‫‪Kingdom of Saudi Arabia‬‬ ‫א

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אد
‬
‫‪Ministry of Higher Education‬‬
‫وزא א
 א ‬
‫‪King Khalid University‬‬
‫‪Higher Studies Deanship‬‬ ‫
א  ‬
‫ﻋﺴﻴﺮ‪of‬ﻓﻲ‬
‫‪College‬‬ ‫ﻓﻲ –ﻣﻨﻄﻘﺔ‬
‫‪Education‬‬ ‫ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻟﺠﺪﺩ‬
‫‪Department‬‬ ‫ﺍﻟﻌﻨﻮﺍﻥ‪:‬د אא א
 ‬
‫ﺗﺼﻮﺭ ﻣﻘﺘﺮﺡ ﻹﻋﺪﺍﺩ ﻭ ﺗﺄﻫﻴﻞ ﻣﺪﻳﺮﻱ ﺍﻟﻤﺪﺍﺭﺱ ‪of‬‬
‫ﺿﻮﺀ ﺍﻻﺟﺎﻫﺎﺕ ﺍﻟﺤﺪﻳﺜﺔ ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﺘﺪﺭﻳﺐ‬
‫‪Education‬‬ ‫"

א!

– ‪ #‬א!

‬
‫‪Administration &Educational Supervision‬‬ ‫ﻋﺒﺪﺍﷲ‬ ‫ﺇﺑﺮﺍﻫﻴﻢ‬ ‫ﻋﺒﺪﺍﷲ‬ ‫ﺍﻟﻤﺤﺠﺎﻧﻲ‪،‬‬ ‫ﺍﻟﻤؤﻟﻒ ﺍﻟﺮﺋﻴﺴﻲ‪:‬‬
‫(دא و('א& ‪
$%‬‬
‫ﺍﻟﻤﻐﻴﺪﻱ‪ ،‬ﺍﻟﺤﺴﻦ ﺑﻦ ﻣﺤﻤﺪ)ﻣﺸﺮﻑ(‬ ‫ﻣؤﻟﻔﻴﻦ ﺁﺧﺮﻳﻦ‪:‬‬
‫‪2010‬‬ ‫ﺍﻟﺘﺎﺭﻳﺦ ﺍﻟﻤﻴﻼﺩﻱ‪:‬‬
‫ﺃﺑﻬﺎ‬ ‫ﻣﻮﻗﻊ‪:‬‬
‫‪1 - 213‬‬ ‫

‬ ‫ﺍﻟﺼﻔﺤﺎﺕ‪:‬‬
‫‪736009‬‬ ‫ﺭﻗﻢ ‪:MD‬‬

‫

אد

و


אאس‬ ‫ﺭﺳﺎﺋﻞ ﺟﺎﻣﻌﻴﺔ‬
‫‪Arabic‬‬
‫ﻧﻮﻉ ﺍﻟﻤﺤﺘﻮﻯ‪:‬‬
‫ﺍﻟﻠﻐﺔ‪:‬‬

‫א('&"
א‪%‬د

‪


!
"#$‬א 
‬

‫ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﻴﺮ‬ ‫ﺍﻟﺪﺭﺟﺔ ﺍﻟﻌﻠﻤﻴﺔ‪:‬‬
‫ﺟﺎﻣﻌﺔ ﺍﻟﻤﻠﻚ ﺧﺎﻟﺪ‬ ‫ﺍﻟﺠﺎﻣﻌﺔ‪:‬‬
‫ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﺍﻟﻜﻠﻴﺔ‪:‬‬
‫א‪,

"'-‬ل
א(*)‬ ‫ﺍﻟﺴﻌﻮﺩﻳﺔ‬ ‫ﺍﻟﺪﻭﻟﺔ‪:‬‬
‫‪Dissertations‬‬ ‫ﻗﻮﺍﻋﺪ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‪:‬‬
‫ﻣﺪﻳﺮﻭ ﺍﻟﻤﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻟﺠﺪﺩ‪ ،‬ﺗﺪﺭﻳﺐ ﺍﻟﻤﻌﻠﻤﻴﻦ‪ ،‬ﺍﻟﺘﺄﻫﻴﻞ ﺍﻟﺘﺮﺑﻮﻱ‪ ،‬ﻋﺴﻴﺮ‬ ‫ﻣﻮﺍﺿﻴﻊ‪:‬‬
‫ﺍﻟﺘﺮﺑﻮﻳﺔﳌﺘﻄﻠﺒﺎﺕ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺩﺭﺟﺔ ﺍﳌﺎﺟﺴﺘﲑ ﰲ ﺍﻟﺘﺮﺑﻴﺔ‬
‫ﺍﻹﺩﺍﺭﺓ ﺍﺳﺘﻜﻤﺎ ﹰﻻ‬
‫ﻗﺴﻢ ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﺩﺭﺍﺳﺔ ﻣﻘﺪﻣﺔ ﺇﱃ‬
‫)ﺍﻟﺴﻌﻮﺩﻳﺔ(‪،‬‬
‫" ﲣﺼﺺ ﺇﺩﺍﺭﺓ ﻭﺇﺷﺮﺍﻑ ﺗﺮﺑﻮﻱ "‬
‫‪http://search.mandumah.com/Record/736009‬‬ ‫ﺭﺍﺑﻂ‪:‬‬

‫ﺇﻋـــــﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ‬

‫‪
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3&45‬‬

‫‬
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‫ﺃﺳﺘﺎﺫ ﺍﻹﺩﺍﺭﺓ ﻭﺍﻹﺷﺮﺍﻑ ﺍﻟﺘﺮﺑﻮﻱ ﺑﻜﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺧﺎﻟﺪ‬
‫ﺍﻟﻌﺎﻡ ﺍﳉﺎﻣﻌﻲ ‪ ١٤٣١ -١٤٣٠‬ﻫـ‬ ‫© ‪ 2021‬ﺩﺍﺭ ﺍﻟﻤﻨﻈﻮﻣﺔ‪ .‬ﺟﻤﻴﻊ ﺍﻟﺤﻘﻮﻕ ﻣﺤﻔﻮﻇﺔ‪.‬‬
‫ﻫﺬﻩ ﺍﻟﻤﺎﺩﺓ ﻣﺘﺎﺣﺔ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﻹﺗﻔﺎﻕ ﺍﻟﻤﻮﻗﻊ ﻣﻊ ﺃﺻﺤﺎﺏ ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ‪ ،‬ﻋﻠﻤﺎ ﺃﻥ ﺟﻤﻴﻊ ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ ﻣﺤﻔﻮﻇﺔ‪ .‬ﻳﻤﻜﻨﻚ ﺗﺤﻤﻴﻞ ﺃﻭ ﻃﺒﺎﻋﺔ ﻫﺬﻩ ﺍﻟﻤﺎﺩﺓ ﻟﻼﺳﺘﺨﺪﺍﻡ‬
‫ﺍﻟﺸﺨﺼﻲ ﻓﻘﻂ‪ ،‬ﻭﻳﻤﻨﻊ ﺍﻟﻨﺴﺦ ﺃﻭ ﺍﻟﺘﺤﻮﻳﻞ ﺃﻭ ﺍﻟﻨﺸﺮ ﻋﺒﺮ ﺃﻱ ﻭﺳﻴﻠﺔ )ﻣﺜﻞ ﻣﻮﺍﻗﻊ ﺍﻻﻧﺘﺮﻧﺖ ﺃﻭ ﺍﻟﺒﺮﻳﺪ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ( ﺩﻭﻥ ﺗﺼﺮﻳﺢ ﺧﻄﻲ ﻣﻦ ﺃﺻﺤﺎﺏ ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ ﺃﻭ ﺩﺍﺭ‬
‫ﺍﻟﻤﻨﻈﻮﻣﺔ‪.‬‬
 ‫‪Kingdom of Saudi Arabia‬‬ ‫א
א

אد
‬
‫‪Ministry of Higher Education‬‬
‫وزא א
 א ‬
‫‪King Khalid University‬‬
‫‪Higher Studies Deanship‬‬ ‫
א  ‬
‫‪College of Education – Department of‬‬ ‫د אא א
 ‬
‫‪Education‬‬ ‫"

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– ‪ #‬א!

‬
‫‪Administration &Educational Supervision‬‬
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‫א‪,

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‫ﺩﺭﺍﺳﺔ ﻣﻘﺪﻣﺔ ﺇﱃ ﻗﺴﻢ ﺍﻟﺘﺮﺑﻴﺔ ﺍﺳﺘﻜﻤﺎ ﹰﻻ ﳌﺘﻄﻠﺒﺎﺕ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺩﺭﺟﺔ ﺍﳌﺎﺟﺴﺘﲑ ﰲ ﺍﻟﺘﺮﺑﻴﺔ‬
‫" ﲣﺼﺺ ﺇﺩﺍﺭﺓ ﻭﺇﺷﺮﺍﻑ ﺗﺮﺑﻮﻱ "‬

‫ﺇﻋـــــﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ‬

‫‪
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3&45‬‬

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‫ﺃﺳﺘﺎﺫ ﺍﻹﺩﺍﺭﺓ ﻭﺍﻹﺷﺮﺍﻑ ﺍﻟﺘﺮﺑﻮﻱ ﺑﻜﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺧﺎﻟﺪ‬
‫ﺍﻟﻌﺎﻡ ﺍﳉﺎﻣﻌﻲ ‪ ١٤٣١ -١٤٣٠‬ﻫـ‬
‫ﺏ‬
 ‫ﻗﺎﻝ ﺗﻌﺎﱃ ‪:‬‬

‫)      

(‬
‫ﺳﻮﺭﺓ ﺍﻟﻨﺤﻞ ‪ ،‬ﺁﻳﺔ ‪.١٢٨‬‬

‫ﺝ‬
 ‫ـ ـ ـ ـ ـ ـ ـ ــ‬

‫     

   
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‫  ‪، $ % &'    ،  !"  #‬‬

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‫ﺩ‬
 ‫ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ‬
‫ﺍﳊﻤﺪ ﷲ ﺭﺏ ﺍﻟﻌﺎﳌﲔ ‪ ،‬ﻭﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ ﻋﻠﻰ ﺳﻴﺪ ﺍﳌﺮﺳﻠﲔ ‪ ،‬ﻧﺒﻴﻨﺎ ﳏﻤﺪ ﻭﻋﻠﻰ ﺁﻟﻪ ﻭﺻﺤﺒﻪ ﺃﲨﻌﲔ‬

‫ﺃﻣﺎ ﺑﻌﺪ‬

‫ﻓﺈﻧﲏ ﺃﺷﻜﺮ ﺍﷲ ﻋﺰ ﻭﺟﻞ ﻋﻠﻰ ﻧﻌﻤﻪ ﺍﻟﱵ ﺃﻧﻌﻢ ‪‬ﺎ ﻋﻠ ‪‬ﻲ ‪ ،‬ﻭﺍﻟﱵ ﻻ ﺗﻌﺪ ﻭﻻ ﲢﺼﻰ ﺃﻥ ﻣ ‪‬ﻦ ﻋﻠ ‪‬ﻲ‬

‫ﻭﻭﻓﻘﲏ ﻹﲤﺎﻡ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺫﻟﻚ ﺑﻔﻀﻠﻪ ﻭﻛﺮﻣﻪ ‪ ،‬ﻛﻤﺎ ﻳﻄﻴﺐ ﱄ ﺃﻥ ﺃﻗﺪﻡ ﺟﺰﻳﻞ ﺍﻟﺸﻜﺮ ﻭﺍﻻﻣﺘﻨﺎﻥ ﻟﻜﻞ‬

‫ﻣﻦ ﻗﺪﻡ ﱄ ﺍﻟﻌﻮﻥ ﻭﺍﻟﺘﻮﺟﻴﻪ ﺳﻮﺍ ًﺀ ﺧﻼﻝ ﺩﺭﺍﺳﱵ ﺍﳌﻨﻬﺠﻴﺔ ﺃﻭ ﺃﺛﻨﺎﺀ ﺇﻋﺪﺍﺩ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺃﺧﺺ ﺑﺎﻟﺸﻜﺮ‬

‫ﺍﳉﺰﻳﻞ ﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭ‪ /‬ﺍﳊﺴﻦ ﺑﻦ ﳏﻤﺪ ﺍﳌﻐﻴﺪﻱ ‪ ،‬ﺃﺳﺘﺎﺫ ﺍﻹﺩﺍﺭﺓ ﻭﺍﻹﺷﺮﺍﻑ ﺍﻟﺘﺮﺑﻮﻱ ﺑﻜﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‬

‫ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺧﺎﻟﺪ ‪ ،‬ﻋﻠﻰ ﻣﺎ ﺃﻭﻻﱐ ﺑﻪ ﻣﻦ ﺭﻋﺎﻳﺔ ﻃﻴﻠﺔ ﻓﺘﺮﺓ ﺍﻟﺒﺤﺚ ﻭﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﻟﻜﻠﻴﺔ ‪ ،‬ﻭﻋﻠﻰ ﻣﺎ ﺧﺼﲏ‬

‫ﻣﻦ ﻣﻮﻓﻮﺭ ﻋﻠﻤﻪ ‪ ،‬ﻭﺇﻋﻄﺎﱐ ﺍﻟﻜﺜﲑ ﻣﻦ ﺟﻬﺪﻩ ﻭﻭﻗﺘﻪ ﻓﻘﺪ ﺍﺳﺘﻔﺪﺕ ﻣﻦ ﺗﻮﺟﻴﻬﺎﺗﻪ ﻭﺗﺼﻮﻳﺒﺎﺗﻪ ﻣﻨﺬ ﺑﺪﺍﻳﺔ‬

‫ﺍﺧﺘﻴﺎﺭ ﺍﳌﻮﺿﻮﻉ ﻣﺮﻭﺭﹰﺍ ﺑﺎﳋﻄﺔ ﻭﺇﻋﺪﺍﺩﻫﺎ ﻓﺎﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ ﻭﻣﺎ ﻳﺘﻄﻠﺒﻪ ﻣﻦ ﻣﺮﺍﺟﻊ ﰒ ﺭﺍﻳﺔ ﰲ ﺍﻻﺳﺘﺒﺎﻧﺔ‬

‫ﻭﺗﻌﺪﻳﻞ ﻏﲑ ﺍﳌﻨﺎﺳﺐ ﻓﺎﻟﺪﺭﺍﺳﺔ ﺍﳌﻴﺪﺍﻧﻴﺔ ﻭﺍﻟﺘﺤﻠﻴﻞ ﺍﻹﺣﺼﺎﺋﻲ ﻭﻏﲑﻫﺎ ﻛﺜﲑ ﺣﱴ ﺧﺮﺝ ﻫﺬﺍ ﺍﻟﻌﻤﻞ ﺇﱃ‬

‫ﺣﻴﺰ ﺍﻟﻮﺟﻮﺩ‪ ،‬ﻓﻠﻪ ﻣﲏ ﺍﻻﻋﺘﺮﺍﻑ ﺍﳌﻄﻠﻖ ﲟﺎ ﻗﺪﻡ‪ ،‬ﻭﺍﻟﺘﻘﺪﻳﺮ ﺍﻟﻜﺒﲑ ﻋﻠﻰ ﻣﺎ ﺑﺬﻝ ﻭﺍﷲ )ﻋﺰ ﻭﺟﻞ( ﺃﺳﺄﻝ ﺃﻥ‬

‫ﳝﺘﻌﻪ ﲟﻮﻓﻮﺭ ﺍﻟﺼﺤﺔ ﻭﺍﻟﻌﺎﻓﻴﺔ‪ ، ،‬ﻭﺃﻥ ﳚﺰﻳﻪ ﻋﲏ ﻭﻋﻦ ﻃﻼﺑﻪ ﺧﲑ ﺍﳉﺰﺍﺀ‪.‬ﻭﺍﻟﺸﻜﺮ ﻣﻮﺻﻮﻝ ﻟﺴﻌﺎﺩﺓ ﺍﻷﺳﺘﺎﺫ‬

‫ﺍﻟﺪﻛﺘﻮﺭ‪ /‬ﺃﺳﺎﻣﻪ ﳏﻤﺪ ﺷﺎﻛﺮ ﺣﻔﻈﻪ ﺍﷲ ﺍﻟﺬﻱ ﺍﺳﺘﻔﺪﺕ ﻣﻦ ﻣﻼﺣﻈﺎﺗﻪ ﻭﺁﺭﺍﺋﻪ ﻋﻨﺪ ﺇﻋﺪﺍﺩ ﺍﳋﻄﺔ ﻭﺑﻌﺪﻫﺎ‬

‫ﻭﺗﻮﺍﺻﻠﻪ ﺍﳌﺴﺘﻤﺮ ﻣﻊ ﻃﻼﺑﻪ ﻭﻫﻮ ﰲ ﺑﻠﺪﻩ ﻓﻠﻪ ﻣﲏ ﺟﺰﻳﻞ ﺍﻟﺸﻜﺮ ﻭﻋﻈﻴﻢ ﺍﻻﻣﺘﻨﺎﻥ ‪.‬‬

‫ﻛﻤﺎ ﺃﺷﻜﺮ ﺳﻌﺎﺩﺓ ﺍﻟﺪﻛﺘﻮﺭ ﳛﲕ ﻋﻠﻰ ﺍﳊﻔﻈﻲ ﺭﺋﻴﺲ ﻗﺴﻢ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﺴﺎﺑﻖ ‪ ،‬ﻋﻠﻰ ﻣﺎ ﻗﺪﻡ ﻟﻠﺒﺎﺣﺚ‬

‫ﻣﻦ ﻋﻮﻥ ﻭﻧﺼﺢ‪ ،‬ﻭﳌﺲ ﻣﻨﻪ ﺍﻟﺒﺎﺣﺚ ﺭﻓﻖ ﺍﻷﺥ‪ ،‬ﻭﻋﻄﺎﺀ ﺍﻷﺳﺘﺎﺫ‪ ،‬ﻭﺃﺩﻋﻮ ﺍﷲ )ﺳﺒﺤﺎﻧﻪ ﻭﺗﻌﺎﱃ( ﺃﻥ ﻳﺪﱘ‬

‫ﻋﻠﻴﻪ ﻧﻌﻤﺔ ﺍﻟﺼﺤﺔ ﻭﺍﻟﻌﺎﻓﻴﺔ ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻟﺸﻜﺮ ﻭﺍﻟﻌﺮﻓﺎﻥ ﻟﺴﻌﺎﺩﺓ ﺍﻟﺪﻛﺘﻮﺭ ‪ /‬ﻇﺎﻓﺮ ﺍﻟﺸﻬﺮﻱ ﺭﺋﻴﺲ ﺍﻟﻘﺴﻢ‬

‫ﺍﳊﺎﱄ ‪ ،‬ﺍﻟﺬﻱ ﻳﻮﺍﺻﻞ ﻣﺴﲑﺓ ﺍﻟﻌﻄﺎﺀ ﺑﺮﺻﻴﺪ ﻣﻦ ﺍﻟﻘﺒﻮﻝ ﻟﺪﻯ ﺍﻟﺪﺍﺭﺳﲔ ‪ ،‬ﺩﺍﻋﻤﹶﺎ ﻟﻼﳒﺎﺯ ﻭﻣﺸﺠﻌﹶﺎ ﻋﻠﻰ‬

‫ﻩ‬
‫ﺍﳌﻮﺍﺻﻠﺔ ﰲ ﺍﳌﺸﻮﺍﺭ ﺍﻟﻌﻠﻤﻲ ‪ ،‬ﻭﺍﻟﺸﻜﺮ ﻣﻮﺻﻮﻝ ﻟﺴﻌﺎﺩﺓ ﺍﻟﺪﻛﺘﻮﺭ ‪/‬ﳏﻤﺪ ﻃﻪ ﺍﻟﺬﻱ ﱂ ﻳﺄﻝ ﺟﻬﺪﹰﺍ ﻃﻴﻠﺔ ﻓﺘﺮﺓ‬

‫ﺩﺭﺍﺳﱵ ﺍﻷﻛﺎﺩﳝﻴﺔ ﻣﻦ ﻧﺼﺤﻲ ﻭﺗﻮﺟﻴﻬﻲ ﻭﺇﺭﺷﺎﺩﻱ ‪ ،‬ﻓﻜﺎﻥ ﻣﻮﺟﻬﹰﺎ ﱄ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﳌﺮﺍﺣﻞ ‪ ،‬ﻭﻳﺘﻮﺍﺻﻞ‬

‫ﺍﻟﺸﻜﺮ ﻟﺴﻌﺎﺩﺓ ﺍﻟﺪﻛﺘﻮﺭ‪ /‬ﺍﻟﺴﻴﺪ ﺍﻟﺒﺤﲑﻱ ﺍﻟﺬﻱ ﺃﺳﻬﻤﺖ ﺟﻬﻮﺩﻩ ﺍﳌﺘﻮﺍﺻﻠﺔ ﺗﻮﺟﻴﻬﹶﺎ ﻭﻣﺘﺎﺑﻌﺔ ﰲ ﺧﺮﻭﺝ‬

‫ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻌﻠﻤﻴﺔ ‪ ،‬ﻭﺍﻟﺸﻜﺮ ﻣﻮﺻﻮﻝ ﺃﻳﻀﹰﺎ ﳉﻤﻴﻊ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﺑﻘﺴﻢ ﺍﻟﺘﺮﺑﻴﺔ ﳊﺮﺻﻬﻢ ﺍﻟﺪﺍﺋﻢ‬

‫ﻋﻠﻰ ﺇﻓﺎﺩﺓ ﺍﻟﻄﺎﻟﺐ ﺃﺛﻨﺎﺀ ﻫﺬﻩ ﺍﳌﺴﲑﺓ ﺍﻟﻌﻠﻤﻴﺔ ‪.‬‬

‫ﻭﺍﻟﺸﻜﺮ ﻣﻮﺻﻮﻝ ﻟﻜﻞ ﻣﻦ ﻗﺎﻡ ﺑﺘﺤﻜﻴﻢ ﺃﺩﺍﺓ ﺍﻟﺒﺤﺚ ﻣﻦ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﺑﻜﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‬

‫ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺧﺎﻟﺪ ﺑﺎ‪‬ﺎ ﻭﺳﻌﺎﺩﺓ ﻣﺪﻳﺮ ﻋﺎﻡ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﲟﻨﻄﻘﺔ ﻋﺴﲑ ﻭﻣﻦ ﺷﺎﺭﻙ ﻣﻦ ﻗﻴﺎﺩﺍ‪‬ﺎ ‪ .‬ﻓﻜﺎﻥ‬

‫ﳍﻢ ﺇﺳﻬﺎﻡ ﻣﺒﺎﺷﺮ ﰲ ﺗﻄﻮﻳﺮ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬

‫ﻛﻤﺎ ﻻ ﻳﻔﻮﺗﲏ ﺃﻥ ﺃﺷﻜﺮ ﻛﻞ ﻣﻦ ﻗﺪ‪‬ﻡ ﻣﺴﺎﳘﺔ ﳍﺬﺍ ﺍﻟﺒﺤﺚ ﻣﻦ ﻣﺮﺍﺟﻌﺔ ﻭﻧﺼﻴﺤﺔ ﻭﻣﺸﻮﺭﺓ ﻭﺗﻮﺯﻳﻊ‬

‫ﻭﲨﻊ ﻷﺩﺍﺓ ﺍﻟﺒﺤﺚ ﰲ ﻣﻜﺎﺗﺐ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﰲ ﺃ‪‬ﺎ ﻭﲬﻴﺲ ﻣﺸﻴﻂ ﻭﺃﺣﺪ ﺭﻓﻴﺪﺓ ﺍﻟﺬﻳﻦ ﺳﺎﳘﻮﺍ ﻣﻌﻲ ﰲ‬

‫ﻼ ﺍﷲ ﺍﻟﻌﻠﻲ ﺍﻟﻘﺪﻳﺮ ﺃﻥ ﳚﻌﻞ‬

‫ﲨﻊ ﺃﺩﺍﺓ ﺍﻟﺒﺤﺚ ‪ .‬ﻓﻠﻠﺠﻤﻴﻊ ﺧﺎﻟﺺ ﺍﻟﺪﻋﺎﺀ ﻭﻣﻮﻓﻮﺭ ﺍﻟﺼﺤﺔ ﻭﺍﻟﺴﻌﺎﺩﺓ ‪ ،‬ﺳﺎﺋ ﹰ‬

‫ﺫﻟﻚ ﰲ ﻣﻴﺰﺍﻥ ﺣﺴﻨﺎ‪‬ﻢ‪.‬‬

‫ﻛﻤﺎ ﺃﺗﻘﺪﻡ ﺑﺎﻟﺸﻜﺮ ﻭﺍﻟﺪﻋﺎﺀ ﺇﱃ ﻭﺍﻟﺪﰐ ﺃﻃﺎﻝ ﺍﷲ ﰲ ﻋﻤﺮﻫﺎ ﻭﺃﺩﺍﻡ ﻋﻠﻴﻬﺎ ﻧﻌﻤﺔ ﺍﻟﺼﺤﺔ ﻭﺍﻟﻌﺎﻓﻴﺔ‬

‫ﻭﻃﻮﻝ ﺍﻟﻌﻤﺮ‪ ،‬ﻭﺇﱃ ﺃﺧﻲ ﻋﺎﻣﺮ ﻭﺃﺧﻮﺍﰐ ﺍﻷﻋﺰﺍﺀ ﺍﻟﺬﻳﻦ ﻟﻄﺎﳌﺎ ﻛﺎﻥ ﻟﺘﺸﺠﻴﻌﻬﻢ ﺩﻭﺭﹰﺍ ﻣﻬﻤﹰﺎ ﰲ ﺣﻴﺎﰐ ‪،‬‬

‫ﻭﺍﻟﺸﻜﺮ ﻣﻮﺻﻮﻝ ﺃﻳﻀﹰﺎ ﺇﱃ ﺯﻭﺟﺎﰐ ﺍﻟﺬﻱ ﻛﺎﻥ ﻟﺪﻋﻤﻬﻢ ﻭﺻﱪﻫﻢ ﻭﻣﺴﺎﻋﺪ‪‬ﻢ ﻋﻈﻴﻢ ﺃﺛﺮ ‪ ،‬ﻭﺇﱃ ﺃﻭﻻﺩﻱ‬

‫"ﺍﺑﺮﺍﻫﻴﻢ‪ ،‬ﻋﺎﻣﺮ‪ ،‬ﳏﻤﺪ ‪ ،‬ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ‪ ،‬ﻭﺃﺧﻮﺍ‪‬ﻢ " ﺍﻟﺬﻳﻦ ﻛﺎﻧﻮﺍ ﱄ ﻣﺸﻌﻞ ﻧﻮﺭ ﻭﻋﻮﻥ ﻭﺗﺸﺠﻴﻊ ‪.‬‬

‫ﻭﺑﻌﺪ ‪ ...‬ﻓﺎﻟﺸﻜﺮ ﷲ ﻣﻦ ﻗﺒﻞ ﻭﻣﻦ ﺑﻌﺪ ‪ ،‬ﻓﺈﻥ ﻛﻨﺖ ﻗﺪ ﻭﻓﻘﺖ ﰲ ﻫﺬﺍ ﺍﻟﻌﻤﻞ ﻓﺬﻟﻚ ﻓﻀﻞ ﻣﻦ ﺍﷲ‬

‫ﻭﻧﻌﻤﺔ‪ ،‬ﻭﺇﻥ ﻛﺎﻧﺖ ﺍﻷﺧﺮﻯ ﻓﺄﺳﺄﻝ ﺍﷲ ﺣﺴﻦ ﺍﻟﺜﻮﺍﺏ ﻭﺍﳌﻐﻔﺮﺓ ﺇﻧﻪ ﻋﻠﻰ ﻣﺎ ﻳﺸﺎﺀ ﻗﺪﻳﺮ‪ ،‬ﻭﺣﺴﱯ ﺇﻧﲏ ﻗﺪ‬

‫ﺍﻟﺒﺎﺣﺚ‪،،،‬‬ ‫ﺣﺎﻭﻟﺖ ﻗﺪﺭ ﺍﺳﺘﻄﺎﻋﱵ ‪.‬‬

‫ﻭ‬
 ‫ﻣﻠﺨﺺ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﻋﻨﻮﺍﻥ ﺍﻟﺪﺭﺍﺳﺔ ‪ :‬ﺗﺼﻮﺭ ﻣﻘﺘﺮﺡ ﻹﻋﺪﺍﺩ ﻭﺗﺄﻫﻴﻞ ﻣﺪﻳﺮﻱ ﺍﳌﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﳉﺪﺩ ﰲ ﻣﻨﻄﻘﺔ ﻋﺴﲑ ﰲ ﺿﻮﺀ ﺍﻻﲡﺎﻫﺎﺕ ﺍﳊﺪﻳﺜﺔ ﰲ‬
‫ﳎﺎﻝ ﺍﻟﺘﺪﺭﻳﺐ‬
‫ﺍﳌﺸﺮﻑ ﻋﻠﻰ ﺍﻟﺪﺭﺍﺳﺔ ‪ :‬ﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭ ‪ /‬ﺍﳊﺴﻦ ﺑﻦ ﳏﻤﺪ ﺍﳌﻐﻴﺪﻱ‪.‬‬ ‫ﺍﺳﻢ ﺍﻟﺒﺎﺣﺚ ‪ :‬ﻋﺒﺪ ﺍﷲ ﺍﺑﺮﺍﻫﻴﻢ ﺍﶈﺠﺎﱐ‬
‫ﺍﻟﺪﺭﺟﺔ ﺍﻟﻌﻠﻤﻴﺔ ‪ /‬ﺍﳌﺎﺟﺴﺘﲑ ﺍﻟﻌﺎﻡ ﺍﻟﺪﺭﺍﺳﻲ ‪١٤٣٠ /‬ﻫـ‪٢٠٠٩/‬ﻡ ‪.‬‬
‫ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺧﺎﻟﺪ ـ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ـ ﻗﺴﻢ ﺍﻟﺘﺮﺑﻴﺔ ـ ﲣﺼﺺ ﺇﺩﺍﺭﺓ ﻭﺇﺷﺮﺍﻑ ﺗﺮﺑﻮﻱ ‪.‬‬
‫ﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﺔ ‪ :‬ﻭﺿﻊ ﺗﺼﻮﺭ ﻣﻘﺘﺮﺡ ﻹﻋﺪﺍﺩ ﻭﺗﺄﻫﻴﻞ ﻣﺪﻳﺮﻱ ﺍﳌﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﳉﺪﺩ ﰲ ﻣﻨﻄﻘﺔ ﻋﺴﲑ ﰲ ﺿﻮﺀ ﺍﻻﲡﺎﻫﺎﺕ‬
‫ﺍﳊﺪﻳﺜﺔ ﰲ ﳎﺎﻝ ﺍﻟﺘﺪﺭﻳﺐ‬
‫ﻣﻨﻬﺞ ﻭﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ ‪:‬ﺍﻋﺘﻤﺪﺕ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺍﳌﻨﻬﺞ ﺍﻟﻮﺻﻔﻲ‪ ،‬ﻭﺍﺳﺘﺨﺪﻣﺖ ﺍﻻﺳﺘﺒﺎﻧﺔ ﺃﺩﺍﺓ ﳉﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﻗﺪ ﺗﻜﻮﻧﺖ‬
‫ﺍﻻﺳﺘﺒﺎﻧﺔ ﻣﻦ ) ‪ ( ١١١‬ﻋﺒﺎﺭﺓ ﻣﻮﺯﻋﺔ ﻋﻠﻰ ﺃﺭﺑﻌﺔ ﳏﺎﻭﺭ ﻫﻲ ‪ :‬ﳎﺎﻻﺕ ﺇﻋﺪﺍﺩ ﻭﺗﺄﻫﻴﻞ ﺍﳌﺪﻳﺮﻳﻦ ﺍﳉﺪﺩ ‪ -‬ﻣﺘﻄﻠﺒﺎﺕ ﺇﻋﺪﺍﺩ ﻭﺗﺄﻫﻴﻞ‬
‫ﺍﳌﺪﻳﺮﻳﻦ ﺍﳉﺪﺩ ‪ -‬ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳊﺪﻳﺜﺔ ‪ -‬ﻋﻮﺍﻣﻞ ﳒﺎﺡ ﺑﺮﻧﺎﻣﺞ ﺇﻋﺪﺍﺩ ﻭﺗﺄﻫﻴﻞ ﺍﳌﺪﻳﺮﻳﻦ ﺍﳉﺪﺩ ‪ .‬ﻭﻗﺪ ﺑﻠﻎ ﻣﻌﺎﻣﻞ ﺍﻟﺜﺒﺎﺕ ﳍﺎ‬
‫)‪ ، (٠,٩٤‬ﻭﳌﻌﺎﳉﺔ ﺍﻟﺪﺭﺍﺳﺔ ﰎ ﺍﺳﺘﺨﺪﺍﻡ ﺑﺮﻧﺎﻣﺞ ﺍﳊﺰﻣﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻟﻠﻌﻠﻮﻡ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ‪. spss‬‬
‫ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ‪ :‬ﺗﻜﻮﻧﺖ ﻣﻦ ) ‪ ( ٧٢‬ﻓﺮﺩﹰﺍ ﻫﻢ ﲨﻴﻊ ﻣﺪﻳﺮﻱ ﺍﳌﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻟﺘﺎﺑﻌﺔ ﻟﻺﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻟﻠﺘﻌﻠﻴﻢ ﺑﻌﺴﲑ ﻭﻫﻮ ﺍ‪‬ﺘﻤﻊ‬
‫ﺍﻟﻜﻠﻲ ﻟﻠﻌﻴﻨﺔ ‪.‬‬
‫ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ‪ :‬ﺗﻮﺻﻠﺖ ﺍﻟﺪﺭﺍﺳﺔ ﻟﻌﺪﺩ ﻣﻦ ﺍﻟﻨﺘﺎﺋﺞ ﻛﺎﻥ ﻣﻦ ﺃﳘﻬﺎ‪:‬‬
‫‪ -١‬ﻻﺗﻮﺟﺪ ﻣﺘﺎﺑﻌﺔ ﳌﺪﻳﺮﻱ ﺍﳌﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﳉﺪﺩ ﰲ ﻣﻜﺎﻥ ﻋﻤﻠﻬﻢ ﺑﻌﺪ ﺍﻧﺘﻬﺎﺀ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬
‫‪ -٢‬ﺍﺣﺘﻴﺎﺟﺎﺕ ﺗﺪﺭﻳﺒﻴﺔ ﻛﺜﲑﺓ ﳛﺘﺎﺟﻬﺎ ﻣﻌﻈﻢ ﻣﺪﻳﺮﻱ ﺍﳌﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺗﺴﻬﻢ ﰲ ﺗﻨﻤﻴﺔ ﺍﻻﺑﺘﻜﺎﺭ ﻭﺍﻟﺘﺠﺪﻳﺪ‪ ، ،‬ﻭﺍﻟﺘﺪﺭﻳﺐ‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳊﺪﻳﺜﺔ ‪ ،‬ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻻﲡﺎﻫﺎﺕ ﺍﳊﺪﻳﺜﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬
‫‪ -٣‬ﻣﻮﺍﻓﻘﺔ ﲨﻴﻊ ﺃﻓﺮﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺪﺍﺭﺳﺔ ﺑﺪﺭﺟﺔ ﻛﺒﲑﺓ ﻋﻠﻰ ﺩﺭﺟﺔ ﺃﳘﻴﺔ ﺍ‪‬ﺎﻻﺕ ﺍﳌﻘﺘﺮﺣﺔ ﻹﻋﺪﺍﺩ ﻭﺗﺄﻫﻴﻞ ﻣﺪﻳﺮﻱ ﺍﳌـﺪﺍﺭﺱ‬
‫ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﳉﺪﺩ‪ .‬ﺣﻴﺚ ﺗﻜﻮﻧﺖ ﻋﺒﺎﺭﺍﺕ ﺍﶈﻮﺭ ﺍﻟﱵ ﺗﻘﻴﺲ ﺩﺭﺟﺔ ﺃﳘﻴﺔ ﺍ‪‬ﺎﻻﺕ ﺍﳌﻘﺘﺮﺣﺔ ﻹﻋـﺪﺍﺩ ﻭﺗﺄﻫﻴـﻞ ﻣـﺪﻳﺮﻱ‬
‫ﺍﳌﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﳉﺪﺩ ﻣﻦ )‪ (٣٧‬ﻋﺒﺎﺭﺓ‪ .‬ﻭﻛﺎﻧﺖ ﻗﻴﻤﺔ ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﰊ ﺍﻟﻌﺎﻡ ﻟﻌﺒﺎﺭﺍﺕ ﻫﺬﺍ ﺍﶈﻮﺭ ﺗﺴﺎﻭﻱ )‪. (٢,٧٧‬‬
‫‪ -٤‬ﻣﻮﺍﻓﻘﺔ ﲨﻴﻊ ﺃﻓﺮﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺪﺍﺭﺳﺔ ﺑﺪﺭﺟﺔ ﻛﺒﲑﺓ ﻋﻠﻰ ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﳌﻘﺘﺮﺣﺔ ﻹﻋﺪﺍﺩ ﻭﺗﺄﻫﻴﻞ ﻣﺪﻳﺮﻱ ﺍﳌـﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳـﺔ‬
‫ﺍﳉﺪﺩ‪ ،‬ﺣﻴﺚ ﺗﻜﻮﻧﺖ ﻋﺒﺎﺭﺍﺕ ﺍﶈﻮﺭ ﻣﻦ )‪ (١٩‬ﻋﺒﺎﺭﺓ ﻭﻛﺎﻧﺖ ﻗﻴﻤﺔ ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﰊ ﺍﻟﻌﺎﻡ ﻟﻌﺒﺎﺭﺍﺕ ﻫﺬﺍ ﺍﶈـﻮﺭ‬
‫ﺗﺴﺎﻭﻱ )‪.(٢,٦٨‬‬
‫‪ -٥‬ﻣﻮﺍﻓﻘﺔ ﲨﻴﻊ ﺃﻓﺮﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺪﺍﺭﺳﺔ ﺑﺪﺭﺟﺔ ﻛﺒﲑﺓ ﻋﻠﻰ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳊﺪﻳﺜﺔ ﺍﳌﻘﺘﺮﺣﺔ ﻹﻋﺪﺍﺩ ﻭﺗﺄﻫﻴـﻞ ﻣـﺪﻳﺮﻱ‬
‫ﺍﳌﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﳉﺪﺩ ‪ ،‬ﺣﻴﺚ ﺗﻜﻮﻧﺖ ﻋﺒﺎﺭﺍﺕ ﺍﶈﻮﺭ ﻣﻦ )‪ (٣٤‬ﻋﺒﺎﺭﺓ ‪ ،‬ﻭﻛﺎﻧﺖ ﻗﻴﻤﺔ ﺍﳌﺘﻮﺳﻂ ﺍﳊـﺴﺎﰊ ﺍﻟﻌـﺎﻡ‬
‫ﻟﻌﺒﺎﺭﺍﺕ ﻫﺬﺍ ﺍﶈﻮﺭ ﺗﺴﺎﻭﻱ )‪.(٢,٥٦‬‬
‫‪ -٦‬ﻣﻮﺍﻓﻘﺔ ﲨﻴﻊ ﺃﻓﺮﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺪﺍﺭﺳﺔ ﺑﺪﺭﺟﺔ ﻛﺒﲑﺓ ﻋﻠﻰ ﻋﻮﺍﻣﻞ ﺍﻟﻨﺠﺎﺡ ﺍﳌﻘﺘﺮﺣﺔ ﻟﱪﻧﺎﻣﺞ ﺇﻋﺪﺍﺩ ﻭﺗﺄﻫﻴﻞ ﻣﺪﻳﺮﻱ ﺍﳌﺪﺍﺭﺱ‬
‫ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﳉﺪﺩ ‪ ،‬ﺣﻴﺚ ﺗﻜﻮﻧﺖ ﻋﺒﺎﺭﺍﺕ ﺍﶈﻮﺭ ﻣﻦ )‪ (٢١‬ﻋﺒﺎﺭﺓ ﻭﻛﺎﻧﺖ ﻗﻴﻤﺔ ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﰊ ﺍﻟﻌﺎﻡ ﻟﻌﺒﺎﺭﺍﺕ ﻫـﺬﺍ‬
‫ﺍﶈﻮﺭ ﺗﺴﺎﻭﻱ )‪.(٢,٦٧‬‬

‫ﺯ‬
‫‪ -٧‬ﻻﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ ﺍﻻﺳﺘﺠﺎﺑﺎﺕ ﺣﺴﺐ ﻣﺘﻐﲑ ﺍﳌﺆﻫﻞ ﺍﻟﻌﻠﻤﻲ ‪،‬ﻣﺘﻐﲑ ﻋﺪﺩ ﺳـﻨﻮﺍﺕ‬
‫ﺍﳋﱪﺓ ﰲ ﺍﻟﻌﻤﻞ ﺍﻟﺘﺮﺑﻮﻱ ﺣﻮﻝ ﻋﺒﺎﺭﺍﺕ ﺍﶈﻮﺭ ﺍﻷﻭﻝ )ﳎﺎﻻﺕ ﺇﻋﺪﺍﺩ ﻭﺗﺄﻫﻴﻞ ﺍﳌﺪﻳﺮﻳﻦ(‪.‬‬
‫‪ -٨‬ﻻﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ ﺍﻻﺳﺘﺠﺎﺑﺎﺕ ﺣﺴﺐ ﻣﺘﻐﲑ ﺍﳌﺆﻫﻞ ﺍﻟﻌﻠﻤﻲ ‪ ،‬ﻣﺘﻐﲑ ﻋﺪﺩ ﺳـﻨﻮﺍﺕ‬
‫ﺍﳋﱪﺓ ﰲ ﺍﻟﻌﻤﻞ ﺍﻟﺘﺮﺑﻮﻱ ﺣﻮﻝ ﻋﺒﺎﺭﺍﺕ ﺍﶈﻮﺭ ﺍﻟﺜﺎﱐ )ﻣﺘﻄﻠﺒﺎﺕ ﺇﻋﺪﺍﺩ ﻭﺗﺄﻫﻴﻞ ﺍﳌﺪﻳﺮﻳﻦ(‪.‬‬
‫‪ -٩‬ﻻﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ ﺍﻻﺳﺘﺠﺎﺑﺎﺕ ﺣﺴﺐ ﻣﺘﻐﲑ ﺍﳌﺆﻫﻞ ﺍﻟﻌﻠﻤﻲ ﻣﺘﻐﲑ ﻋـﺪﺩ ﺳـﻨﻮﺍﺕ‬
‫ﺍﳋﱪﺓ ﰲ ﺍﻟﻌﻤﻞ ﺍﻟﺘﺮﺑﻮﻱ ﺣﻮﻝ ﻋﺒﺎﺭﺍﺕ ﺍﶈﻮﺭ ﺍﻟﺜﺎﻟﺚ )ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳊﺪﻳﺜﺔ(‪.‬‬
‫‪ -١٠‬ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ ﺍﻻﺳﺘﺠﺎﺑﺎﺕ ﺣﺴﺐ ﻣﺘﻐﲑ ﺍﳌﺆﻫﻞ ﺍﻟﻌﻠﻤﻲ ﺣﻮﻝ ﻋﺒـﺎﺭﺍﺕ ﺍﶈـﻮﺭ‬
‫ﺍﻟﺮﺍﺑﻊ )ﻋﻮﺍﻣﻞ ﳒﺎﺡ ﺑﺮﻧﺎﻣﺞ ﺇﻋﺪﺍﺩ ﻭﺗﺄﻫﻴﻞ ﺍﳌﺪﻳﺮﻳﻦ(‪ ،‬ﻭﻛﺎﻧﺖ ﺍﻟﻔﺮﻭﻕ ﻟﺼﺎﱀ ﺍﳌﺆﻫﻞ ﺍﳉﺎﻣﻌﻲ‪.‬‬
‫‪ -١١‬ﻻﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ ﺍﻻﺳﺘﺠﺎﺑﺎﺕ ﺣﺴﺐ ﻣﺘﻐﲑ ﺍﳌﺆﻫﻞ ﺍﻟﻌﻠﻤﻲ ﻭﻣﺘﻐﲑ ﻋﺪﺩ ﺳـﻨﻮﺍﺕ‬
‫ﺍﳋﱪﺓ ﰲ ﺍﻟﻌﻤﻞ ﺍﻟﺘﺮﺑﻮﻱ ﺣﻮﻝ ﻋﺒﺎﺭﺍﺕ ﺍﻟﺪﺭﺟﺔ ﺍﻟﻜﻠﻴﺔ ﻷﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﻴﺪﺍﻧﻴﺔ (‪.‬‬
‫‪ -١٢‬ﻻﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ ﺍﻻﺳﺘﺠﺎﺑﺎﺕ ﺣﺴﺐ ﻣﺘﻐﲑ ﺳﻨﻮﺍﺕ ﺍﳋﱪﺓ ﰲ ﺍﻟﻌﻤﻞ ﺍﻟﺘﺮﺑـﻮﻱ‬
‫ﺣﻮﻝ ﻋﺒﺎﺭﺍﺕ ﺍﶈﻮﺭ ﺍﻟﺮﺍﺑﻊ )ﻋﻮﺍﻣﻞ ﳒﺎﺡ ﺑﺮﻧﺎﻣﺞ ﺇﻋﺪﺍﺩ ﻭﺗﺄﻫﻴﻞ ﺍﳌﺪﻳﺮﻳﻦ(‪.‬‬

‫ﺗﻮﺻﻴﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ ‪ :‬ﺗﻮﺻﻠﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺘﻮﺻﻴﺎﺕ ‪ ،‬ﻣﻦ ﺃﳘﻬﺎ ‪:‬‬

‫‪ -١‬ﻋﻤﻞ ﻣﺆﲤﺮﺍﺕ ﻣﺼﻐﺮﺓ )ﻓﻜﺮﺓ ﺍﳌﺆﲤﺮﺍﺕ( ﳌﺪﻳﺮﻱ ﺍﳌﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﳉﺪﺩ ﰲ ﻣﻨﻄﻘﺔ ﻋﺴﲑ ﲝﻴﺚ ﻳﻘﺪﻡ ﻛـﻞ ﻣﺘـﺪﺭﺏ‬
‫ﲝﺚ ﺧﺎﺹ ﺑﻔﻜﺮﺓ ﺍﳌﺆﲤﺮ ﻋﻠﻰ ﺃﻥ ﻳﺸﺎﺭﻙ ﻓﻴﻬﺎ ﻛﻞ ﺍﻹﺩﺍﺭﻳﲔ ﺗﺒﻌﹰﺎ ﻟﺘﺨﻄﻴﻂ ﻣﻨﻈﻢ‪.‬‬
‫‪ -٢‬ﻋﻤﻞ ﻣﺴﺎﺑﻘﺔ ﲝﺜﻴﺔ ﺳﻨﻮﻳﺔ ‪ ،‬ﻭﻓﻖ ﺷﺮﻭﻁ ﻣﻌﻴﻨﺔ ﺗﻮﺿﻊ ﻋﻦ ﻃﺮﻳﻖ ﺍﻹﺷﺮﺍﻑ ﺍﻟﺘﺮﺑﻮﻱ )ﺍﻹﺩﺍﺭﺓ ﺍﳌﺪﺭﺳﻴﺔ(‪.‬‬
‫‪ -٣‬ﲡﻬﻴﺰ ﺍﻟﻘﺎﻋﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺑﺄﺩﻭﺍﺕ ﻭﺃﺟﻬﺰﺓ ﺗﻨﺎﺳﺐ ﻣﻮﺿﻮﻋﺎﺕ ﺍﻹﻋﺪﺍﺩ ﺍﳌﻬﲏ ﻭﺍﻟﻨﺸﺎﻁ ﺍﻹﺑـﺪﺍﻋﻲ‪ ،‬ﺣـﱴ ﻳـﺴﺘﻄﻴﻊ‬
‫ﺍﳌﺘﺪﺭﺑﻮﻥ ﺍﻟﻘﻴﺎﻡ ﺑﺎﻟﺘﺪﺭﻳﺒﺎﺕ ﺍﻟﻌﻤﻠﻴﺔ ﺍﳌﺮﺗﺒﻄﺔ ﲟﻮﺿﻮﻋﺎﺕ ﺍﻹﻋﺪﺍﺩ ﻭﺍﻟﺘﺄﻫﻴﻞ ﻭﺍﻷﻧﺸﻄﺔ ﺍﻹﺑﺪﺍﻋﻴﺔ‪.‬‬
‫‪ -٤‬ﺃﻥ ﺗﺘﻮﺍﻓﺮ ﺣﺮﻳﺔ ﺍﳊﺮﻛﺔ ﻭﺍﻟﻌﻤﻞ ﺍﻟﺘﻔﺎﻋﻠﻲ ﰲ ﺑﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬
‫‪ -٥‬ﺗﻮﺍﻓﺮ ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎﺕ ﻟﻠﻤﺪﺭﺑﲔ ﺍﳌﺘﻤﻴﺰﻳﻦ ﺍﶈﻠﻴﲔ ﻭﺍﳋﺎﺭﺟﻴﲔ ﲝﻴﺚ ﻳﺴﻬﻞ ﺍﻻﺗﺼﺎﻝ ‪‬ﻢ ﻋﻨﺪ ﺍﳊﺎﺟﺔ ﻭﻫﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﺩﻟﻴﻞ‬
‫ﻳﺘﻀﻤﻦ ﺃﲰﺎﺀ ﺍﳌﺪﺭﺑﲔ ﻭﻭﻇﺎﺋﻔﻬﻢ ﻭﻳﺘﻢ ﲢﺪﻳﺜﻪ ﻭﻓﻘﹰﺎ ﳌﺎ ﺗﺴﺘﻠﺰﻣﻪ ﻋﻤﻠﻴﺔ ﺍﳌﺘﺎﺑﻌﺔ ﻭﺗﻘﻴﻴﻢ ﺍﳌﺪﺭﺑﲔ‪.‬‬
‫‪ -٦‬ﺃﻥ ﻳﺘﻢ ﺗﺪﺭﻳﺐ ﻣﺪﻳﺮﻱ ﺍﳌﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ ﻋﻠﻰ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻌﺮﻓﻴﺔ ﺍﳌﺘﻌﺪﺩﺓ ﺣﱴ ﻳﻜﻮﻥ ﻟﺪﻳﻬﻢ ﺍﻟﻘﺪﺭﺓ ﻋﻠـﻰ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺃﺳﺎﻟﻴﺐ ﻣﺘﻨﻮﻋﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻘﻮﱘ ﻭﺍﳌﺘﺎﺑﻌﺔ ﳑﺎ ﻳﺴﺎﻋﺪ ﻋﻠﻰ ﳒﺎﺣﻬﻢ ﰲ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﺘـﺪﺭﻳﱯ‬
‫ﻭﳛﻘﻖ ﺃﻫﺪﺍﻓﻪ‪.‬‬

‫ﺡ‬
 Summary of the Study
Title of the Study: Suggested proposal to prepare and qualify new secondary schools
direction Assir Region under the vision of new trends in the field of training.
Name of the researcher: Abdullah Ebraheem AL Mehaganee. Supervisor of the Study:
Prof. AL Hassan Bin Muhammad AL Megede.
Degree: Master Year: 1430/2009AD.
King Khalid University – Faculty of Education.
Department of Education : Management and super visional Education.
Aims of the study:
The study aimed to know what is the meaning of preparing and qualifying new
directors, what are the most important basis and methods , what are the new trends in
training field, knowing the most important training needs for new directors which help
in forming the suggested proposal to prepare and qualify new secondary schools
directors in under the vision of new trends in the field of training, knowing the impact of
educational specialization , qualification, and years of experience in the educational field
in determining fields of preparing and qualifying new secondary schools directors
(training needs), its needs and its implementation methods.
Approach of the study:
The study based on the descriptive approach, the questionnaire was used as a
tool of collecting information . The questionnaire consists of (111) statement, divided into
four axis: Fields of preparing and qualifying directors. Needs of the preparing and
qualifying directors. Modern training methods . Success factors of preparing and
qualifying directors . Consistency confidence was (0.94) SPSS program was used for
analysis of the study.
Sample of the study:
The sample consisted of (72) person, all of the directors of secondary schools
which related to the general department of education in Assir.
Results of the study: The most important are :
1. There is no follow – up for new secondary schools directors in their work
place after finishing the training.
2. More training needs are necessary for the directors of the schools, as
developing innovating and renewal , gives importance to future vision,
training in the use of modern technologies in developing the performance,
and take advantages of currently changes.
3. Significantly agreement of the members of the sample of the study on the
importance of the suggested fields of preparing and qualifying new
secondary schools directors. The axis statements that measure the
important of the suggested fields of preparing and qualifying new
secondary schools directors consisted of (37) statements, the general
arithmetic average of this axis statements is (2.77).
4. Significantly agreement of the members of the sample of the study on the
suggested needs to prepare and qualify new secondary schools directors.
The statements of the axis consisted of (19) statements , the general
arithmetic average of this axis statements is (2.68).
5. Significantly agreement of the members of the sample of the study on
modern training methods which suggested to prepare and qualify new
secondary schools directors, the statement of the axis consisted of (34)
statements , the general arithmetic average of this axis statements is
(2.56).
6. Significantly agreement of the members of the sample of the study on the
suggested success factors for the program of preparing and qualifying
new secondary schools directors, the statements of the axis consisted of
(21) and the general arithmetic average of this axis statements is (2.67).

‫ﻁ‬
 7. There are no statistically significant differences between the averages of
responses according to the variable of qualification and the variable of
number of years of experience in educational work around statements of
the first axis (fields of preparing and qualifying directors).
8. There are no statistically significant differences between the averages of
responses according to the variable of qualification and the variable of
number of years of experience in educational work around statements of
the second axis (need of preparing and qualifying directors).
9. There are no statistically significant differences between the averages of
responses according to the variable of qualification and the variable of
number of years of experience in educational work around statements of
the third axis (modern training methods).
10. There are statistically significant differences between the averages of
responses according to the variable of qualification of the fourth axis
statements (success factors of preparing and qualifying directors
program) The differences were in the sake of qualification.
11. There are no statistically significant differences between the averages of
responses according to the variable of qualification and the variable of
number of years of experience in educational work around statements of
the total degree statements for the tool of field study.
12. There are no statistically significant differences between the averages of
responses according to the variable of years of experience in educational
work around statements of the fourth axis (success factors of preparing
and qualifying directors program).
Recommendations of the study:
The study recommended many recommendations, the most important are:
1. Doing mini-conferences (the idea of conferences) for new secondary
schools directors in Assir region, every trainee introduced special
research concerned the idea of the conference and all the administrators
must participate in it according to a systematic planning.
2. Making an annual research competition (educational – cultural – art –
innovations, according to certain conditions which put through the
educational experts.
3. Training rooms must be quipped with tools and equipment and subjects
of professional formation and creative activity so that the trainee can do
scientific trainings related to subjects of preparing, qualifying, and
creative activity.
4. There must be freedom of movement and work in the training
environment.
5. Provides a data base for the local and external talented trainers, so that
we can contact the easily when necessary , this data base includes names
and jobs of the trainers, and is updated as required by the follow-up
process and the evaluation of the trainers.
6. Directors of the schools must be trained on skills and broad knowledge of
information such as theories of psychology and human relations so as to
have the ability to use many methods in training, evaluation and follow-
up things which helped in the success of the training program and
achieving its goals.

‫ﻱ‬
 ‫ﻓﻬﺮﺱ ﺍﶈﺘﻮﻳﺎﺕ‬

‫ﺍﻟﺼﻔﺤﺔ‬ ‫ﺍﳌﻮﺿﻮﻉ‬
‫ﺩ‬ ‫ﺍﻹﻫﺪﺍﺀ‪.‬‬
‫ﻩ‬ ‫ﺍﻟﺸﻜﺮ ﻭﺍﻟﺘﻘﺪﻳﺮ‪.‬‬
‫ﺯ‬ ‫ﻣﻠﺨﺺ ﺍﻟﺮﺳﺎﻟﺔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫ﻁ‬ ‫ﻣﻠﺨﺺ ﺍﻟﺮﺳﺎﻟﺔ ﺑﺎﻟﻠﻐﺔ ﺍﻻﳒﻠﻴﺰﻳﺔ‪.‬‬
‫ﻙ‬ ‫ﻓﻬﺮﺱ ﺍﶈﺘﻮﻳﺎﺕ‪.‬‬
‫ﺱ‬ ‫ﻓﻬﺮﺱ ﺍﳉﺪﺍﻭﻝ‪.‬‬
‫ﻉ‬ ‫ﻓﻬﺮﺱ ﺍﳌﻼﺣﻖ‪.‬‬
‫‪٣١-١٩‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﻠﺪﺭﺍﺳﺔ‬
‫‪١٩‬‬ ‫ﻣﻘﺪﻣﺔ ﺍﻟﺪﺭﺍﺳﺔ ‪.‬‬
‫‪٢٢‬‬ ‫ﺃﻭﻻ ‪ :‬ﻣﺸﻜﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ ‪.‬‬
‫‪٢٦‬‬ ‫ﺛﺎﻧﻴﺎ‪ :‬ﺃﺳﺌﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ ‪.‬‬
‫‪٢٧‬‬ ‫ﺛﺎﻟﺜﺎ‪ :‬ﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﺔ ‪.‬‬
‫‪٢٨‬‬ ‫ﺭﺍﺑﻌﺎ‪ :‬ﺃﳘﻴﺔ ﺍﻟﺪﺭﺍﺳﺔ ‪.‬‬
‫‪٢٨‬‬ ‫ﺧﺎﻣﺴﺎ‪ :‬ﺣﺪﻭﺩ ﺍﻟﺪﺭﺍﺳﺔ ‪.‬‬
‫‪٢٩‬‬ ‫ﺳﺎﺩﺳﺎ‪ :‬ﻣﺼﻄﻠﺤﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ ‪.‬‬
‫‪١١٧-٣٤‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‬
‫‪٥٩-٣٤‬‬ ‫ﺍﳌﺒﺤﺚ ﺍﻷﻭﻝ ‪:‬ﺍﻟﺘﺪﺭﻳﺐ) ﻣﻔﻬﻮﻣﻪ – ﺃﳘﻴﺘﻪ – ﺃﻫﺪﺍﻓﻪ‪ -‬ﺃﺳﺴﻪ – ﺃﺳﺎﻟﻴﺒﻪ (‪.‬‬
‫‪٣٤‬‬ ‫ﻣﻔﻬﻮﻡ ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬

‫‪٣٨‬‬ ‫ﺃﳘﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬

‫ﻙ‬
‫ﺍﻟﺼﻔﺤﺔ‬ ‫ﺍﳌﻮﺿﻮﻉ‬
‫‪٣٨‬‬ ‫ﺃﻫﺪﺍﻑ ﺍﻟﺘﺪﺭﻳﺐ ‪.‬‬

‫‪٤٠‬‬ ‫ﺃﺳﺲ ﺍﻟﺘﺪﺭﻳﺐ ‪.‬‬

‫‪٤٢‬‬ ‫ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬

‫‪٨٩ -٦١‬‬ ‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﱐ ‪ :‬ﺍﻻﲡﺎﻫﺎﺕ ﺍﳊﺪﻳﺜﺔ ﰲ ﳎﺎﻝ ﺗﺪﺭﻳﺐ ﻣﺪﻳﺮﻱ ﺍﳌﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻟﻌﺎﻣﺔ ﺃﺛﻨﺎﺀ ﺍﳋﺪﻣﺔ ‪.‬‬

‫‪٦١‬‬ ‫ﺍﳉﻮﺩﺓ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ‪.‬‬

‫‪٦٤‬‬ ‫ﺍﻟﺘﺪﺭﻳﺐ ﻏﲑ ﺍﳌﺒﺎﺷﺮ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻘﻨﻴﺔ ‪.‬‬

‫‪٦٦‬‬ ‫ﺗﻘﻨﻴﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻦ ﺑﻌﺪ ‪.‬‬

‫‪٦٧‬‬ ‫ﻧﻘﻞ ﺍﻟﺘﺪﺭﻳﺐ ‪.‬‬

‫‪٧٠‬‬ ‫ﺍﳌﺪﺍﺧﻞ ﺍﻷﺳﺎﺳﻴﺔ ﻟﺘﺪﺭﻳﺐ ﻣﺪﻳﺮﻱ ﺍﳌﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻟﻌﺎﻣﺔ‪.‬‬

‫‪٧٥‬‬ ‫ﺗﺪﺭﻳﺐ ﻣﺪﻳﺮﻱ ﺍﳌﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻟﻌﺎﻣﺔ ﰲ ﺑﻌﺾ ﺍﻟﺪﻭﻝ ﺍﳌﺘﻘﺪﻣﺔ‪.‬‬

‫‪٧٥‬‬ ‫ﺗﺪﺭﻳﺐ ﻣﺪﻳﺮﻱ ﺍﳌﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻟﻌﺎﻣﺔ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ‪.‬‬

‫‪٨٢‬‬ ‫ﺗﺪﺭﻳﺐ ﻣﺪﻳﺮﻱ ﺍﳌﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻟﻌﺎﻣﺔ ﺃﺛﻨﺎﺀ ﺍﳋﺪﻣﺔ ﰲ ﺇﳒﻠﺘﺮﺍ‪.‬‬

‫‪١٠٦-٩١‬‬ ‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ ﲢﺪﻳﺪ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪.‬‬

‫‪٩١‬‬ ‫ﲢﺪﻳﺪ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ) ﺍﳌﻔﻬﻮﻡ – ﺍﳌﺼﺎﺩﺭ – ﺍﻷﺳﺎﻟﻴﺐ (‪.‬‬

‫‪٩١‬‬ ‫ﻣﻔﻬﻮﻡ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪.‬‬

‫‪٩٤‬‬ ‫ﻣﺼﺎﺩﺭ ﲢﺪﻳﺪ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪.‬‬

‫‪٩٥‬‬ ‫ﺃﺳﺎﻟﻴﺐ ﲢﺪﻳﺪ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪.‬‬

‫ﻝ‬
 ‫ﺍﻟﺼﻔﺤﺔ‬ ‫ﺍﳌﻮﺿﻮﻉ‬
‫‪٩٨‬‬ ‫ﺍﺧﺘﻴﺎﺭ ﻣﺪﻳﺮﻱ ﺍﳌﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ ﰲ ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ ‪.‬‬

‫‪٩٨‬‬ ‫ﺍﻟﻀﻮﺍﺑﻂ ﺍﻟﻌﺎﻣﺔ ﻟﺘﻜﻠﻴﻒ ﺷﺎﻏﻠﻲ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﰲ ﺍﳌﺪﺍﺭﺱ‪.‬‬

‫‪١٠٠‬‬ ‫ﺍﻟﻀﻮﺍﺑﻂ ﺍﳋﺎﺻﺔ ﻟﺘﻜﻠﻴﻒ ﺷﺎﻏﻠﻲ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﰲ ﺍﳌﺪﺍﺭﺱ‪.‬‬

‫‪١٠١‬‬ ‫ﻣﺮﺍﺣﻞ ﺗﺮﺷﻴﺢ ﺷﺎﻏﻠﻲ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﰲ ﺍﳌﺪﺍﺭﺱ‪.‬‬

‫‪١١٧ -١٠٧‬‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‪.‬‬

‫‪١٠٧‬‬ ‫ﺃﻭ ﹰﻻ‪ :‬ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫‪١١٣‬‬ ‫ﺛﺎﻧﻴﹰﺎ‪ :‬ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‪.‬‬
‫‪١١٦‬‬ ‫ﺛﺎﻟﺜﹰﺎ‪ :‬ﺍﻟﺘﻌﻠﻴﻖ ﻋﻠﻰ ﺍﻟﺪﺭﺍﺳﺎﺕ‪.‬‬
‫‪١٣١-١١٩‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻣﻨﻬﺠﻴﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﻴﺪﺍﻧﻴﺔ ﻭﺇﺟﺮﺍءﺍﺗﻬﺎ‬
‫‪١١٩‬‬ ‫ﺍﳌﻘﺪﻣﺔ‪.‬‬
‫‪١١٩‬‬ ‫ﺃﻭ ﹰﻻ‪ :‬ﻣﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫‪١٢٠‬‬ ‫ﺛﺎﻧﻴﹰﺎ‪ :‬ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫‪١٢٤‬‬ ‫ﺛﺎﻟﺜﹰﺎ‪ :‬ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫‪١٢٧‬‬ ‫ﺭﺍﺑﻌﹰﺎ‪ :‬ﺻﺪﻕ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫‪١٢٨‬‬ ‫ﺧﺎﻣﺴﹰﺎ‪ :‬ﺛﺒﺎﺕ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫‪١٣٠‬‬ ‫ﺳﺎﺩﺳﹰﺎ‪ :‬ﺗﻄﺒﻴﻖ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻴﺪﺍﻧﻴﹰﺎ)ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ(‪.‬‬
‫‪١٣١‬‬ ‫ﺳﺎﺑﻌﹰﺎ‪ :‬ﺍﻷﺳﺎﻟﻴﺐ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﻣﻌﺎﳉﺔ ﺑﻴﺎﻧﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫‪١٥٩-١٣٣‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﻋﺮﺽ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺗﻔﺴﲑﻫﺎ‬
‫‪١٣٣‬‬ ‫ﺍﳌﻘﺪﻣﺔ ‪.‬‬
‫‪١٣٣‬‬ ‫ﺁﺭﺍﺀ ﺃﻓﺮﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺣﻮﻝ ﺩﺭﺟﺔ ﺃﳘﻴﺔ ﺍ‪‬ﺎﻻﺕ ﺍﳌﻘﺘﺮﺣﺔ‪.‬‬
‫‪١٣٩‬‬ ‫ﺁﺭﺍﺀ ﺃﻓﺮﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺣﻮﻝ ﺃﳘﻴﺔ ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﳌﻘﺘﺮﺣﺔ ‪.‬‬
‫‪١٤٢‬‬ ‫ﺃﳘﻴﺔ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳊﺪﻳﺜﺔ ﺍﳌﻘﺘﺮﺣﺔ ‪.‬‬

‫ﻡ‬
 ‫ﺍﻟﺼﻔﺤﺔ‬ ‫ﺍﳌﻮﺿﻮﻉ‬
‫‪١٤٨‬‬ ‫ﺃﳘﻴﺔ ﻋﻮﺍﻣﻞ ﺍﻟﻨﺠﺎﺡ ﺍﳌﻘﺘﺮﺣﺔ ﻟﱪﻧﺎﻣﺞ ﺇﻋﺪﺍﺩ ﻭﺗﺄﻫﻴﻞ ﻣﺪﻳﺮﻱ ﺍﳌﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﳉﺪﺩ‪.‬‬
‫ﺍﻟﺘﺴﺎﺅﻻﺕ ﺣﻮﻝ ﻣﺪﻯ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﺃﻓﺮﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ‬
‫‪١٥١‬‬
‫ﺣﻮﻝ ﺑﻌﺾ ﺍﳌﺘﻐﲑﺍﺕ ﰲ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫‪١٨٤-١٦١‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﳋﺎﻣﺲ‪:‬ﻣﻠﺨﺺ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻧﺘﺎﺋﺠﻬﺎ ﻭﺗﻮﺻﻴﺎﺗﻬﺎ ﻭﻣﻘﱰﺣﺎﺗﻬﺎ‬
‫‪١٦١‬‬ ‫ﺃﻭ ﹰﻻ‪ :‬ﻣﻠﺨﺺ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫‪١٦٥‬‬ ‫ﺛﺎﻧﻴﹰﺎ‪ :‬ﺃﻫﻢ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫‪١٦٩‬‬ ‫ﺛﺎﻟﺜﹰﺎ‪:‬ﺍﻟﺘﺼﻮﺭ ﺍﳌﻘﺘﺮﺡ ‪.‬‬
‫‪١٧٩‬‬ ‫ﺭﺍﺑﻌﹰﺎ‪:‬ﺗﻮﺻﻴﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫‪١٨٣‬‬ ‫ﺧﺎﻣﺴﹰﺎ‪ :‬ﺩﺭﺍﺳﺎﺕ ﻣﻘﺘﺮﺣﺔ‪.‬‬
‫‪٢٠٢-١٨٦‬‬ ‫ﻣﺮﺍﺟﻊ ﺍﻟﺪﺭﺍﺳﺔ‬
‫‪١٨٦‬‬ ‫ﺃﻭ ﹰﻻ‪ :‬ﺍﳌﺮﺍﺟﻊ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫‪١٩٩‬‬ ‫ﺛﺎﻧﻴﹰﺎ‪ :‬ﺍﳌﺮﺍﺟﻊ ﺍﻷﺟﻨﺒﻴﺔ‪.‬‬
‫‪٢٠٢‬‬ ‫ﺛﺎﻟﺜﹰﺎ‪ :‬ﻣﻮﺍﻗﻊ ﺍﻻﻧﺘﺮﻧﺖ‪.‬‬
‫‪٢١٣ -٢٠٤‬‬ ‫ﺍﳌﻼﺣﻖ‬

‫ﻥ‬
 ‫ﻓﻬﺮﺱ ﺍﳉﺪﺍﻭﻝ‬
‫ﺍﻟﺼﻔﺤﺔ‬ ‫ﻣﻮﺿﻮﻉ ﺍﳉﺪﻭﻝ‬ ‫ﻡ‬

‫‪١٢٠‬‬ ‫ﺗﻮﺯﻳﻊ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫‪١‬‬

‫‪١٢١‬‬ ‫ﺗﻮﺯﻳﻊ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻓﻘﹰﺎ ﻟﻠﻤﺆﻫﻞ ﺍﻟﻌﻠﻤﻲ‬ ‫‪٢‬‬

‫‪١٢٢‬‬ ‫ﺗﻮﺯﻳﻊ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻓﻘﹰﺎ ﻻﺧﺘﻼﻑ ﻧﻮﻉ ﺍﳌﺆﻫﻞ‬ ‫‪٣‬‬

‫‪١٢٣‬‬ ‫ﺗﻮﺯﻳﻊ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻓﻘﹰﺎ ﻟﻌﺪﺩ ﺳﻨﻮﺍﺕ ﺍﳋﱪﺓ ﰲ ﺍﻟﻌﻤﻞ ﺍﻟﺘﺮﺑﻮﻱ‬ ‫‪٤‬‬

‫‪١٢٦‬‬ ‫ﻋﺪﺩ ﻋﺒﺎﺭﺍﺕ ﳏﺎﻭﺭ ﺍﻻﺳﺘﺒﺎﻥ ﰲ ﺻﻮﺭ‪‬ﺎ ﺍﻟﻨﻬﺎﺋﻴﺔ‬ ‫‪٥‬‬

‫‪١٢٧‬‬ ‫ﻣﺪﻯ ﻭﻣﺴﺘﻮﻯ ﺍﳌﻮﺍﻓﻘﺔ ﻻﺳﺘﺠﺎﺑﺎﺕ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫‪٦‬‬

‫‪١٢٩‬‬ ‫ﺣﺴﺎﺏ ﺍﻟﺜﺒﺎﺕ ﺑﻄﺮﻳﻘﺔ ﺍﻟﻔﺎ ﻛﺮﻭﻧﺒﺎﺥ‬ ‫‪٧‬‬

‫‪١٢٩‬‬ ‫ﺣﺴﺎﺏ ﺍﻟﺜﺒﺎﺕ ﺍﻻﺗﺴﺎﻕ ﺍﻟﺪﺍﺧﻠﻲ‬ ‫‪٨‬‬

‫ﺍﳌﺘﻮﺳﻄﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﻭﺍﻻﳓﺮﺍﻓﺎﺕ ﺍﶈﻮﺭﻳﺔ ﻻﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺣﻮﻝ ﺍﶈﻮﺭ ﺍﻷﻭﻝ‪:‬‬
‫‪١٣٤‬‬ ‫‪٩‬‬
‫ﳎﺎﻻﺕ ﺇﻋﺪﺍﺩ ﻭﺗﺄﻫﻴﻞ ﺍﳌﺪﻳﺮﻳﻦ‪.‬‬
‫ﺍﳌﺘﻮﺳﻄﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﻭﺍﻻﳓﺮﺍﻓﺎﺕ ﺍﶈﻮﺭﻳﺔ ﻻﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺣﻮﻝ ﺍﶈﻮﺭ ﺍﻟﺜﺎﱐ‪:‬‬
‫‪١٣٩‬‬ ‫‪١٠‬‬
‫ﻣﺘﻄﻠﺒﺎﺕ ﺇﻋﺪﺍﺩ ﻭﺗﺄﻫﻴﻞ ﺍﳌﺪﻳﺮﻳﻦ‬
‫ﺍﳌﺘﻮﺳﻄﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﻭﺍﻻﳓﺮﺍﻓﺎﺕ ﺍﶈﻮﺭﻳﺔ ﻻﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺣﻮﻝ ﺍﶈﻮﺭ ﺍﻟﺜﺎﻟﺚ‪:‬‬
‫‪١٤٣‬‬ ‫‪١١‬‬
‫ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳊﺪﻳﺜﺔ‬
‫ﺍﳌﺘﻮﺳﻄﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﻭﺍﻻﳓﺮﺍﻓﺎﺕ ﺍﶈﻮﺭﻳﺔ ﻻﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺣﻮﻝ ﺍﶈﻮﺭ ﺍﻟﺮﺍﺑﻊ ‪:‬‬
‫‪١٤٨‬‬ ‫‪١٢‬‬
‫ﻋﻮﺍﻣﻞ ﳒﺎﺡ ﺑﺮﻧﺎﻣﺞ ﺇﻋﺪﺍﺩ ﻭﺗﺄﻫﻴﻞ ﺍﳌﺪﻳﺮﻳﻦ‬
‫‪١٥٢‬‬ ‫ﻧﺘﺎﺋﺞ ﺍﺧﺘﺒﺎﺭ )ﺕ( ﻟﻠﻤﻘﺎﺭﻧﺔ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ ﺍﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺣﺴﺐ ﺍﳌﺆﻫﻞ ﺍﻟﻌﻠﻤﻲ‬ ‫‪١٣‬‬
‫‪١٥٤‬‬ ‫ﻧﺘﺎﺋﺞ ﺍﺧﺘﺒﺎﺭ )ﺕ( ﻟﻠﻤﻘﺎﺭﻧﺔ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ ﺍﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺣﺴﺐ ﻧﻮﻉ ﺍﳌﺆﻫﻞ ﺍﻟﻌﻠﻤﻲ‬ ‫‪١٤‬‬

‫‪١٥٧‬‬ ‫ﻧﺘﺎﺋﺞ ﺍﺧﺘﺒﺎﺭ )ﺕ( ﻟﻠﻤﻘﺎﺭﻧﺔ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ ﺍﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺣﺴﺐ ﻋﺪﺩ ﺳﻨﻮﺍﺕ ﺍﳋﱪﺓ‬ ‫‪١٥‬‬

‫‪١٢١‬‬ ‫)ﺷﻜﻞ‪ (١‬ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﱐ ‪‬ﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺣﺴﺐ ﺍﳌﺆﻫﻞ ﺍﻟﻌﻠﻤﻲ‬ ‫‪١٦‬‬

‫‪١٢٢‬‬ ‫)ﺷﻜﻞ‪ (٢‬ﺗﻮﺯﻳﻊ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻓﻘﹰﺎ ﻻﺧﺘﻼﻑ ﺍﳌﺆﻫﻞ ﺍﻟﻌﻠﻤﻲ‬ ‫‪١٧‬‬

‫‪١٢٣‬‬ ‫)ﺷﻜﻞ‪ (٣‬ﺗﻮﺯﻳﻊ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻓﻘﹰﺎ ﻟﻌﺪﺩ ﺳﻨﻮﺍﺕ ﺍﳋﱪﺓ ﰲ ﺍﻟﻌﻤﻞ ﺍﻟﺘﺮﺑﻮﻱ‬ ‫‪١٨‬‬

‫ﺱ‬
 ‫ﻓﻬﺮﺱ ﺍﳌﻼﺣﻖ‬

‫ﺍﻟﺼﻔﺤﺔ‬ ‫ﻣﻮﺿﻮﻉ ﺍﳌﻠﺤﻖ‬ ‫ﻡ‬

‫‪٢٠٤‬‬ ‫ﺃﲰﺎﺀ ﳏﻜﻤﻲ ﺍﻻﺳﺘﺒﺎﻧﺔ ‪.‬‬ ‫‪١‬‬

‫‪٢٠٥‬‬ ‫ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﺻﻮﺭ‪‬ﺎ ﺍﻟﻨﻬﺎﺋﻴﺔ ‪.‬‬ ‫‪٢‬‬
‫ﺧﻄﺎﺏ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻟﻺﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻟﻠﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻟﻠﺒﻨﲔ ﲟﻨﻄﻘﺔ ﻋﺴﲑ ﻟﻠﺴﻤﺎﺡ ﻟﻠﺒﺎﺣﺚ‬
‫‪٢١٢‬‬ ‫‪٣‬‬
‫ﺑﺘﻄﺒﻴﻖ ﺍﻷﺩﺍﺓ ‪.‬‬
‫ﺧﻄﺎﺏ ﻣﺪﻳﺮ ﻋﺎﻡ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻟﻠﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻟﻠﺒﻨﲔ ﲟﻨﻄﻘﺔ ﻋﺴﲑ ﳌﺪﻳﺮﻱ ﺍﳌﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ‬
‫‪٢١٣‬‬ ‫‪٤‬‬
‫ﻟﺘﻄﺒﻴﻖ ﺍﻷﺩﺍﺓ ‪.‬‬

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@ @‫אل
אول‬
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NòŽaŠ‡Ûa@pbzÜĐ—ß@ZbÈibŽ

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‫‪@ @Þëþa@Ý—ÐÛa‬‬
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‫‪@ @ò€€€€ŽaŠ‡ÜÛ@âb€€€ÈÛa@Šb€€€€⁄a‬‬
‫ﻣﻘﺪﻣــــﺔ ﺍﻟﺪﺭﺍﺳﺔ ‪:‬‬

‫ﺗ‪‬ﻌﺘﱪ ﺍﳌﺪﺭﺳﺔ ﺍﳌﻴﺪﺍﻥ ﺍﻟﻔﻌﻠﻲ ﺍﻟﺬﻱ ﺗﺘﺠﻤﻊ ﻓﻴﻪ ﺟ‪‬ﻬﻮﺩ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﻣﻴﺪﺍﻥ ﺍﻟﺘﻌﻠﻴﻢ ‪ ،‬ﻭﻳﺮﺃﺱ ﺍﳌﺪﺭﺳﺔ ﻣﺪﻳﺮ‬

‫ﻳ‪‬ﻌﺘﱪ ﺍﶈﺮﻙ ﳉﻤﻴﻊ ﻧﺸﺎﻃﺎﺕ ﺍﳌﺪﺭﺳﺔ ‪ ،‬ﻭﻳﻌﺘﻤﺪ ﳒﺎﺡ ﺍﻹﺩﺍﺭﺓ ﺍﳌﺪﺭﺳﻴﺔ ﺃﻭ ﻓﺸﻠﻬﺎ ﻋﻠﻰ ﻧﻮﻋﻴﺔ ﺳﻠﻮﻙ ﻣﺪﻳﺮ‬

‫ﺍﳌﺪﺭﺳﺔ ﺍﻟﻘﻴﺎﺩﻱ ‪ ،‬ﻭﺍﻟﺬﻱ ﻳ‪‬ﻌﺘﱪ ﻣﻦ ﺃﻛﺜﺮ ﺍﻟﻌﻮﺍﻣﻞ ﺗﺄﺛﲑﹰﺍ ﰲ ﺃﺩﺍﺀ ﺍﳌﻌﻠﻤﲔ ﻭﺍﳉﻬﺎﺯ ﺍﻟﺘﻨﻈﻴﻤﻲ ﰲ ﺍﳌﺪﺭﺳﺔ ‪،‬‬

‫ﻭﻳﻘﺘﻀﻲ ﳒﺎﺡ ﺍﻟﻌﻤﻞ ﺍﻹﺩﺍﺭﻱ ﺍﳌﺪﺭﺳﻲ ﺃﻥ ﻳﻜﻮﻥ ﻣﺪﻳﺮ ﺍﳌﺪﺭﺳﺔ ﻗﺎﺋﺪﹰﺍ ﻳ‪‬ﺴﻬﻢ ﰲ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﻟﻨﻈﺎﻡ‬

‫ﺍﻟﺘﻌﻠﻴﻤﻲ ﺣﻴﺚ ﻳﻜﻮﻥ ﻣﺪﻳﺮ ﺍﳌﺪﺭﺳﺔ ﻗﺎﺋﺪﹰﺍ ﻭﻣﻮﺟﻬﹰﺎ ﻭﻣﺮﺑﻴﹰﺎ ﻷﻥ ﺍﻟﻘﻴﺎﺩﺓ ﺟﻮﻫﺮ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺫﻟﻚ‬

‫ﺍﻹﺩﺍﺭﺓ ﺃﻛﺜﺮ ﻓﺎﻋﻠﻴﺔ‬ ‫ﻟﺪﻭﺭﻫﺎ ﺍﳊﻴﻮﻱ ﰲ ﲨﻴﻊ ﺟﻮﺍﻧﺐ ﺍﻟﻌﻤﻞ ﺍﻹﺩﺍﺭﻱ ‪ ،‬ﳑﺎ ﳚﻌﻞ‬

‫) ﻛﻨﻌﺎﻥ ‪١٤٠٢،‬ﻫـ‪٠ (١٠٣:‬‬

‫ﻭﻣﻊ ﺗﻨﻮﻉ ﺍﻷﺩﻭﺍﺭ ﻭﺍﳌﻬﺎﻡ ﺍﳌﻨﺎﻃﺔ ﺑﺎﳌﺪﻳﺮ ﰲ ﳐﺘﻠﻒ ﺟﻮﺍﻧﺐ ﺍﻟﻌﻤﻞ ﺍﻹﺩﺍﺭﻱ ﻭﺍﻟﺘﺮﺑﻮﻱ ﻭﻛﺬﺍ ﺍﳌﻬﺎﺭﺍﺕ‬

‫ﺍﳌﺘﻌﺪﺩﺓ ﻭﺍﻟﱵ ﳚﺐ ﺃﻥ ﻳﺘﺼﻒ ‪‬ﺎ ﻭﺍﻟﱵ ﰲ ﳎﻤﻠﻬﺎ ﲡﻌﻞ ﻣﻨﻪ ﻣﺪﻳﺮﹰﺍ ﻭﻗﺎﺋﺪﹰﺍ ﻭﻣﺸﺮﻓﹰﺎ ﺗﺮﺑﻮﻳﹰﺎ ﻣﻘﻴﻤﹰﺎ ) ﺍﳌﻐﻴﺪﻱ‬

‫‪١٤٢١ ،‬ﻫـ‪ ( ٦٧:‬ﺗﺘﻌﺰﺯ ﺃﳘﻴﺔ ﺗﺪﺭﻳﺐ ﺍﳌﺪﻳﺮ ﺍﳉﺪﻳﺪ ﻟﻴﻜﻮﻥ ﻗﺎﺩﺭﹰﺍ ﻋﻠﻰ ﺍﻟﻮﻓﺎﺀ ﲟﻬﺎﻣﻪ ﻭﻣﺴﺌﻮﻟﻴﺎﺗﻪ ﻛﻤﺪﻳﺮ‬

‫ﻟﻠﻤﺪﺭﺳﺔ ) ﺁﻝ ﻧﺎﺟﻲ ‪١٤٢٦ ،‬ﻫـ ‪٠ (٤٥٧:‬‬

‫ﻭﻫﻨﺎﻙ ﻋﺪﺩ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﰲ ﺳﻠﻮﻙ ﻣﺪﻳﺮ ﺍﳌﺪﺭﺳﺔ ﻭﺍﻟﱵ ﺗﻠﻌﺐ ﺑﺪﻭﺭﻫﺎ ﺟﺎﻧﺒﹰﺎ ﻣﻬﻤﹰﺎ ﰲ ﺗﻐﻴﲑ‬

‫ﺍﲡﺎﻫﺎﺕ ﻣﺪﻳﺮ ﺍﳌﺪﺭﺳﺔ ﻭﻣﻦ ﻫﺬﻩ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺘﺪﺭﻳﺐ ‪ ،‬ﻭﻳﻠﻌﺐ ﺍﻟﺘﺪﺭﻳﺐ ﺩﻭﺭﹰﺍ ﻛﺒﲑﹰﺍ ﰲ ﺭﻓﻊ ﻣﺴﺘﻮﻯ ﺍﻷﺩﺍﺀ‬

‫ﻟﺪﻯ ﻣﺪﻳﺮﻱ ﺍﳌﺪﺍﺭﺱ ﻭﺻﻘﻞ ﻣﻬﺎﺭﺍ‪‬ﻢ ﻭﺧﱪﺍ‪‬ﻢ ﻭﺍﲡﺎﻫﺎ‪‬ﻢ ﰲ ﺍﻟﺘﻌﺎﻣﻞ ﻭﺍﻟﺘﻔﺎﻋﻞ ﻣﻊ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ‬

‫ﻭﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺑﻜﺎﻓﺔ ﻋﻨﺎﺻﺮﻫﺎ ﻭﺃﺑﻌﺎﺩﻫﺎ ) ﻭﺯﺍﺭﺓ ﺍﳌﻌﺎﺭﻑ ‪١٤٢٢ ،‬ﻫـ‪ (١١٦:‬ﻛﻤﺎ ﺃﻥ ﺍﻟﺘﺪﺭﻳﺐ ﻳﻠﻌﺐ ﺩﻭﺭﹰﺍ‬

‫‪١٩‬‬
‫ﻛﺒﲑﹰﺍ ﰲ ﻣﺴﺎﻋﺪ‪‬ﻢ ﻟﻜﻲ ﻳﻜﻮﻧﻮﺍ ﺃﻛﺜﺮ ﲤﻜﻨﹰﺎ ﻣﻦ ﺃﺩﺍﺋﻬﻢ ﰲ ﺍﳌﻬﻨﺔ ﻣﻦ ﺧﻼﻝ ﺇﻛﺴﺎ‪‬ﻢ ﺍﳌﻌﺎﺭﻑ ﻭﺍﳌﻬﺎﺭﺍﺕ‬

‫ﺍﻟﻀﺮﻭﺭﻳﺔ ﻣﻬﻨﻴﹰﺎ ﻭﺷﺨﺼﻴﹰﺎ ‪ ،‬ﻭﻛﺬﻟﻚ ﰲ ﺗﻄﻮﻳﺮ ﻣﺪﺍﺭﺳﻬﻢ ﻭﲢﺴﻴﻨﻬﺎ ﻭﺭﻓﻊ ﻣﺴﺘﻮﻯ ﺍﻟﻮﻋﻲ ﻟﺪﻳﻬﻢ ‪.‬‬

‫ﻭﺇﻥ ﺃﳘﻴﺔ ﺗﺪﺭﻳﺐ ﺍﻷﻓﺮﺍﺩ ﺍﻟﻌﺎﻣﻠﲔ ﺑﺎﻷﺟﻬﺰﺓ ﻭﺍﳍﻴﺌﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻭﻣﻦ ﺑﻴﻨﻬﺎ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﳍﺎ ﺃﺳﺒﺎﺏ‬

‫ﻭﺩﻭﺍﻓﻊ ﻣﻦ ﺃﳘﻬﺎ‪-:‬‬

‫‪-‬ﺃﻥ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﻳ‪‬ﻠﺤﻘﻮﻥ ﺑﺎﻟﻌﻤﻞ ﻷﻭﻝ ﻣﺮﺓ ﳛﺘﺎﺟﻮﻥ ﺇﱃ ﺗﺪﺭﻳﺐ ﻳ‪‬ﻤﻜﻨﻬﻢ ﻣﻦ ﺍﻟﻘﻴﺎﻡ ﺑﺄﻋﺒﺎﺀ ﻭﻣﻬﺎﻡ‬

‫ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﱵ ﺳﻴﺸﻐﻠﻮ‪‬ﺎ ﲟﻬﺎﺭﺓ ﻭﻛﻔﺎﻳﺔ ‪.‬‬

‫‪-‬ﺃﻥ ﺍﻟﺘﻄﻮﺭ ﺍﻟﻌﻠﻤﻲ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﻭﻣﺎ ﻳﺘﺮﺗﺐ ﻋﻠﻴﻪ ﻣﻦ ﺍﺳﺘﺤﺪﺍﺙ ﻋﻤﻠﻴﺎﺕ ﺟﺪﻳﺪﺓ ﺑﺎﳋﺪﻣﺎﺕ ‪ .‬ﻭﻗﻄﺎﻉ‬

‫ﺍﻹﻧﺘﺎﺝ ﻳﺘﻄﻠﺐ ﺇﻟﻐﺎﺀ ﺑﻌﺾ ﺍﻷﻋﻤﺎﻝ ﺍﳊﺎﻟﻴﺔ ﻭﺇﻧﺸﺎﺀ ﺃﻋﻤﺎﻝ ﺟﺪﻳﺪﺓ ﺗﺘﻨﺎﺳﺐ ﻣﻊ ﺍﻟﺘﻄﻮﺭ ﺍﳊﺪﻳﺚ ‪.‬‬

‫‪-‬ﺃﻥ ﺍﻟﻮﻇﺎﺋﻒ ﺫﺍ‪‬ﺎ ﺗﺘﻐﲑ ‪،‬ﻛﻤﺎ ﺃﻥ ﺍﻷﻓﺮﺍﺩ ﻻ ﻳﻘﻮﻣﻮﻥ ﺑﻌﻤﻞ ﻭﺍﺣﺪ ﻓﻘﻂ ‪،‬ﺑﻞ ﻳﻨﺘﻘﻠﻮﻥ ﺑﲔ ﻋﺪﺓ ﻭﻇﺎﺋﻒ‬

‫ﺧﻼﻝ ﻓﺘﺮﺓ ﻋﻤﻠﻬﻢ ﺑﺎﳌﺪﺭﺳﺔ ‪،‬ﺃﻭ ﺑﺎﻹﺩﺍﺭﺓ ‪،‬ﺃﻭ ﺑﺎﳉﻬﺎﺯ ﺃﻭ ﺍﳍﻴﺌﺔ ﻛﻠﻬﺎ ‪.‬‬

‫‪-‬ﺃﻥ ﺍﻻﻧﺘﻘﺎﻝ ﺇﱃ ﺇﺩﺍﺭﺍﺕ ﺟﺪﻳﺪﺓ ﳛﺘﺎﺝ ﺗﻮﺍﻓﺮ ﻣﻬﺎﺭﺍﺕ ﻣﻌﻴﻨﺔ ﲢﺘﺎﺝ ﺗﺪﺭﻳﺒﹰﺎ ﺧﺎﺻﹰﺎ ﻭﻧﻮﻉ ﺍﻟﺘﺪﺭﻳﺐ ﻭﻣﺪﺗﻪ‬

‫ﻳﺘﻮﻗﻔﺎﻥ ﻋﻠﻰ ﺩﺭﺟﺔ ﺍﳌﻬﺎﺭﺓ ﻭﺍﳋﱪﺓ ﺍﳌﻄﻠﻮﺑﺔ ﰲ ﺗﻠﻚ ﺍﻷﻋﻤﺎﻝ ﻛﻤﺎ ﻳﺘﻮﻗﻔﺎﻥ ﻋﻠﻰ ﺍﺳﺘﻌﺪﺍﺩ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ‬

‫ﻳﺘﻘﺮﺭ ﺗﺪﺭﻳﺒﻬﻢ ﻟﺸﻐﻠﻬﺎ ﻭﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻟﺘﺪﺭﻳﺐ ‪‬ﺪﻱ ﺇﱃ ﺣﻘﻴﻘﺔ ﻫﺎﻣﺔ ‪،‬ﻫﻲ ﺃﻥ ﻣﻌﻈﻢ ﺍﻟﻮﻇﺎﺋﻒ ﻭﺍﻷﻋﻤﺎﻝ‬

‫ﻼ ﺧﺎﺻﹰﺎ ﻹﻣﻜﺎﻥ ﺃﺩﺍﺀ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﳌﻨﻮﻃﺔ ‪‬ﺎ ‪،‬ﳍﺬﺍ ﳚﺐ ﺃﻥ ﻳ‪‬ﻌﲎ ﺑﱪﺍﻣﺞ ﺍﻹﻋﺪﺍﺩ‬
‫ﺗﺘﻄﻠﺐ ﺃﻋﺪﺍﺩﹰﺍ ﻭﺗﺄﻫﻴ ﹰ‬

‫ﻭﺍﻟﺘﺄﻫﻴﻞ ﺑﺸﻜﻞ ﻋﺎﻡ ‪،‬ﻭﺍﻟﺘﺪﺭﻳﺐ ﺃﺛﻨﺎﺀ ﺍﳋﺪﻣﺔ ﺑﺸﻜﻞ ﺧﺎﺹ )ﺍﻟﺸﺎﺫﱄ ‪١٤٢٦،‬ﻫـ‪.(٥١ ،٥٠:‬‬

‫ﻭﻫﺬﺍ ﺍﻹﻋﺪﺍﺩ ﻭﺍﻟﺘﺄﻫﻴﻞ ﳚﺐ ﺃﻥ ﻳﺘﻨﺎﺳﺐ ﻣﻊ ﺍﻟﺪﻭﺭ ﺍﻟﺬﻱ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻘﻮﻡ ﺑﻪ ﻣﺪﻳﺮ ﺍﳌﺪﺭﺳﺔ ‪ ،‬ﻭﺫﻟﻚ‬

‫ﻣﻦ ﺧﻼﻝ ﺑﺮﺍﻣﺞ ﺗﺪﺭﻳﺐ ﻟﻠﻤﺪﻳﺮﻳﻦ ﻣﻊ ﺑﺪﺍﻳﺔ ﺗﻜﻠﻴﻔﻬﻢ ﺑﺎﻟﻌﻤﻞ ﺍﻹﺩﺍﺭﻱ ﺣﱴ ﻳﺼﺒﺤﻮﺍ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ‬

‫ﺧﻮﺽ ﻏﻤﺎﺭ ﻫﺬﻩ ﺍﳌﻬﻤﺔ ‪ ،‬ﺧﺎﺻﺔ ﺃﻧﻨﺎ ﻧﻌﻴﺶ ﰲ ﻋﺼﺮ ﻳﺘﺴﻢ ﺑﺎﻟﺘﻐﻴﲑ ﺍﳌﺴﺘﻤﺮ ﻭﺍﻟﺬﻱ ﻳﻔﺮﺿﻪ ﺍﻟﺘﻘﺪﻡ‬

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‫ﺍﻟﻌﻠﻤﻲ ﻭﺍﻟﺘﻘﲏ ﰲ ﻣﺆﺳﺴﺎﺕ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﱵ ﲢﺘﺎﺝ ﺃﻥ ﻳﻜﻮﻥ ﺍﳌﺪﻳﺮ ﻣﺘﺪﺭﺑﹰﺎ ﻋﻠﻰ ﻛﻞ ﻣﺎ ﻫﻮ ﺟﺪﻳﺪ ﺣﱴ‬

‫ﻳﺴﺘﻄﻴﻊ ﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﺮﺑﻮﻳﺔ‪.‬‬

‫ﻭﻣﻊ ﺍﻟﺘﺴﻠﻴﻢ ﺑﺄﳘﻴﺔ ﺍﻹﻋﺪﺍﺩ ﻭﺍﻟﺘﺄﻫﻴﻞ ﳌﺪﻳﺮﻱ ﺍﳌﺪﺍﺭﺱ ﺍﳉﺪﺩ ﻓﻤﻦ ﺍﳌﻬﻢ ﺃﻥ ﻳﺘﺮﻛﺰ ﺍﻟﻨﺸﺎﻁ‬

‫ﺍﻟﺘﺪﺭﻳﱯ ﺑﺼﻔﺔ ﺃﺳﺎﺳﻴﺔ ﻋﻠﻰ ﻣﺪﻯ ﺍﻟﺪﻗﺔ ﻭﺍﳌﻮﺿﻮﻋﻴﺔ ﰲ ﲢﺪﻳﺪ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻟﺘﻨﻤﻴﺔ‬

‫ﻭﺗﻄﻮﻳﺮ ﺍﳌﻌﺎﺭﻑ ﻭﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻻﲡﺎﻫﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻸﻓﺮﺍﺩ ﻭﺗﺮﲨﺔ ﻫﺬﻩ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺇﱃ ﺳﻴﺎﺳﺎﺕ ﻭﺑﺮﺍﻣﺞ‬

‫ﺗﺪﺭﻳﺒﻴﺔ ﲢﻘﻖ ﺍﻷﻫﺪﺍﻑ ﺍﻷﺳﺎﺳﻴﺔ ﳍﺬﺍ ﺍﻟﻨﺸﺎﻁ )ﻋﻠﻴﻮﺓ‪٢٠٠١،‬ﻡ‪ (٢٣:‬ﻭﺗﺘﻮﻗﻒ ﻓﺎﻋﻠﻴﺔ ﻧﺸﺎﻁ ﺍﻟﺘﺪﺭﻳﺐ‬

‫ﻭﻧﺘﺎﺋﺠﻪ ﻋﻠﻰ‪-:‬‬

‫‪-١‬ﲢﺪﻳﺪ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻣﻦ ﺧﻼﻝ ﻣﻌﺮﻓﺔ ﻣﺴﺘﻮﱃ ﺍﻷﺩﺍﺀ ﺍﳊﺎﱄ ﻭﺍﳌﺴﺘﻮﻯ ﺍﳌﻄﻠﻮﺏ ‪.‬‬

‫‪-٢‬ﲢﺪﻳﺪ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻟﺘﺤﻘﻴﻖ ﺍﻷﺩﺍﺀ ﺍﳌﻄﻠﻮﺏ ‪.‬‬

‫‪-٣‬ﲢﺪﻳﺪ ﻭﺭﺳﻢ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻹﳒﺎﺯ ﺗﻠﻚ ﺍﻟﺴﻴﺎﺳﺎﺕ ‪.‬‬

‫‪-٤‬ﺗﻘﻴﻴﻢ ﺇﺭﺟﺎﻉ ﺍﻷﺛﺮ ﻣﻦ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ‪.‬‬

‫ﻭﻣﻦ ﺍﳌﻬﻢ ﺃﻥ ﻳ‪‬ﺮﺍﻋﻰ ﺍﻟﺘﻄﻮﺭ ﺍﻟﻌﻠﻤﻲ ﻭﺍﻟﻌﻤﻠﻲ ﻟﻠﺘﺪﺭﻳﺐ ﻓﻔﻲ ﺍ‪‬ﺎﻝ ﺍﻹﺩﺍﺭﻱ ﺍﺳﺘﺤﺪﺛﺖ ﺃﺳﺎﻟﻴﺐ‬

‫ﻟﻠﱪﳎﺔ ﻭﺍﻟﻜﻤﺒﻴﻮﺗﺮ ﻭﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﲢﻠﻴﻞ ﺍﻟﻨﻈﻢ ﻭﲝﻮﺙ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻭﲝﻮﺙ ﺍﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻨﻈﻴﻤﻲ‬

‫ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﺴﻠﻮﻛﻴﺔ )ﻋﻠﻴﻮﺓ‪٢٠٠١،‬ﻡ ‪ ،(٢٤:‬ﻛﻤﺎ ﳚﺐ ﺃﻥ ﻳﺘﻢ ﲢﺪﻳﺪ ﺑﺮﺍﻣﺞ ﺍﻹﻋﺪﺍﺩ ﻭﺍﻟﺘﺄﻫﻴﻞ ﰲ ﺿﻮﺀ‬

‫ﺍﻻﲡﺎﻫﺎﺕ ﺍﳊﺪﻳﺜﺔ ﰲ ﳎﺎﻝ ﺍﻟﺘﺪﺭﻳﺐ ‪.‬‬

‫ﻭﺗﺪﻝ ﺍﻷﲝﺎﺙ ﺩﻭﻣﹰﺎ ﻋﻠﻰ ﺃﳘﻴﺔ ﺍﻹﻋﺪﺍﺩ ﻭ ﺍﻟﺘﺄﻫﻴﻞ ﳌﺪﻳﺮﻱ ﺍﳌﺪﺍﺭﺱ ﺍﳉﺪﺩ ﳌﺎ ﻟﻪ ﻣﻦ ﺃﳘﻴﺔ ﰲ ﲢﺴﲔ‬

‫ﻭﺗﻄﻮﻳﺮ ﻗﺪﺭﺍ‪‬ﻢ ﺍﻹﺩﺍﺭﻳﺔ ﻭ ﺗﺆﻛﺪ ﺫﻟﻚ ﺩﺭﺍﺳﺔ ) ﺍﻟﻔﺮﺝ ‪١٩٧٨‬ﻡ ( ﻭﺩﺭﺍﺳﺔ ) ﻋﺒﺪ ﺍﻟﻘﺎﺩﺭ ‪١٩٧٩ ،‬ﻡ ( ‪،‬‬

‫ﻭﻛﺬﻟﻚ ﺩﺭﺍﺳﺔ ) ﻣﺮﻛﺰ ﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﻟﺘﺎﺑﻊ ﻟﻜﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﲜﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ ‪١٤٠٢‬ﻫـ ( ﻭﺩﺭﺍﺳﺔ‬

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‫) ﺍﻟﺰﺍﻣﻞ‪١٤٠٩‬ﻫـ ( ‪ ،‬ﻭﻗﺪ ﺑﻴﻨﺖ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺃﳘﻴﺔ ﺍﻹﻋﺪﺍﺩ ﻭﺍﻟﺘﺄﻫﻴﻞ ﻟﻠﻤﺪﻳﺮﻳﻦ ﺍﳉﺪﺩ ‪ ،‬ﻭﺍﻟﺘﺪﺭﻳﺐ‬

‫ﺃﺛﻨﺎﺀ ﺍﳋﺪﻣﺔ ﰲ ﺗﻄﻮﻳﺮ ﺃﺩﺍﺀ ﺍﳌﺪﻳﺮﻳﻦ ﻭﺭﻓﻊ ﻛﻔﺎﺀ‪‬ﻢ ﺍﻹﺩﺍﺭﻳﺔ ‪٠‬‬

‫ﻭﺗﺆﻛﺪ ﺩﺭﺍﺳﺔ )ﺍﻟﻨﺠﺪﻱ ‪١٤٢٧،‬ﻫـ(ﻋﻠﻰ ﺃﳘﻴﺔ ﺗﻔﻌﻴﻞ ﺍﻻﲡﺎﻫﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﳊﺪﻳﺜﺔ ﰲ ﳎﺎﻝ‬

‫ﺍﻟﺘﺪﺭﻳﺐ ‪،‬ﻭﻣﻨﻬﺎ‪:‬ﻣﺪﺧﻞ ﺍﳉﻮﺩﺓ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺬﻱ ﻳﻬﺘﻢ ﺑﺘﺤﺴﲔ ﻭﺗﻄﻮﻳﺮ ﻋﻤﻠﻴﺔ ﺍﻹﻋﺪﺍﺩ ﻭﺍﻟﺘﻄﻮﻳﺮ‬

‫ﻭﺍﻟﺘﺪﺭﻳﺐ ﻋﻦ ﺑﻌﺪ ﻭﻳﺴﺎﻋﺪ ﻋﻠﻰ ﺍﻻﺳﺘﻌﺎﻧﺔ ﺑﺎﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﺘﻄﻮﺭﺓ ﰲ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ‪،‬ﻭﺃﻳﻀﹰﺎ ﲢﻮﻳﻞ‬

‫ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺬﻱ ﻳﻬﺘﻢ ﺑﺘﻄﺒﻴﻖ ﺍﳌﻌﺎﺭﻑ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻜﺘﺴﺒﺔ ﺃﺛﻨﺎﺀ ﺍﻟﺘﺪﺭﻳﺐ ﰲ ﻣﻮﻗﻊ ﺍﻟﻌﻤﻞ ‪


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‫ﺃﻭﻻ ‪ :‬ﻣﺸﻜﻠــــﺔ ﺍﻟﺪﺭﺍﺳﺔ ‪: The Study Problem‬‬

‫ﺇﻥ ﻣﺪﻳﺮ ﺍﳌﺪﺭﺳﺔ ﻭﺍﻧﻄﻼﻗﹰﺎ ﻣﻦ ﺗﻌﺪﺩ ﺍﳌﻬﺎﻡ ﻭﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﱵ ﻳﻘﻮﻡ ‪‬ﺎ ﳚﺐ ﺃﻥ ﺗﺘﻮﻓﺮ ﻓﻴﻪ ﻋﺪﺩﹰﺍ ﻣﻦ ﺍﳌﻬﺎﺭﺍﺕ‬

‫ﻭﺍﻟﻜﻔﺎﻳﺎﺕ ﺍﻟﱵ ﺗﺴﺎﻋﺪﻩ ﻋﻠﻰ ﺃﺩﺍﺀ ﻭﻇﻴﻔﺘﻪ ﺑﻜﻔﺎﺀﺓ ﻭﻓﻌﺎﻟﻴﺔ ﻭﻗﺪ ﺃﺷﺎﺭ )ﻣﺼﻄﻔﻰ ‪١٤٢٠،‬ﻫـ‪ (٣١:‬ﺇﱃ ﺃﳘﻴﺔ‬

‫ﺗﻮﻓﲑ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﺘﺼﻮﺭﻳﺔ )ﺍﻹﺩﺭﺍﻛﻴﺔ(ﺍﻟﱵ ﺗﻌﻄﻲ ﺍﳌﺪﻳﺮ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﻨﻈﺮﺓ ﺍﻟﻜﻠﻴﺔ ﻟﻠﻤﻮﻗﻒ ﺍﻟﺘﻌﻠﻴﻤﻲ‬

‫ﻭﻣﺎ ﳛﻴﻂ ﺑﻪ ‪ ،‬ﻭﻛﺬﻟﻚ ﺗﻮﻓﺮ ﻣﻬﺎﺭﺍﺕ ﻓﻨﻴﺔ ﺗﻨﺼﺐ ﻋﻠﻰ ﳑﺎﺭﺳﺎﺕ ﻋﻤﻠﻴﺔ ﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻮﻇﻴﻔﺔ ‪،‬ﻭﻣﻬﺎﺭﺍﺕ‬

‫ﺇﻧﺴﺎﻧﻴﺔ ﺗﺮﺗﺒﻂ ﺑﻄﺒﻴﻌﺔ ﻋﻤﻞ ﺍﳌﺪﻳﺮ ﻣﻊ ﺍﳌﻌﻠﻤﲔ ﻭﺍﻟﻄﻼﺏ ‪.‬‬

‫ﻭﻳﻌﺪ )ﺃﲪﺪ ﻭ ﺍﳊﻔﻈﻲ ‪١٤٢٨ ،‬ﻫـ‪ (٤٢:‬ﻭﻋﻲ ﺍﳌﺪﻳﺮ ﲟﺴﺘﺠﺪﺍﺕ ﺍﻹﺩﺍﺭﺓ ﻭﺗﻄﺒﻴﻘﺎ‪‬ﺎ ﻣﻬﻤﹰﺎ ﻟﺘﺘﻮﻓﺮ ﻟﺪﻳﻪ‬

‫ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺗﻔﻌﻴﻞ ﺍﻻﲡﺎﻫﺎﺕ ﺍﳊﺪﻳﺜﺔ ﰲ ﳎﺎﻝ ﺍﻹﺩﺍﺭﺓ ﻭﻣﻦ ﺃﳘﻬﺎ ﺗﻄﺒﻴﻖ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ ﰲ ﺇﺩﺍﺭﺓ‬

‫ﺍﳌﺪﺭﺳﺔ‪.‬‬

‫ﻭ ﺗﻮﺳﻊ )ﺁﻝ ﺩﺭﻋﺎﻥ ‪١٤٢٩،‬ﻫـ‪ (٥١:‬ﰲ ﺫﻛﺮ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﱵ ﻳﺘﻄﻠﺐ ﺗﻮﻓﺮﻫﺎ ﰲ ﻣﺪﻳﺮ ﺍﳌﺪﺭﺳﺔ ﻭﻣﻨﻬﺎ‪:‬‬

‫ﻣﻬﺎﺭﺍﺕ ﺇﺩﺍﺭﺓ ﺍﻟﻮﻗﺖ ‪ ،‬ﻭﻣﻬﺎﺭﺍﺕ ﺍﻻﺗﺼﺎﻝ ‪ ،‬ﻭﻣﻬﺎﺭﺍﺕ ﺇﺩﺍﺭﺓ ﺍﻟﻠﻘﺎﺀﺍﺕ ﻭﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﺍﳌﺪﺭﺳﻴﺔ ‪،‬‬

‫ﻭﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﺤﻔﻴﺰ ﻭﺍﻟﺘﻔﻮﻳﺾ ‪ ،‬ﻭﻣﻬﺎﺭﺍﺕ ﻗﻴﺎﺩﺓ ﺍﻟﺘﻐﻴﲑ ‪ ،‬ﻭﻣﻬﺎﺭﺍﺕ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ ‪ ،‬ﻭﻣﻬﺎﺭﺍﺕ ﺍﲣﺎﺫ‬

‫ﺍﻟﻘﺮﺍﺭ ‪ ،‬ﻭﻣﻬﺎﺭﺍﺕ ﺣﻞ ﺍﳌﺸﻜﻼﺕ‪.‬ﻭ ﺍﻧﻄﻼﻗﹰﺎ ﻣﻦ ﻫﺬﻩ ﺍﻷﳘﻴﺔ ﻗﺎﻣﺖ ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺑﺈﻗﺮﺍﺭ ﺑﺮﺍﻣﺞ‬

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‫ﻟﺘﺪﺭﻳﺐ ﻣﺪﻳﺮﻱ ﺍﳌﺪﺍﺭﺱ ﺍﳉﺪﺩ ﻟﺘﻼﰲ ﺃﻱ ﻗﺼﻮﺭ ﰲ ﺍﻟﺘﺄﻫﻴﻞ ﻭﻛﺬﺍ ﻟﺘﺪﺭﻳﺐ ﻣﺪﻳﺮﻱ ﺍﳌﺪﺍﺭﺱ ﺍﳉﺪﺩ‬

‫ﻟﻴﺼﺒﺤﻮﺍ ﻣﺆﻫﻠﲔ ﻹﺩﺍﺭﺓ ﻣﺪﺍﺭﺳﻬﻢ ) ﻭﺯﺍﺭﺓ ﺍﳌﻌﺎﺭﻑ ‪١٤٢٢‬ﻫـ‪. ( ٦٢:‬‬

‫ﻭﻗﺪ ﻛﺸﻔﺖ ﺩﺭﺍﺳﺔ ﺍﳌﻬﻨﺎ ) ‪١٤١٥‬ﻫـ ( ﻭﺩﺭﺍﺳﺔ ﻋﺒﺪ ﺍﻟﻘﺎﺩﺭ ) ‪١٩٧٩‬ﻡ ( ﻭﺩﺭﺍﺳﺔ ﺍﻟﻔﺮﺝ ) ‪١٩٧٨‬ﻡ ( ﺃﻥ‬

‫ﺑﺮﺍﻣﺞ ﺗﺪﺭﻳﺐ ﺍﳌﺪﻳﺮﻳﻦ ﻏﲑ ﻛﺎﻓﻴﺔ ﻭﻓﻴﻬﺎ ﻗﺼﻮﺭ ‪ ،‬ﻭﺃﻭﺻﺖ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺑﻀﺮﻭﺭﺓ ﺍﻻﻫﺘﻤﺎﻡ ﺑﱪﺍﻣﺞ‬

‫ﺇﻋﺪﺍﺩ ﻭ ﺗﺄﻫﻴﻞ ﺍﳌﺪﻳﺮﻳﻦ ﻭﺫﻟﻚ ﺍﻧﻄﻼﻗﹰﺎ ﻣﻦ ﺍﳌﻔﻬﻮﻡ ﺍﻟﺸﺎﻣﻞ ﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ‪٠‬‬

‫ﻭﺃﻛﺪﺕ ﺩﺭﺍﺳﺔ ﺍﻟﻐﺎﻣﺪﻱ ) ‪١٤٠٢‬ﻫـ ( ﺃﻥ ﻣﻦ ﺃﻫﻢ ﺍﳌﺸﺎﻛﻞ ﺍﻟﱵ ﻳﻮﺍﺟﻬﻬﺎ ﺍﳌﺪﻳﺮ ﺍﳉﺪﻳﺪ ﺃﺛﻨﺎﺀ ﺍﳋﺪﻣﺔ‬

‫ﻣﺸﻜﻼﺕ ﺗﺘﻌﻠﻖ ﺑﺎﻟﻘﺎﻋﺪﺓ ﺍﳌﻌﺮﻓﻴﺔ ﻭﺑﺎﳌﻬﺎﺭﺍﺕ ﺍﻟﻼﺯﻣﺔ ﻟﻠﻌﻤﻠﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ ﻭﻫﺬﺍ ﻳﻌﻄﻲ ﻣﺆﺷﺮﹰﺍ ﻋﻠﻰ ﺿﻌﻒ‬

‫ﺑﺮﻧﺎﻣﺞ ﺍﻟﺘﺄﻫﻴﻞ ﺍﳌﻄﺮﻭﺡ ﻟﻠﻤﺪﻳﺮ ﺍﳉﺪﻳﺪ ‪،‬ﻭﻗﺪ ﺃﻭﺿﺤﺖ ﺩﺭﺍﺳﺔ ﺍﳊﺎﺭﺛﻲ ) ‪١٤٢٠‬ﻫـ ( ﺃﻥ ﻫﻨﺎﻙ ﻗﺼﻮﺭﹰﺍ‬

‫ﰲ ﺗﺪﺭﻳﺐ ﺍﳌﺪﻳﺮ ﺍﳉﺪﻳﺪ ﻣﻬﻨﻴﹰﺎ ﺃﺛﻨﺎﺀ ﺍﳋﺪﻣﺔ ﻭﺃﻥ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻟﻠﻤﺪﻳﺮ ﺍﳉﺪﻳﺪ ﳏﺪﻭﺩﺓ ‪ ،‬ﻭﺃﻭﺻﺖ‬

‫ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺑﻀﺮﻭﺭﺓ ﺍﺳﺘﺨﺪﺍﻡ ﻃﺮﻕ ﻣﺒﺘﻜﺮﺓ ﻟﺘﺄﻫﻴﻞ ﺍﳌﺪﻳﺮﻳﻦ ﻭﺗﺪﺭﻳﺒﻬﻢ ‪.‬‬

‫ﻭﺍﳌﻘﺎﻣﺔ ﰲ‬ ‫‪٢٣‬‬ ‫ﻭﺍﳌﺘﺄﻣﻞ ﰲ ﺍﻟﺘﻮﺟﻴﻬﺎﺕ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﻗﺮﺍﺭ ﺍ‪‬ﻠﺲ ﺍﻷﻋﻠﻰ ﻟﺪﻭﻝ ﺍﳋﻠﻴﺞ ﺍﻟﻌﺮﰊ ﰲ ﺍﻟﺪﻭﺭﺓ‬

‫ﺍﻟﺪﻭﺣﺔ ) ﺩﻳﺴﻤﱪ ‪٢٠٠٢ ،‬ﻡ( ﺑﺸﺄﻥ ﺍﻟﺘﻌﻠﻴﻢ ‪ ،‬ﻳﻼﺣﻆ ﺃ‪‬ﺎ ﺗﺸﲑ ﺇﱃ ﻋﺪﻡ ﻛﻔﺎﻳﺔ ﺑﺮﺍﻣﺞ ﺇﻋﺪﺍﺩ ﻭ ﺗﺄﻫﻴﻞ‬

‫ﺍﳌﺪﻳﺮﻳﻦ ﺍﳉﺪﺩ ﻗﺒﻞ ﺍﳋﺪﻣﺔ ‪ ،‬ﻭﺃﻥ ﻣﺮﺍﺟﻌﺔ ﺑﺮﺍﻣﺞ ﺗﺄﻫﻴﻞ ﺍﳌﺪﻳﺮﻳﻦ ﺍﳉﺪﺩ ﺗﻈﻬﺮ ﺗﺒﺎﻳﻨﹰﺎ ﻛﺒﲑﹰﺍ ﰲ ﺑﺮﺍﳎﻬﺎ‬

‫ﻭﺧﻄﻄﻬﺎ ﻭﻋﺪﻡ ﻭﺟﻮﺩ ﺍﺗﻔﺎﻕ ﺑﻴﻨﻬﺎ ﻋﻠﻰ ﺍﳊﺪ ﺍﻷﺩﱏ ﻣﻦ ﺍﻹﻋﺪﺍﺩ ﺍﻟﺘﺮﺑﻮﻱ ﻭﺍﳌﻬﲏ ﺍﳌﻄﻠﻮﺏ ﺗﻮﻓﺮﻩ ﰲ ﺗﻠﻚ‬

‫ﺍﻟﱪﺍﻣﺞ ‪٠‬‬

‫ﻭﺇﳝﺎﻧﹰﺎ ﻣﻦ ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺑﺎﻟﺪﻭﺭ ﺍﻟﺬﻱ ﻳﻠﻌﺒﻪ ﺗﺄﻫﻴﻞ ﺍﳌﺪﻳﺮﻳﻦ ﺍﳉﺪﺩ ﻭﺗﺪﺭﻳﺒﻬﻢ ﺃﺛﻨﺎﺀ ﺍﳋﺪﻣﺔ ﰲ‬

‫ﺭﻓﻊ ﻛﻔﺎﺀﺓ ﻣﺪﻳﺮﻱ ﺍﳌﺪﺍﺭﺱ ‪ ،‬ﻓﻘﺪ ﻭﺭﺩ ﰲ ﺍﻟﺘﻘﺮﻳﺮ ﺍﳌﻘﺪﻡ ﻣﻦ ﻭﺯﺍﺭﺓ ﺍﳌﻌﺎﺭﻑ ﺍﻟﺴﻌﻮﺩﻳﺔ ﺇﱃ ﺍﻟﻨﺪﻭﺓ ﺍﻟﻌﻠﻤﻴﺔ‬

‫ﺣﻮﻝ ﺍﺧﺘﻴﺎﺭ ﻭﺗﺄﻫﻴﻞ ﺍﻟﻜﻮﺍﺩﺭ ﺍﻟﻘﻴﺎﺩﻳﺔ ﰲ ﺍﻹﺩﺍﺭﺓ ﺑﺪﻭﻝ ﺍﳋﻠﻴﺞ ﺍﻟﻌﺮﰊ ﻭﺍﻟﱵ ﻋﻘﺪﺕ ﰲ ﺍﻟﻜﻮﻳﺖ ﺍﻟﻔﺘﺮﺓ‬

‫ﻣﻦ ‪٦-٩‬ﺭﺟﺐ ‪١٤٠١‬ﻫـ )ﻣﻜﺘﺐ ﺍﻟﺘﺮﺑﻴﺔ ﻟﺪﻭﻝ ﺍﳋﻠﻴﺞ ﺍﻟﻌﺮﰊ ‪١٤٠١:‬ﻫـ( ﺃﻥ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻌﺎﻡ ﻟﻠﺴﻴﺎﺳﺔ‬

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‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﰲ ﺍﳌﻤﻠﻜﺔ ﻳﺪﺧﻞ ﺿﻤﻦ ﺍﺧﺘﺼﺎﺹ ﺍﻹﺩﺍﺭﺓ ﺍﳌﺮﻛﺰﻳﺔ ﰲ ﻭﺯﺍﺭﺓ ﺍﳌﻌﺎﺭﻑ ﺇﻻ ﺃﻥ ﺍﳌﺴﺆﻭﻟﻴﺎﺕ‬

‫ﺍﻟﺘﻨﻔﻴﺬﻳﺔ ﺗﻘﻊ ﻋﻠﻰ ﻋﺎﺗﻖ ﺍﻟﺴﻠﻄﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﶈﻠﻴﺔ ﳑﺜﻠﺔ ﰲ ﺇﺩﺍﺭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﲟﺨﺘﻠﻒ ﺍﳌﻨﺎﻃﻖ ﻭﰲ ﻛﺜﲑ ﻣﻦ‬

‫ﺍﳊﺎﻻﺕ ﳝﺘﺪ ﺗﻮﺯﻳﻊ ﻫﺬﻩ ﺍﳌﺴﺆﻭﻟﻴﺎﺕ ﻟﺘﻮﺿﻊ ﰲ ﺃﻳﺪﻱ ﻣﺪﻳﺮﻱ ﺍﳌﺪﺍﺭﺱ ﻭﺍﳌﻌﺎﻫﺪ ﻭﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬

‫ﻭﻣﻦ ﰒ ﻳﺘﺰﺍﻳﺪ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺘﺪﺭﻳﺒﻬﻢ ﺣﱴ ﻳﺘﻤﻜﻨﻮﺍ ﻣﻦ ﺍﻟﻮﻓﺎﺀ ﲟﺴﺆﻭﻟﻴﺎ‪‬ﻢ ﻋﻠﻰ ﺃﻓﻀﻞ ﻭﺟﻪ ‪٠‬ﻭﻗﺪ ﺣﺪﺩ‬

‫ﺍﻟﺘﻘﺮﻳﺮ ﺃﻫﺪﺍﻓﹰﺎ ﺧﺎﺻﺔ ﻟﺘﺪﺭﻳﺐ ﻣﺪﻳﺮﻱ ﺍﳌﺪﺍﺭﺱ ﻓﻮﻕ ﺍﳌﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﻭﻫﻲ ‪:‬‬

‫‪١‬ـ ﺍﻹﳌﺎﻡ ﺑﺎﻻﲡﺎﻫﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﳊﺪﻳﺜﺔ ﻭﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻭﺗﻮﺿﻴﺢ ﺃﺛﺮﻫﺎ ﰲ ﲢﺴﲔ‬

‫ﻋﻤﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ‪٠‬‬

‫‪٢‬ـ ﺗﻮﺿﻴﺢ ﻧﻈﻢ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻟﻌﻤﻠﻴﺔ ﻟﻠﺪﺍﺭﺳﲔ ﻭﻣﻌﺮﻓﺔ ﻣﺒﺎﺩﺉ ﺍﻟﺘﺨﻄﻴﻂ ﻟﻠﻌﻤﻞ ﻭﺗﻮﺯﻳﻌﻪ ﺑﲔ‬

‫ﺍﻟﻌﺎﻣﻠﲔ‪٠‬‬

‫‪٣‬ـ ﺇﳌﺎﻡ ﺍﻟﺪﺍﺭﺳﲔ ﺑﺪﻭﺭ ﺍﻹﺩﺍﺭﺓ ﺍﳌﺪﺭﺳﻴﺔ ﻹﳒﺎﺡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﻹﳚﺎﺩ ﻋﻼﻗﺎﺕ ﺇﻧﺴﺎﻧﻴﺔ ﻣﺘﻜﺎﻓﺌﺔ ‪٠‬‬

‫‪٤‬ـ ﺇﳌﺎﻡ ﺍﻟﺪﺍﺭﺳﲔ ﲟﻔﻬﻮﻡ ﺍﻹﺷﺮﺍﻑ ﺍﻟﺘﺮﺑﻮﻱ ﺍﳊﺪﻳﺚ ﻭﺃﺳﺎﻟﻴﺒﻪ ﻭﺃﻧﻮﺍﻋﻪ ﻭﺍﲡﺎﻫﺎﺗﻪ ﺍﳊﺪﻳﺜﺔ ‪٠‬‬

‫‪٥‬ـ ﻣﻌﺮﻓﺔ ﺃﺳﺲ ﻭﺃﻧﻮﺍﻉ ﺍﳌﻨﺎﻫﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ ‪٠‬‬

‫‪٦‬ـ ﻣﻌﺮﻓﺔ ﻣﺒﺎﺩﺉ ﻭﻭﺳﺎﺋﻞ ﺍﻟﺘﻘﻮﱘ ‪٠‬‬

‫‪٧‬ـ ﺩﺭﺍﺳﺔ ﺧﺼﺎﺋﺺ ﻣﺮﺍﺣﻞ ﺍﻟﻨﻤﻮ ﻭﺧﺎﺻﺔ ﻣﺮﺣﻠﺔ ﺍﳌﺮﺍﻫﻘﺔ ‪٠‬‬

‫‪٨‬ـ ﺍﻹﳌﺎﻡ ﲟﻔﻬﻮﻡ ﻭﺃﻫﺪﺍﻑ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﺘﺮﺑﻮﻱ ﻣﻊ ﺩﺭﺍﺳﺔ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﺘﺮﺑﻮﻱ ﰲ ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﺍﻟﺴﻌﻮﺩﻳﺔ‪٠‬‬

‫ﻟﺬﺍ ﺗﻘﻮﻡ ﻛﻞ ﺇﺩﺍﺭﺓ ﺗﻌﻠﻴﻤﻴﺔ ﺑﺘﻘﺪﱘ ﺑﺮﻧﺎﻣﺞ ﻹﻋﺪﺍﺩ ﻭﺗﺄﻫﻴﻞ ﻣﺪﻳﺮﻱ ﺍﳌﺪﺍﺭﺱ ﺍﳉﺪﺩ ﻻ ﻳﺰﻳﺪ ﻋﻦ‬

‫ﻋﺸﺮﺓ ﺃﻳﺎﻡ ﺗﺪﺭﻳﺒﻴﺔ ﺃﺣﺪﻫﺎ ﻟﻠﺰﻳﺎﺭﺍﺕ ﺍﳌﻴﺪﺍﻧﻴﺔ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﻭﻛﺬﻟﻚ ﺗﻨﻈﻴﻢ ﺩﻭﺭﺍﺕ ﺗﺪﺭﻳﺒﻴﺔ ﳌﺪﻳﺮﻱ‬

‫ﺍﳌﺪﺍﺭﺱ ﻋﻠﻰ ﺍﺧﺘﻼﻑ ﺍﳌﺮﺍﺣﻞ ﺍﻟﺪﺭﺍﺳﻴﺔ ) ﻭﺯﺍﺭﺓ ﺍﳌﻌﺎﺭﻑ‪١٤٢٢ ،‬ﻫـ ‪(٦٢ :‬‬

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 ‫ﻭﻧﺘﻴﺠﺔ ﻟﻠﻘﺼﻮﺭ ﰲ ﺇﻋﺪﺍﺩ ﻭﺗﺄﻫﻴﻞ ﺍﳌﺪﻳﺮﻳﻦ ﺍﳉﺪﺩ ﻗﺒﻞ ﺗﻜﻠﻴﻔﻬﻢ ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻟﻘﺼﻮﺭ ﰲ ﺑﺮﺍﻣﺞ‬

‫ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﳌﺘﺎﺑﻌﺔ ‪ ،‬ﺃﺻﺒﺢ ﺍﳌﺪﻳﺮﻭﻥ ﺍﳉﺪﺩ ﻳﻮﺍﺟﻬﻮﻥ ﻣﺸﻜﻼﺕ ﻣﺘﻌﺪﺩﺓ ﺃﺛﻨﺎﺀ ﺍﳋﺪﻣﺔ ‪ ،‬ﻭﻟﺬﻟﻚ ﺗﻘﻮﻡ ﻛﻞ‬

‫ﺇﺩﺍﺭﺓ ﺗﻌﻠﻴﻤﻴﺔ ﺑﺘﺼﻤﻴﻢ ﺑﺮﻧﺎﻣﺞ ﻹﻋﺪﺍﺩ ﻭ ﺗﺄﻫﻴﻞ ﻣﺪﻳﺮﻱ ﺍﳌﺪﺍﺭﺱ ﺍﳉﺪﺩ ) ﻭﺯﺍﺭﺓ ﺍﳌﻌﺎﺭﻑ ‪١٤٢٢‬ﻫـ ‪(٦٢:‬‬

‫ﻟﺘﻼﰲ ﺍﻟﻘﺼﻮﺭ ﰲ ﺍﻹﻋﺪﺍﺩ ﻗﺒﻞ ﺗﺮﺷﺤﻬﻢ ‪ ،‬ﻭﳌﺴﺎﻋﺪ‪‬ﻢ ﰲ ﺣﻞ ﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ ﺗﻮﺍﺟﻬﻬﻢ ﻋﻠﻰ ﺭﺃﺱ‬

‫ﺍﻟﻌﻤﻞ‪ .‬ﻟﺬﺍ ﺟﺎﺀﺕ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻟﻮﺿﻊ ﺗﺼﻮﺭ ﻣﻘﺘﺮﺡ ﻷﻋﺪﺍﺩ ﻭﺗﺄﻫﻴﻞ ﻣﺪﻳﺮﻱ ﺍﳌﺪﺍﺭﺱ ﺍﳉﺪﺩ ﰲ ﻣﻨﻄﻘﺔ‬

‫ﻋﺴﲑ ﰲ ﺿﻮﺀ ﺍﻻﲡﺎﻫﺎﺕ ﺍﳊﺪﻳﺜﺔ ﰲ ﳎﺎﻝ ﺍﻟﺘﺪﺭﻳﺐ ﻭﳝﻜﻦ ﺍﻟﺘﻮﺻﻞ ﻣﻦ ﺧﻼﳍﺎ ﺇﱃ ﲢﺪﻳﺪ ﻣﻔﺮﺩﺍﺕ‬

‫ﺍﻟﺘﺪﺭﻳﺐ ﻭﻓﻖ ﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﱵ ﺗﻮﺍﺟﻪ ﻣﺪﻳﺮﻱ ﺍﳌﺪﺍﺭﺱ ﺍﳉﺪﺩ ﻭﻛﺬﺍ ﺍﺣﺘﻴﺎﺟﺎ‪‬ﻢ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ‪.‬‬

‫ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺃﻥ ﻋﻤﻞ ﺍﻟﺒﺎﺣﺚ ﰲ ﺍﻹﺷﺮﺍﻑ ﺍﻟﺘﺮﺑﻮﻱ ﻟﻺﺩﺍﺭﺓ ﺍﳌﺪﺭﺳﻴﺔ ﻭﺑﺎﳌﻤﺎﺭﺳﺔ ﻟﻸﺳﺎﻟﻴﺐ‬

‫ﺍﻹﺷﺮﺍﻓﻴﺔ ﻭﺗﺪﺭﻳﺐ ﻣﺪﻳﺮﻱ ﺍﳌﺪﺍﺭﺱ ﻳﻠﻤﺲ ﺍﳊﺎﺟﺔ ﺇﱃ ﻭﺿﻊ ﺗﺼﻮﺭ ﻹﻋﺪﺍﺩ ﻭﺗﺄﻫﻴﻞ ﻣﺪﻳﺮﻱ ﺍﳌﺪﺍﺭﺱ‬

‫ﺍﳉﺪﺩ ﻳﻠﱯ ﺍﺣﺘﻴﺎﺟﺎ‪‬ﻢ ﰲ ﺿﻮﺀ ﺍﻻﲡﺎﻫﺎﺕ ﺍﳊﺪﻳﺜﺔ ﰲ ﳎﺎﻝ ﺍﻟﺘﺪﺭﻳﺐ ‪.‬‬

‫ﻭﻗﺪ ﻗﺎﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺪﺭﺍﺳﺔ ﺍﺳﺘﻄﻼﻋﻴﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﻋﺸﻮﺍﺋﻴﺔ ﻣﻦ ﻣﺪﻳﺮﻱ ﺍﳌﺪﺍﺭﺱ ﺃﻛﺪﺕ ﻭﺟﻮﺩ ﻗﺼﻮﺭ ﰲ‬

‫ﺟﻮﺍﻧﺐ ﻛﺜﲑﺓ ﰲ ﺑﺮﺍﻣﺞ ﺍﻹﻋﺪﺍﺩ ﻭﺍﻟﺘﺄﻫﻴﻞ ﺍﳌﻘﺪﻡ ﳍﻢ ﻭ ﻳﺮﻭﻥ ﺃﳘﻴﺔ ﻣﻌﺎﳉﺘﻬﺎ ﻛﻤﺎ ﻳﺮﻭﻥ ﺧﻠﻮ ﺍﻟﱪﺍﻣﺞ‬

‫ﺍﳌﻘﺪﻣﺔ ﻣﻦ ﻣﻮﺿﻮﻋﺎﺕ ﺫﺍﺕ ﻣﺴﺎﺱ ﻣﺒﺎﺷﺮ ﺑﻌﻤﻠﻬﻢ ﻭﺑﺎﻻﲡﺎﻫﺎﺕ ﺍﳊﺪﻳﺜﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬

‫ﻭ ﻳﺮﻯ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺃﻳﻀﹰﺎ ﺑﺄ‪‬ﻢ ﲝﺎﺟﺔ ﻟﱪﺍﻣﺞ ﺗﻜﺴﺒﻬﻢ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻼﺯﻣﺔ ﻟﻠﻌﻤﻞ ﺍﻹﺩﺍﺭﻱ ﻭﳌﺴﺎﻋﺪ‪‬ﻢ ﻋﻠﻰ‬

‫ﺗﻄﻮﻳﺮ ﻗﺪﺭﺍ‪‬ﻢ ﳌﻮﺍﺟﻬﺔ ﻣﻬﺎﻡ ﺍﳌﻮﻗﻊ ﺍﳉﺪﻳﺪ ‪ .‬ﻭﻛﺬﺍ ﺗﻐﻴﲑ ﺍﻟﺴﻠﻮﻙ ﺍﻟﻘﻴﺎﺩﻱ ﻟﻴﺘﻨﺎﺳﺐ ﻣﻊ ﻣﻬﺎﻡ ﺍﻟﻘﻴﺎﺩﺓ‬

‫ﺍﳌﻨﺎﻃﺔ ‪‬ﻢ ﰲ ﻣﺪﺍﺭﺳﻬﻢ ‪.‬‬

‫ﻭﻗﺪ ﺃﻛﺪﺕ ﺩﺭﺍﺳﺔ ﺍﻟﻨﺠﺪﻱ )‪١٤٢٧‬ﻫـ( ﺃﻥ ﻫﻨﺎﻙ ﻗﺼﻮﺭﹰﺍ ﰲ ﺗﻮﻓﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻄﻠﻮﺑﺔ ﻹﻋﺪﺍﺩ ﺧﻄﻂ‬

‫ﺍﻟﺘﺪﺭﻳﺐ ﻭﻓﻖ ﺃﺳﺲ ﻋﻠﻤﻴﺔ ﻳﺸﺎﺭﻙ ﻓﻴﻬﺎ ﺍﳌﺘﺪﺭﺑﻮﻥ ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﺃ‪‬ﻢ ﻣﻦ ﳛﺪﺩ ﺣﺠﻢ ﺍﺣﺘﻴﺎﺟﻬﻢ ﻣﻦ‬

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