الأنماط الإدارية السائدة لدى مدراء مدارس التعليم ما بعد الأساسي للصفين(11-12) وعلاقتها بالرضا الوظيفي للمعلمين في سلطنة عمـان. سعيد بن راشد بن سعيد الراشدي

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مجلة الأندلس مجلة الأندلس للعلوم الإنسانية و الاجتماعية

Abstract

     The prevailing administrative patterns pursued by school headmasters at post-basic education schools for grades (11-12) and their relationship with teachers job satisfaction in the Sultanate of Oman as perceived by teachers


By Saied Bin Rashid Bin Saied Al-Rashdi


     This study aimed to investigate the prevailing administrative patterns adopted by post-basic education school headmasters and their relationship with teachers job satisfaction at post-basic education schools for grades (11-12) in Governorate of Albatinah North as perceived by the teachers themselves, in addition to identifying the impact of the variables (gender, years of experience, and qualification) of teachers in the administrative patterns adopted by post-basic education school headmasters for grades (11-12) in Governorate of Albatinah North from the teachers point of views, besides identifying the administrative patterns pursued by post-basic education school headmasters for grades (11-12) as perceived by teachers, and its relationship with their job satisfaction in Governorate of Albatinah North. To achieve the objectives of the study, I had a recourse to the educational literature to develop two questionnaires; the first questionnaire was to detect the administrative patterns adopted by post-basic education school headmasters for grades (11-12). This questionnaire consisted of (41) items in its final form. The other questionnaire was to measure the teachers job satisfaction at the above-mentioned schools. It comprised (24) items in its final form. The study sample comprised (350) male and female teachers from Governorate of Albatinah North. The study's findings revealed the following:


- Post-basic education school headmasters for grades (11-12) in Governorate of Albatinah North adopted all the administrative patterns in their work fields, though at variable levels. The democratic style ranked first, followed by the autocratic style of leadership, with the loose style ranking third among the administrative patterns.


- There were statistical significant differences at the significance level 0.05 for the three administrative patterns due to the social gender variable.


- There were no statistically significant differences at the significance level 0.05 for the three administrative patterns, due to the variables: experience and qualification.


-There was a statistically significant positive correlation at the significance level 0.05 between the democratic pattern and teachers' job

Article Details

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المقالات

References

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الملحق(1) استبانة المقابلة للأنماط الإدارية والرضا الوظيفي

أخي المعلم / أختي المعلمة وفقك الله

السلام عليكم ورحمة الله وبركاته .....أما بعد :

يسعدني أن تكون أحد الزملاء المختارين للإسهام في هذه الدراسة التي أقوم بها للحصول على درجة الماجستير من قسم الإدارة التربوية من كلية العلوم الإنسانية والاجتماعية بجامعة مؤتة ، وهي بعنوان الأنماط الإدارية السائدة لدى مدراء مدارس التعليم ما بعد الأساسي ، وعلاقتها بالرضا الوظيفي للمعلمين بسلطنة عمان ونظرًا لأهمية دورك في العملية التعليمية والتربوية باعتبارك المحور الأساسي الذي يمكن أن أعتمد عليه بعد الله في الحصول على معلومات صادقة وصريحة والتي ستكون الركيزة الأساسية في إنجاح هذه الدراسة ، وتحقيق أهدافها بعد توفيق الله ، تم إعداد دراسة استطلاعية للميدان التربوي تتمثل في إجراء مقابلة معكما لمناقشتكما في بعض الأسئلة، فأرجو أن تسمح / تسمحي لي بان استقطع جزءاَ من وقتك لكي نتحاور معك في الموضوع الذي بصدد دراسته. وتفضلوا بقبول فائق التقدير والاحترام،،،

أولا: البيانات الأولية:

اسم المقابل :.................................

الوظيفة:....................................

مدرسة:.....................................

اليوم:........................................

الموافق:..................... الوقت.........

المكان:......................................

ثانيا: الأسئلة المطروحة في المقابلة:

س1: ما النمط الإداري الذي يستخدمه مديرك في المدرسة؟

س2: هل أنت راض عن إدارتك في المدرسة؟ ولماذا؟

س3: هل لديك رضا وظيفي؟ ولماذا؟

س4: هل ترى إن هناك علاقة بين النمط الإداري المستخدم من قبل مدير المدرسة، ورضاك الوظيفي، وبين جودة التدريس، والمستويات التحصيلية للطلاب

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