مهارات الإشراف التربوي وعلاقتها بمهارات القيادة التحويلية لدى المشرفين التربويين
The reality of educational supervision indicates that there are practices that do not reflect the development in the educational system and the existence of a deficiency in some supervisory skills. The aim of the research is to reveal the practice of educational supervisors for transformative lea...
Saved in:
| Summary: | The reality of educational supervision indicates that there are practices that do not
reflect the development in the educational system and the existence of a deficiency in
some supervisory skills. The aim of the research is to reveal the practice of educational
supervisors for transformative leadership supervision and its relationship to their
practice of educational supervision. Hence the research relied on the descriptive
analytical curriculum. The research community is one of the 121 first-field supervisors
for the academic year (2018/19). The research sample included 85 supervisors selected
in a simple random sample manner. The two-axis research tool used are the
transformative leadership hub and the educational supervision hub. The results of the
research showed that the degree of practice of educational supervisors of the dimensions
of transformative leadership was moderate, with the overall arithmetic average (3.47)
coming first in the first dimension: the ideal effect of (3.73). This is followed by second:
individual considerations with a score (3.65), and in third place: intellectual arousal with
a degree (3.24) and in last place: inspirational motivation (3.24). The average indication
is that the educational supervisor does not apply transformative leadership during
supervisory and school visits, which reflected the lack of clear vision and made it typical
in his dealings with his teachers. The results of the research also showed that the degree
of practice of educational supervisors for the dimensions of educational supervision was
high, with the general arithmetic average (3.93). Coming in first place in the third
dimension: is the development of the educational process to a degree (4.29) followed
by the second: Development of human relations to a degree (4.11), and in third place:
the principle of shura (3.74). In the last place is the flexibility of work in educational
supervision (3.57). The high degree of practice is a sign of the adherence and
commitment of the educational supervisor to laws and instructions that cannot be
changed in the field of educational supervision. The results of the research showed a
strong correlation between the practice of transformative driving dimensions and the
dimensions of the elements of educational supervision, with the correlation coefficient
(0.622), while the link coefficient box (R²) (0.387). An interpretive capacity (35.6%) of
the degree of practice of educational supervisors for the elements of educational
supervision, is a sign of interconnection but is not applied in the practices of the
educational supervisor. Based on the results, it is important to implement a training
program for all educational supervisors to activate transformative leadership
supervision. |
|---|