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:
| id |
my-usim-ddms-13231 |
|---|---|
| record_format |
uketd_dc |
| institution |
Universiti Sains Islam Malaysia |
| collection |
USIM Institutional Repository |
| language |
other |
| topic |
Educational leadership Leadership |
| spellingShingle |
Educational leadership Leadership خلود بنت أحمد بن عامر العبيدانية KHulud ‘Ahmed ibn ‘Amur Al-'Abaidaniyyah مهارات الإشراف التربوي وعلاقتها بمهارات القيادة التحويلية لدى المشرفين التربويين |
| description |
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. |
| format |
Thesis |
| author |
خلود بنت أحمد بن عامر العبيدانية KHulud ‘Ahmed ibn ‘Amur Al-'Abaidaniyyah |
| author_facet |
خلود بنت أحمد بن عامر العبيدانية KHulud ‘Ahmed ibn ‘Amur Al-'Abaidaniyyah |
| author_sort |
خلود بنت أحمد بن عامر العبيدانية |
| title |
مهارات الإشراف التربوي وعلاقتها بمهارات القيادة التحويلية لدى المشرفين التربويين |
| title_short |
مهارات الإشراف التربوي وعلاقتها بمهارات القيادة التحويلية لدى المشرفين التربويين |
| title_full |
مهارات الإشراف التربوي وعلاقتها بمهارات القيادة التحويلية لدى المشرفين التربويين |
| title_fullStr |
مهارات الإشراف التربوي وعلاقتها بمهارات القيادة التحويلية لدى المشرفين التربويين |
| title_full_unstemmed |
مهارات الإشراف التربوي وعلاقتها بمهارات القيادة التحويلية لدى المشرفين التربويين |
| title_sort |
مهارات الإشراف التربوي وعلاقتها بمهارات القيادة التحويلية لدى المشرفين التربويين |
| granting_institution |
Universiti Sains Islam Malaysia |
| url |
https://oarep.usim.edu.my/bitstreams/6ac4917a-827a-4876-bcea-88fd723715a1/download https://oarep.usim.edu.my/bitstreams/ba602505-2f5e-42dc-87ae-7eac461380ae/download https://oarep.usim.edu.my/bitstreams/9881d4a9-24cd-4edd-b164-b5cfba918677/download https://oarep.usim.edu.my/bitstreams/7bbb1a91-d9e1-4dd7-846c-ff0efd477d1a/download https://oarep.usim.edu.my/bitstreams/8f63cf80-3202-4d89-9aa7-d4b9b9ed4d9a/download https://oarep.usim.edu.my/bitstreams/3d10b7a3-7827-4d07-b43e-1544f39ade85/download https://oarep.usim.edu.my/bitstreams/076ca76c-874f-4f36-9bf5-cf77652158ff/download https://oarep.usim.edu.my/bitstreams/ab13357e-570a-4707-bbce-e11ed6d81371/download https://oarep.usim.edu.my/bitstreams/068cd6ca-7f5b-49de-8b9f-0a7c96815d1e/download |
| _version_ |
1812444856031641600 |
| spelling |
my-usim-ddms-132312024-05-29T19:51:39Z مهارات الإشراف التربوي وعلاقتها بمهارات القيادة التحويلية لدى المشرفين التربويين Maharat al-‘ishraf al-tarbawi wa- ‘alaqatuha bi-maharat al-qiyadah al-tahwiliyyah lada al-mushrifin al-tarbawiyyin خلود بنت أحمد بن عامر العبيدانية KHulud ‘Ahmed ibn ‘Amur Al-'Abaidaniyyah 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. Universiti Sains Islam Malaysia 2022 Thesis other https://oarep.usim.edu.my/handle/123456789/13231 https://oarep.usim.edu.my/bitstreams/cfcc87b8-29b0-421a-9226-27b5e4dd99d5/download 8a4605be74aa9ea9d79846c1fba20a33 https://oarep.usim.edu.my/bitstreams/6ac4917a-827a-4876-bcea-88fd723715a1/download eeeb7b9874103963c2f25265d28a2689 https://oarep.usim.edu.my/bitstreams/ba602505-2f5e-42dc-87ae-7eac461380ae/download e67ef93613ab7f96a9ff8e329b74e3d2 https://oarep.usim.edu.my/bitstreams/9881d4a9-24cd-4edd-b164-b5cfba918677/download 8a7af8aef19baf52c2212e2b656b369d https://oarep.usim.edu.my/bitstreams/7bbb1a91-d9e1-4dd7-846c-ff0efd477d1a/download 96778a7c98bc606b9b53686e3d892243 https://oarep.usim.edu.my/bitstreams/8f63cf80-3202-4d89-9aa7-d4b9b9ed4d9a/download 4c1d835f31e6c5f72ee5b3245e26f8d1 https://oarep.usim.edu.my/bitstreams/3d10b7a3-7827-4d07-b43e-1544f39ade85/download 9baa038a61426f36faf837c6c9792217 https://oarep.usim.edu.my/bitstreams/076ca76c-874f-4f36-9bf5-cf77652158ff/download 85618c72cf41d51151bd67acefdc5b5a https://oarep.usim.edu.my/bitstreams/ab13357e-570a-4707-bbce-e11ed6d81371/download 10a76260d3d826c09a9882bc2a256eae https://oarep.usim.edu.my/bitstreams/068cd6ca-7f5b-49de-8b9f-0a7c96815d1e/download 2292d58e0c82f82ce344c1ef18c46d34 https://oarep.usim.edu.my/bitstreams/c2ad41a8-4e88-426c-8087-55ba1f207ce6/download 68b329da9893e34099c7d8ad5cb9c940 https://oarep.usim.edu.my/bitstreams/ab6cfbaf-6ec8-42e5-a87f-77cfabbba74c/download f7e8c2d7249633f08ce3f0f448ac4f53 https://oarep.usim.edu.my/bitstreams/cc419546-3af1-4988-95fb-a034500426d1/download 37445b62bb51f7959a6956738127f5d1 https://oarep.usim.edu.my/bitstreams/67233c2e-c4ad-4852-b3b4-ef7404f1938c/download 53a98b26c612ba0b2c1a5844c9cb89bd https://oarep.usim.edu.my/bitstreams/b3195aee-1012-447b-a9e8-71525ebb5565/download 298b7e2eeabd15fa947f40fd741b89fb https://oarep.usim.edu.my/bitstreams/5c8c5a68-1bf7-4017-991b-06261fda1beb/download f3dc7cdc14fd4de78bd8fcd3bc157ed2 https://oarep.usim.edu.my/bitstreams/b2bd14e2-cbb2-4619-b298-d60cbd2707c5/download c343716edc907acd5ec073f468c05691 https://oarep.usim.edu.my/bitstreams/7262a1b3-79e8-4aac-8a64-84a077aa8bcf/download af1910cd216d2af310e188abb20c4397 https://oarep.usim.edu.my/bitstreams/b4ce6ff3-f773-47fb-a918-8af3156e3c5c/download 126498d34626b8e8731554c1202362b9 Educational leadership Leadership |