التحقيق في ممارسات القيادة التعليمية لمديري المدارس الأردنية: دراسة تجريبية من خلال تطبيق نموذج راش
DOI:
https://doi.org/10.59994/pau.2025.2.81الكلمات المفتاحية:
دراسة تجريبية، أنموذج راش، مديرو المدارس الأردنيون، ممارسات القيادة التربويةالملخص
هدفت هذه الدراسة إلى استكشاف ممارسات القيادة التربوية لمديري المدارس الأردنيين باستخدام نهج تجريبي. أُجريت استطلاعات رأي في 250 مدرسة مختارة من بين 350 مؤسسة تعليمية، تشمل 100 مدرسة ابتدائية، و100 مدرسة ثانوية، و25 مدرسة مستقلة، و25 مدرسة مختلطة. وُزّعت الاستطلاعات على جميع مديري المدارس وأعضاء هيئة التدريس في المدارس المشاركة. حظيت الدراسة بمشاركة واسعة، حيث قدّم 150 مدير مدرسة و379 معلمًا استجاباتهم. طُوّرت أداة الدراسة بناءً على تحليلات للأدبيات المتوفرة حول نماذج القيادة التربوية. تتكون الأداة من 50 بُعدًا تتعلق بتطوير الكادر التعليمي، وتطوير المناهج، وتحديد رسالة المدرسة، وإدارة البرنامج التعليمي، وتعزيز التعلم المدرسي الإيجابي. في الأردن، يُعتبر مديرو المدارس قادةً تربويين مؤثرين على نطاق واسع. تكشف نتائج هذه الدراسة عن حصول مديري المدارس الأردنيين على تقييمات عالية لنقاط قوتهم في الأبعاد المدروسة. ويُعزى ذلك إلى أن طلاب المرحلة الثانوية غالبًا ما يكون لديهم احتياجات تعليمية أكثر تخصصًا مقارنةً بطلاب المرحلة الابتدائية. بالإضافة إلى ذلك، يشير تحليل البيانات إلى أن مديري المدارس الأردنيين عززوا بفاعلية ثقافة مدرسية تشجع على تعاون المعلمين. تُعد هذه الدراسة الأولى من نوعها في السياق الأردني، حيث تبحث في ممارسات القيادة التربوية لمديري المدارس الأردنيين كدراسة تجريبية بتطبيق نموذج راش.
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