leaders and teachers to face obstacles and deal with events more effectively, and to make correct judgments and decisions. Additionally, leaders should grant trust to their subordinates and positively accept their opinions at work, which supports interaction among them and increases their loyalty to their school.
This study aims to explore the reality of practicing inspirational leadership among government school principals in the Bethlehem Directorate and how it relates to teachers’ performance from their perspective. This was achieved by applying the descriptive correlational method to a sample of 250 teachers. The study results showed that the degree of practicing inspirational leadership among government school principals from the teachers’ perspective in the Bethlehem Directorate was high. Similarly, the level of outstanding performance among teachers in government schools from the teachers’ perspective in the Bethlehem Directorate was also high. The results also indicated that there were no differences between the average estimates of the study sample members regarding the degree of practicing inspirational leadership by government school principals in the Bethlehem Directorate attributed to variables such as gender, educational qualification, years of experience, and school gender. However, there were differences between the average estimates of the study sample members regarding the level of outstanding performance among teachers in government schools in the Bethlehem Directorate attributed to variables such as gender (in favor of females), educational qualification (in favor of those with a bachelor’s degree or less), years of experience (in favor of those with less than 5 years of experience, and those with 10 years or more), and school gender (in favor of those teaching in girls’ schools). The study also found a positive correlation between the degree of inspirational leadership among government school principals and the outstanding performance of teachers in government schools from the teachers’ perspective. In light of this, the researcher recommended several recommendations, the most important of which are: the necessity of enhancing the high self-confidence among school leaders and teachers to face obstacles and deal with events more effectively, and to make correct judgments and decisions. Additionally, leaders should grant trust to their subordinates and positively accept their opinions at work, which supports interaction among them and increases their loyalty to their school.
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Citation
العزة، تهاني عيسى. (2024). القيادة الملهمة لدى مدراء المدارس الحكومية وعلاقتها بالأداء المتميز للمعلمين من وجهة نظر المعلمين في مديرية بيت لحم [رسالة ماجستير منشورة، جامعة القدس، فلسطين]. المستودع الرقمي لجامعة القدس.