Thesis - 18032015 - 104339tarbeye Edareye PDF
Thesis - 18032015 - 104339tarbeye Edareye PDF
Thesis - 18032015 - 104339tarbeye Edareye PDF
ﺍﺸﺭﺍﻑ ﺍﻝﺩﻜﺘﻭﺭ:
ﺍﺤﻤﺩ ﻓﺘﻴﺤﺔ
ﻝﺠﻨﺔ ﺍﻝﻤﻨﺎﻗﺸﺔ
ﺍﻹﻫﺩﺍﺀ
ﺍﻝــﻰ
ﻤﻌﻠﻡ ﺍﻝﺒﺸﺭﻴﺔ ﻭﻤﻨﺒﻊ ﺍﻝﻌﻠﻡ ﻨﺒﻴﻨﺎ ﻤﺤﻤﺩ )ﺼﻠﻰ ﺍﷲ ﻋﻠﻴﻪ ﻭﺴﻠﻡ(
ﺇﻝﻰ ﺘﺭﺍﺏ ﻓﻠﺴﻁﻴﻥ ﻭﺸﻬﺩﺍﺌﻬﺎ ﻭﺍﻷﻗﺼﻰ ﺍﻝﺸﺭﻴﻑ
ﺇﻝﻰ ﻤﻥ ﻴﺴﻌﺩ ﻗﻠﺒﻲ ﺒﻠﻘﻴﺎﻫﺎ
ﺇﻝﻰ ﺭﻭﻀﺔ ﺍﻝﺤﺏ ﺍﻝﺘﻲ ﺘﻨﺒﺕ ﺃﺯﻜﻰ ﺍﻷﺯﻫﺎﺭ
ﺇﻝﻰ ﻴﻨﺒﻭﻉ ﺍﻝﺼﺒﺭ ﻭﺍﻝﺘﻔﺎﺅل ﻭﺍﻷﻤل
ﺇﻝﻰ ﻜل ﻤﻥ ﻓﻲ ﺍﻝﻭﺠﻭﺩ
ﺃﻤﻲ ﺍﻝﻐﺎﻝﻴﺔ
ﻴﺎ ﻤﻥ ﺃﺤﻤل ﺍﺴﻤﻙ ﺒﻜل ﻓﺨﺭ
ﺇﻝﻰ ﺭﻤﺯ ﺍﻝﺭﺠﻭﻝﺔ ﻭﺍﻝﺘﻀﺤﻴﺔ
ﺇﻝﻰ ﻤﻥ ﺩﻓﻌﻨﻲ ﺇﻝﻰ ﺍﻝﻌﻠﻡ ﻭﺒﻪ ﺍﺯﺩﺍﺩ ﺍﻓﺘﺨﺎﺭ
ﺃﺒﻲ
ﻲ ﻤﻥ ﺭﻭﺤﻲ
ﺇﻝﻰ ﻤﻥ ﻫﻡ ﺍﻗﺭﺏ ﺃﻝ
ﺇﻝﻰ ﺴﻨﺩﻱ ﻭﻗﻭﺘﻲ
ﺇﻝﻰ ﻤﻥ ﺃﻅﻬﺭﻭﺍ ﻝﻲ ﻤﺎ ﻫﻭ ﺃﺠﻤل ﻤﻥ ﺍﻝﺤﻴﺎﺓ
ﺍﺨﻭﺍﺘﻲ ﻭﺍﺨﻲ
ﺇﻝﻰ ﻤﻥ ﺘﺫﻭﻗﺕ ﻤﻌﻪ ﺃﺠﻤل ﺍﻝﻠﺤﻅﺎﺕ
ﺇﻝﻰ ﻤﻥ ﺁﻨﺴﻨﻲ ﻓﻲ ﺩﺭﺍﺴﺘﻲ ﻭﺸﺎﺭﻜﻨﻲ ﻫﻤﻭﻤﻲ
ﺯﻭﺠﻲ ﺍﻝﻌﺯﻴﺯ
إ
آ ا
ﺸﻜﺭ ﻭﺘﻘﺩﻴﺭ
ﺍﻝﺤﻤﺩ ﷲ ﺭﺏ ﺍﻝﻌﺎﻝﻤﻴﻥ ﻭﺍﻝﺼﻼﺓ ﻭﺍﻝﺴﻼﻡ ﻋﻠﻰ ﻤﻌﻠﻡ ﺍﻝﺒﺸﺭﻴﺔ ﻭﻫﺎﺩﻱ ﺍﻹﻨﺴﺎﻨﻴﺔ ﻭﻋﻠـﻰ ﺁﻝـﻪ
ﻭﺼﺤﺒﻪ ﻭﻤﻥ ﺘﺒﻌﻬﻡ ﺒﺈﺤﺴﺎﻥ ﺇﻝﻰ ﻴﻭﻡ ﺍﻝﺩﻴﻥ .ﻻﺒﺩ ﻝﻨﺎ ﻭﻨﺤﻥ ﻨﺨﻁﻭﺍ ﺨﻁﻭﺍﺘﻨﺎ ﺍﻷﺨﻴـﺭﺓ ﻓـﻲ
ﺍﻝﺤﻴﺎﺓ ﺍﻝﺠﺎﻤﻌﻴﺔ ﻤﻥ ﻭﻗﻔﺔ ﻨﻌﻭﺩ ﺇﻝﻰ ﺃﻋﻭﺍﻡ ﻗﻀﻴﻨﺎﻫﺎ ﻓﻲ ﺭﺤﺎﺏ ﺍﻝﺠﺎﻤﻌﺔ ﻤﻊ ﺃﺴﺎﺘﺫﺘﻨﺎ ﺍﻝﻜـﺭﺍﻡ
ﺍﻝﺫﻴﻥ ﻗﺩﻤﻭﺍ ﻝﻨﺎ ﺍﻝﻜﺜﻴﺭ ﺒﺎﺫﻝﻴﻥ ﺒﺫﻝﻙ ﺠﻬﻭﺩﺍ ﻜﺒﻴﺭﺓ ﻓﻲ ﺒﻨﺎﺀ ﺠﻴل ﺍﻝﻐﺩ ﻝﺘﺒﻌﺙ ﺍﻷﻤﺔ ﻤﻥ ﺠﺩﻴﺩ.
ﻭﻗﺒل ﺃﻥ ﻨﻤﻀﻲ ﺃﻗﺩﻡ ﺃﺴﻤﻰ ﺁﻴﺎﺕ ﺍﻝﺸﻜﺭ ﻭﺍﻻﻤﺘﻨﺎﻥ ﻭﺍﻝﺘﻘﺩﻴﺭ ﻭﺍﻝﻤﺤﺒﺔ ﺇﻝﻰ ﺍﻝﺫﻴﻥ ﺤﻤﻠﻭﺍ ﺃﻗﺩﺱ
ﺭﺴﺎﻝﺔ ﻓﻲ ﺍﻝﺤﻴﺎﺓ ﻝﻜل ﻤﻥ ﺴﺎﻫﻡ ﻓﻲ ﺇﺨﺭﺍﺝ ﻫﺫﺍ ﺍﻝﺒﺤﺙ ﺇﻝﻰ ﺤﻴﺯ ﺍﻝﺘﻨﻔﻴﺫ ،ﺇﻝﻰ ﻜل ﻤﻥ ﻜـﺎﻥ
ﺴﺒﺒﹰﺎ ﻓﻲ ﺘﻌﻠﻴﻤﻲ ﻭﺘﻭﺠﻴﻬﻲ ﻭ ﻤﺴﺎﻋﺩﺘﻲ .ﺇﻝﻰ ﺍﻝﺫﻴﻥ ﻤﻬﺩﻭﺍ ﻝﻨﺎ ﻁﺭﻴﻕ ﺍﻝﻌﻠﻡ ﻭﺍﻝﻤﻌﺭﻓﺔ ،ﺇﻝـﻰ
ﺠﻤﻴﻊ ﺃﺴﺎﺘﺫﺘﻨﺎ ﺍﻷﻓﺎﻀل ،ﻭﺃﺨﺹ ﺒﺎﻝﺫﻜﺭ ﺩ.ﺍﺤﻤﺩ ﻓﺘﻴﺤﺔ ﺍﻝﺫﻱ ﺍﺒﺩﻯ ﺍﻝﻜﺜﻴـﺭ ﻤـﻥ ﺍﻝﺼـﺒﺭ
ﻜﻤﺎ ﺍﺘﻘﺩﻡ ﺒﺎﻝﺸﻜﺭ ﻭﺍﻻﻤﺘﻨﺎﻥ ﺍﻝﻰ ﺍﺴﺘﺎﺫﻱ ﺍﻝﻜﺭﻴﻤﻴﻥ ﻋﻀﻭﻱ ﻝﺠﻨﺔ ﺍﻝﻤﻨﺎﻗﺸﺔ ﺍﻝﺩﻜﺘﻭﺭﺓ ﺨﻭﻝـﺔ
ﻗﺎﺌﻤﺔ ﺍﻝﻤﺤﺘﻭﻴﺎﺕ
ﺍﻹﻫﺩﺍﺀ ...................................................................................................................................ج
.............................................................................................................................. Abstractم
ﺍﻝﻤﻘﺩﻤﺔ 1 ...................................................................................................................................
-1ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﺴﺅﺍل ﺍﻷﻭل :ﻤﺎ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﻤﺩﺍﺭﺱ ﺍﻝﻘﺩﺱ
ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ؟ 76 ................................................................................
-2ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﺴﺅﺍل ﺍﻝﺜﺎﻨﻲ :ﻤﺎ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﻝﺘﺨﻁﻴﻁ ﻓﻲ
ﻤﺩﺍﺭﺱ ﺍﻝﻘﺩﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ؟ 77 ............................................................
-3ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﺴﺅﺍل ﺍﻝﺜﺎﻝﺙ :ﻤﺎ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﻝﺘﻨﻔﻴﺫ ﻓﻲ ﻤﺩﺍﺭﺱ
ﺍﻝﻘﺩﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ؟ 81 ......................................................................
-4ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﺴﺅﺍل ﺍﻝﺭﺍﺒﻊ :ﻤﺎ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﻝﺘﻘﻴﻴﻡ ﻓﻲ ﻤﺩﺍﺭﺱ
ﺍﻝﻘﺩﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ؟ 84 ......................................................................
-5ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﺴﺅﺍل ﺍﻝﺨﺎﻤﺱ :ﻫل ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺍﺤﺼﺎﺌﻴﺔ ﻨﺤﻭ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ
ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻴﻌﺯﻯ ﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﺴﺘﻘﻠﺔ )ﺍﻝﺠﻨﺱ ،ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ ،ﺴﻨﻭﺍﺕ ﺍﻝﺨﺒﺭﺓ(؟ 88 ............
-1ﺍﻝﺴﺅﺍل ﺍﻷﻭل :ﻤﺎ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﻤﺩﺍﺭﺱ ﺍﻝﻘﺩﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ
ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ؟ 94 ..........................................................................................................
-2ﺍﻝﺴﺅﺍل ﺍﻝﺜﺎﻨﻲ :ﻤﺎ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﻝﺘﺨﻁﻴﻁ ﻓﻲ ﻤﺩﺍﺭﺱ ﺍﻝﻘﺩﺱ
ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ؟ 95 ................................................................................
-3ﺍﻝﺴﺅﺍل ﺍﻝﺜﺎﻝﺙ :ﻤﺎ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﻝﺘﻨﻔﻴﺫ ﻓﻲ ﻤﺩﺍﺭﺱ ﺍﻝﻘﺩﺱ
ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ؟ 96 ................................................................................
-4ﺍﻝﺴﺅﺍل ﺍﻝﺭﺍﺒﻊ :ﻤﺎ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﻝﺘﻘﻴﻴﻡ ﻓﻲ ﻤﺩﺍﺭﺱ ﺍﻝﻘﺩﺱ
ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ؟ 98 ................................................................................
-5ﻨﺹ ﺴﺅﺍل ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺨﺎﻤﺱ :ﻫل ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻨﺤﻭ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ
ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻴﻌﺯﻯ ﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﺴﺘﻘﻠﺔ )ﺍﻝﺠﻨﺱ ،ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ ،ﺴﻨﻭﺍﺕ ﺍﻝﺨﺒﺭﺓ(؟ 100 ....................
ﺍﻝﻔﺭﻀﻴﺔ ﺍﻻﻭﻝﻰ :ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ ) ( α ≤ 0.05ﻓﻲ ﻤﺘﻭﺴﻁ ﺍﺴﺘﺠﺎﺒﺔ
ﺍﻝﻤﻌﻠﻤﻴﻥ ﺤﻭل ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺌﻬﻡ ،ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺠﻨﺱ ﺍﻝﻤﻌﻠﻡ100 ............................. .
ﺍﻝﻔﺭﻀﻴﺔ ﺍﻝﺜﺎﻨﻴﺔ :ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ ) α( ≤ 0.05ﻓﻲ ﻤﺘﻭﺴﻁ ﺍﺴﺘﺠﺎﺒﺔ
ﺍﻝﻤﻌﻠﻤﻴﻥ ﻨﺤﻭ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﻋﺩﺩ ﺴﻨﻭﺍﺕ ﺍﻝﺨﺒﺭﺓ ﻝﻠﻤﻌﻠﻡ100 .... .
ﺍﻝﻔﺭﻀﻴﺔ ﺍﻝﺜﺎﻝﺜﺔ :ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ ) (α ≤ 0.05ﻓﻲ ﻤﺘﻭﺴﻁ ﺍﺴﺘﺠﺎﺒﺔ
ﺍﻝﻤﻌﻠﻤﻴﻥ ﻨﺤﻭ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ ﻝﻠﻤﻌﻠﻡ101 .......... .
ﻓﻬﺭﺱ ﺍﻝﺠﺩﺍﻭل
ﻓﻬﺭﺱ ﺍﻝﻤﻼﺤﻕ
ﻤﻠﺨﺹ ﺍﻝﺩﺭﺍﺴﺔ
ﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺘﻌﺭﻑ ﺇﻝﻰ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴـﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤـﻴﻥ ﻓـﻲ
ﻤﺩﺍﺭﺱ ﺍﻝﻘﺩﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ .ﻭﺃﺜﺭ ﻤﺘﻐﻴـﺭﺍﺕ )ﺍﻝﺠـﻨﺱ،
ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ ،ﺴﻨﻭﺍﺕ ﺍﻝﺨﺒﺭﺓ( ﻝﻠﻤﻌﻠﻡ ﻋﻠﻰ ﺍﺘﺠﺎﻫﺎﺘﻪ ﻨﺤﻭ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒـﻭﻱ ﻓـﻲ
ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﻤﺩﺍﺭﺱ ﺍﻝﻘﺩﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ.
ﺘﻜﻭﻥ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ﺠﻤﻴﻊ ﻤﻌﻠﻤﻲ ﻭﻤﻌﻠﻤﺎﺕ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﺍﻝﺘﺎﺒﻌﺔ ﻝـﻭﺯﺍﺭﺓ
ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻔﻠﺴﻁﻴﻨﻴﺔ ﻓﻲ ﻤﺩﻴﻨﺔ ﺍﻝﻘﺩﺱ ،ﻭﺍﻝﺒﺎﻝﻎ ﻋﺩﺩﻫﻡ ) (727ﻤﻌﻠﻤﹰﺎ ﻭﻤﻌﻠﻤﺔ ﻤﻭﺯﻋﻴﻥ
ﻋﻠﻰ) (39ﻤﺩﺭﺴﺔ ﺤﻜﻭﻤﻴﺔ ،ﺇﻀﺎﻓﺔ ﺇﻝﻰ ﻤﺩﻴﺭﻱ ﻭﻤﺩﻴﺭﺍﺕ ﺘﻠﻙ ﺍﻝﻤﺩﺍﺭﺱ ،ﺍﻝﺒـﺎﻝﻎ ﻋـﺩﺩﻫﻡ
) (39ﻤﺩﻴﺭﹰﺍ ﻭﻤﺩﻴﺭﺓ ،ﻭﺫﻝﻙ ﺤﺴﺏ ﺍﺤﺼﺎﺀﺍﺕ ﺍﻝﻌﺎﻡ.2011-2010
ﺘﻡ ﺒﻨﺎﺀ ﺍﺴﺘﺒﺎﻨﺔ ﻤﻜﻭﻨﺔ ﻤﻥ ) (43ﻓﻘﺭﺓ ،ﻤﻭﺯﻋﺔ ﻋﻠﻰ ﺜﻼﺙ ﻤﺠﺎﻻﺕ ﻫﻲ ﺍﻝﺘﺨﻁﻴﻁ ﻭﺍﻝﺘﻨﻔﻴـﺫ
ﻭﺍﻝﺘﻘﻭﻴﻡ ،ﺘﻡ ﺍﻻﺴﺘﺠﺎﺒﺔ ﻋﻥ ﻫﺫﻩ ﺍﻝﻤﺠﺎﻻﺕ ﻤﻥ ﺨﻼل ﻤﻘﻴﺎﺱ ﻝﻴﻜﺭﺕ ﺍﻝﺨﻤﺎﺴﻲ .ﺘﻡ ﺍﺴـﺘﺨﺩﺍﻡ
ﺃﺴﻠﻭﺏ ﺍﻝﺘﺤﻠﻴل ﺍﻹﺤﺼﺎﺌﻲ ﺍﻝﻭﺼﻔﻲ ﺍﻝﺫﻱ ﻴﺘﻀﻤﻥ ﺠﺩﺍﻭل ﺍﻝﺘﻜـﺭﺍﺭﺍﺕ ﻭﺍﻝﻨﺴـﺏ ﺍﻝﻤﺌﻭﻴـﺔ
ﻹﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻝﻌﻴﻨﺔ ،ﻭﻤﻘﺎﻴﻴﺱ ﺍﻝﻨﺯﻋﺔ ﺍﻝﻤﺭﻜﺯﻴﺔ ﻭﺍﻝﺘﺸﺘﺕ ﻝﻠﺘﻌﺭﻑ ﻋﻠـﻰ ﻤـﺩﻯ ﺘﺸـﺘﺕ
ﺇﺠﺎﺒﺎﺕ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻋﻥ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﺤﺴـﺎﺒﻲ .ﻭﺃﺴـﻠﻭﺏ ﺍﻹﺤﺼـﺎﺀ ﺍﻹﺴـﺘﺩﻻﻝﻲ ﻻﺨﺘﺒـﺎﺭ
ﺍﻝﻔﺭﻀﻴﺎﺕ ﻤﻥ ﺨﻼل ﺍﺴﺘﺨﺩﺍﻡ ﺘﺤﻠﻴل ﺍﻝﺘﺒﺎﻴﻥ ) (ANOVAﻻﺨﺘﺒﺎﺭ ﻓـﺭﻭﻕ ﺍﻝﻔﺭﻀـﻴﺎﺕ،
ﻭﺃﻴﻀﹰﺎ ﺍﺨﺘﺒﺎﺭ "ﺕ".
ﺘﻭﺼﻠﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻰ ﻨﺘﺎﺌﺞ ﻋﺩﻴﺩﺓ ﻤﻥ ﺃﻫﻤﻬﺎ ﻭﺠﻭﺩ ﺃﺭﺍﺀ ﻤﺘﻭﺴﻁﺔ ﺘﻤﻴل ﺇﻝﻰ ﻤﺭﺘﻔﻌﺔ ﻝﺩﻯ
ﻤﺩﻴﺭﻱ ﻭﻤﻌﻠﻤﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺜﺎﻨﻭﻴﺔ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻨﺤﻭ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴـﻴﻥ ﺃﺩﺍﺀ
ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﻤﺩﺍﺭﺱ ﺍﻝﻘﺩﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ،ﻭﺒﺄﻥ ﻤﺘﻭﺴﻁ ﺃﺭﺍﺀ ﺍﻝﻤﺩﻴﺭﻴﻥ ﺃﻋﻠﻰ ﻤﻥ ﻤﺘﻭﺴـﻁﺎﺕ
ﺃﺭﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﻜﺎﻓﺔ ﺍﻝﻤﺠﺎﻻﺕ ،ﻭﺃﻥ ﻤﺠﺎل ﺍﻝﺘﺨﻁﻴﻁ ﺤﺼل ﻋﻠﻰ ﺃﺩﻨـﻰ ﺍﻝﻤﺘﻭﺴـﻁﺎﺕ
ل
ﺍﻝﺤﺴﺎﺒﻴﺔ ﻝﻜل ﻤﻥ ﺍﻝﻤﺩﻴﺭﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ .ﺇﻀﺎﻓﺔ ﺇﻝﻰ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼـﺎﺌﻴﺔ
ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺠﻨﺱ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺤﻭل ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ،ﻭﻭﺠـﻭﺩ ﻓـﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝـﺔ
ﺇﺤﺼﺎﺌﻴﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ ﺤﺎﻤﻠﻲ ﺸﻬﺎﺩﺓ ﺍﻝﺒﻜﺎﻝﻭﺭﻴﺱ ﻤﻊ ﺩﺒﻠﻭﻡ ﺍﻝﺘﺭﺒﻴﺔ ،ﻭﻝﻠﻤﻌﻠﻤﻴﻥ ﺃﺼﺤﺎﺏ ﺍﻝﺨﺒﺭﺓ
ﻤﻥ ) (10 – 6ﺴﻨﻭﺍﺕ.
م
Abstract
The study aimed at addressing the role of the educational supervisor in
improving the teachers’ performance at Jerusalem governmental schools,
from the teachers’ and principals’ perspective, as well as addressing the
impact of the variables (gender, academic qualification, and years of
experience) on the teacher’s trends towards the role of the educational
supervisor in improving the teachers’ performance at Jerusalem
governmental schools.
The study population consists of all the male and female teachers of the
governmental schools of the Ministry of Education in Jerusalem city, whose
number reaches (727) male and female teachers distributed to (39)
governmental schools, in addition to (39) male and female principals of
such schools, according to the statistics of the year 2010-2011.
The study has achieved several results including the existence of moderate
to high trends of the principals and teachers of the secondary governmental
schools towards the role of the educational supervisor in improving the
teachers’ performance in Jerusalem governmental schools. The average
responses of the principals higher than the teachers of the secondary
governmental schools. The planning field had the lowest averages for each
of the principals and teachers. Lack of statistically significant differences
were attributed to sex educators about the role of the educational
supervisor, and there are statistically significant differences for teachers
with a bachelor's degree holders Diploma of Education, and teachers with
experience of ( 6-10) years.
1
ﺍﻝﻔﺼل ﺍﻻﻭل
ﺍﻝﻤﻘﺩﻤﺔ
ﺘﻌﺘﺒﺭ ﻭﻅﻴﻔﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻤﻥ ﺃﻫﻡ ﺍﻝﻭﻅﺎﺌﻑ ﺍﻷﺴﺎﺴﻴﺔ ﻓﻲ ﻤﺠﺎل ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠـﻴﻡ
ﻝﻤﺎ ﺘﺤﻤﻠﻪ ﻤﻥ ﺃﻫﻤﻴﺔ ﻜﺒﻴﺭﺓ ﻓﻲ ﻋﻤﻠﻴﺔ ﺘﻁﻭﻴﺭ ﻭﺘﺤﺴﻴﻥ ﺠﻭﺩﺓ ﺍﻝﺘﻌﻠﻴﻡ ،ﻤﻥ ﺨـﻼل ﺍﻝﻨﻬـﻭﺽ
ﺒﻤﺴﺘﻭﻯ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺍﻝﻤﻴﺩﺍﻥ ،ﺇﻀﺎﻓﺔ ﺇﻝﻰ ﺘﻘﻭﻴﻡ ﻋﻨﺎﺼﺭ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻤﺩﺭﺴﻲ ﺒﻜﺎﻓﺔ ﺃﻁﺭﻩ،
ﺨﺎﺼﺔ ﺃﻥ ﺍﻷﻤﻭﺭ ﻻ ﺘﺒﻘﻰ ﺜﺎﺒﺘﺔ ،ﻭﻋﺠﻠﺔ ﺍﻝﺘﻐﻴﻴﺭ ﺘﺴﻴﺭ ﺒﺎﺘﺠﺎﻫﺎﺕ ﻏﻴﺭ ﻤﺘﻭﻗﻌﺔ ﻓﻲ ﻜﺜﻴﺭ ﻤﻥ
ﺍﻷﺤﻴﺎﻥ.
ﺘﺒﺭﺯ ﺃﻫﻤﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻤﻥ ﺍﻝﺘﻭﺍﺼل ﺍﻝﻔﻌﺎل ﺒﻴﻥ ﺍﻷﻁـﺭﺍﻑ ﺍﻷﺭﺒﻌـﺔ ﻭﻫـﻲ:
ﺍﻝﻤﺸﺭﻑ ،ﻭﺍﻝﻤﻌﻠﻡ ،ﻭﺍﻝﻁﺎﻝﺏ ،ﻭﺍﻝﻤﺩﻴﺭ ،ﻭﺇﺫﺍ ﻜﺎﻨﺕ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺘﻠﻙ ﺍﻷﻁﺭﺍﻑ ﻋﻼﻗﺔ ﻤﺘﻴﻨـﺔ
ﺘﺤﻭﻱ ﺍﻝﺜﻘﺔ ﺍﻝﻤﺘﺒﺎﺩﻝﺔ ﻴﺅﺩﻱ ﺫﻝﻙ ﺇﻝﻰ ﺍﻹﺭﺘﻘﺎﺀ ﺒﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻝـﺘﻌﻠﻡ ،ﻭﺘﺤﻘﻴـﻕ ﺍﻷﻫـﺩﺍﻑ
ﺍﻝﻤﺭﺠﻭﺓ )ﻤﺩﺍﻨﺎﺕ ﻭﺃﻭﺠﻴﻨﻲ .(2002 ،ﻭﻴﻀﻴﻑ ﺃﺒﻭ ﺤﻭﻴﺞ ) (2000ﻭﻀﻤﺭﺓ ) (2002ﺃﻥ
ﺇﺠﺭﺍﺀ ﻋﻤﻠﻴﺎﺕ ﺍﻝﺘﻘﻭﻴﻡ ﻤﻥ ﺨﻼل ﺍﻝﺸـﻤﻭﻝﻴﺔ ،ﻭﺍﻹﺴـﺘﻤﺭﺍﺭ ،ﻭﺘﺸـﺨﻴﺹ ﻤـﻭﺍﻁﻥ ﺍﻝﻘـﻭﺓ
ﻭﺍﻝﻀﻌﻑ ،ﻻ ﺒﺩ ﻭﺃﻥ ﻴﺸﺎﺭﻙ ﻓﻴﻬﺎ ﺍﻝﻤﻌﻠﻡ ﻭﺍﻝﻤﺩﻴﺭ ﻭﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺒﻬﺩﻑ ﺍﻝﺘﻁﻭﻴﺭ ﺇﻝـﻰ
ﺍﻷﺤﺴﻥ .ﻭﻴﺅﻜﺩ ﺩﻴﻼﻨﺩﺸﻴﺭ ) (Delandshere, 2002ﺃﻥ ﺘﻘﻴﻴﻡ ﺍﻝﺘﻌﻠـﻴﻡ ﺍﻝﺤـﺎﻝﻲ ﻀـﻤﻨﻴﹰﺎ
ﻴﻔﺘﺭﺽ ﻋﻼﻗﺔ ﺍﻝﺜﻘﺔ ﺒﻴﻥ ﺍﻝﻤﻘﻴﻡ ﻭﺍﻝﻤﻘﻴﻡ ﻭﻓﻲ ﻫﺫﺍ ﺍﻝﻤﻀﻤﺎﺭ ﻫﻤﺎ ﺍﻝﻤﻌﻠﻡ ﻭﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ.
ﺇﻥ ﺃﻭﻝﻰ ﺍﻫﺘﻤﺎﻤﺎﺕ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ،ﻭﺍﻝﺴﻌﻲ ﻝﺘﺤﻘﻴﻕ ﻜل ﻤﺎ ﻤﻥ
ﺸﺄﻨﻪ ﺘﺴﻬﻴل ﻤﻬﺎﻤﻬﻡ ،ﻭﺍﻝﺭﻗﻲ ﺒﻤﺴﺘﻭﻯ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ،ﻭﺘﻭﻓﻴﺭ ﻜل ﻤﺎ ﻴﺨﺩﻡ ﺍﻝﻌﻤل ،ﻭﻴﺤﻘﻕ
ﺍﻝﻬﺩﻑ ﺍﻝﻤﻨﺸﻭﺩ .ﻭﺤﻴﺙ ﺃﻥ ﺠﺯﺀ ﻤﻥ ﻤﺴﺅﻭﻝﻴﺔ ﺍﺨﺘﻴﺎﺭ ﻭﺘﺩﺭﻴﺏ ﻭﺘﻁﻭﻴﺭ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺘﻘـﻊ
ﻋﻠﻰ ﻜﺎﻫل ﺍﻹﺸﺭﺍﻑ ،ﻴﻤﻜﻥ ﻝﻺﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺃﻥ ﻴﺤﺴﻥ ﺍﻝﻨﺎﺘﺞ ﺍﻝﺘﻌﻠﻴﻤﻲ ﻤﻥ ﺨﻼل ﺘﻘـﺩﻴﻡ
ﻭﺘﺤﺴﻴﻥ ﻭﺘﻘﻭﻴﻡ ﺨﺒﺭﺍﺕ ﻤﻨﺎﺴﺒﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ ،ﻭﻅﺭﻭﻑ ﺍﻝﺘﺩﺭﻴﺱ ﺍﻝﺘﻲ ﺘﻬﺩﻑ ﺇﻝﻰ ﻨﻤﻭ ﺍﻝﻁﻠﺒـﺔ
ﺍﺠﺘﻤﺎﻋﻴﹰﺎ ﻭﻓﻜﺭﻴﹰﺎ )ﺃﺒﻭ ﻏﺭﺒﻴﺔ.(2009 ،
2
ﻭﻴﺘﻤﺜل ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻡ ﻓﻲ ﻗﻴﺎﻤﻪ ﺒﺎﻝﻭﺍﺠﺒﺎﺕ ﻭﺍﻝﻤﻬﺎﻡ ﺍﻝﻤﺘﻭﻗﻊ ﻤﻨﻪ ﺍﻨﺠﺎﺯﻫﺎ .ﻭﺘﺘﻤﺜل ﻭﺍﺠﺒﺎﺕ
ﺍﻝﻤﻌﻠﻡ ﻭﻤﻬﺎﻤﻪ ﺍﻝﺭﺌﻴﺴﻴﺔ ﻓﻲ ﺘﻨﻔﻴﺫ ﻭﺇﻋﺩﺍﺩ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ،ﻭﺘﺤﺴﻴﻥ ﻓﺎﻋﻠﻴﺘﻬﺎ ﻝﺘﺤﻘﻴﻕ
ﺃﻫﺩﺍﻓﻬﺎ ،ﻭﺘﺸﻤل ﻭﺍﺠﺒﺎﺕ ﺍﻝﻤﻌﻠﻡ ﺍﻝﺭﺌﻴﺴﻴﺔ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻷﻤﻭﺭ ﺃﻫﻤﻬﺎ :ﺩﺭﺍﺴﺔ ﺍﻷﻫﺩﺍﻑ
ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ،ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺴﺘﻭﻴﺎﺕ ﺍﻝﻁﻠﺒﺔ ﺍﻝﺫﻴﻥ ﻴﺩﺭﺴﻬﻡ ﻝﻸﺨﺫ ﺒﻌﻴﻥ ﺍﻹﻋﺘﺒﺎﺭ ﻓﺭﻭﻗﻬﻡ
ﺍﻝﻔﺭﺩﻴﺔ ،ﺇﻋﺩﺍﺩ ﺩﻓﺘﺭ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻴﻭﻤﻲ ﺒﻤﻭﺠﺏ ﺍﻝﺘﺨﻁﻴﻁ ،ﺘﻨﻔﻴﺫ ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﻤﺨﺘﻠﻔﺔ
ﻤﻥ ﺃﺠل ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ،ﺘﻘﻴﻴﻡ ﺍﻝﻁﻠﺒﺔ ﻝﻠﺘﺄﻜﺩ ﻤﻥ ﻤﺩﻯ ﺘﺤﻘﻕ ﺍﻷﻫﺩﺍﻑ ،ﺍﻝﺘﻌﺎﻭﻥ ﻤﻊ ﺍﻹﺩﺍﺭﺓ
ﻭﺍﻝﻬﻴﺌﺔ ﺍﻝﻤﺩﺭﺴﻴﺔ ﻤﻥ ﺃﺠل ﺴﻴﺭ ﺍﻝﻌﻤل ﺍﻝﻤﺩﺭﺴﻲ )ﻋﻁﻭﻱ.(2008 ،
ﻭﺘﺘﻜﺎﻤل ﻋﻤﻠﻴﺔ ﺘﻁﻭﻴﺭ ﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻝﺘﻌﻠﻡ ،ﻝﺘﺸﻤل ﺠﻤﻴﻊ ﻋﻨﺎﺼﺭ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﻻ ﻴﻤﻜﻥ
ﺇﻏﻔﺎل ﺩﻭﺭ ﺍﻝﻤﺩﻴﺭ ﻜﻘﺎﺌﺩ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ .ﺘﻌﺩ ﻭﻅﻴﻔﺔ ﺍﻝﻤﺩﻴﺭ ﻤﻥ ﺃﻫﻡ ﻭﻅﺎﺌﻑ ﺍﻹﺩﺍﺭﺓ
ﺍﻝﻤﺩﺭﺴﻴﺔ ،ﻓﻬﻭ ﻤﻥ ﻴﺘﺤﻤل ﺍﻝﻤﺴﺅﻭﻝﻴﺔ ﻜﺎﻤﻠﺔ ﺃﻤﺎﻡ ﺍﻝﺴﻠﻁﺎﺕ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻋﻥ ﻤﺩﻯ ﺴﻴﺭ ﺍﻝﻌﻤﻠﻴﺔ
ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺒﺎﻝﺸﻜل ﺍﻝﻤﻁﻠﻭﺏ ،ﻭﻋﻥ ﻤﺩﻯ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﺍﻝﻤﻨﺎﻫﺞ ﻭﺍﻝﺨﻁﻁ ،ﺇﻀﺎﻓﺔ ﺇﻝﻰ ﺍﻤﺘﻼﻜﻪ
ﻝﻠﺴﻠﻁﺔ ﺍﻝﺘﻨﻔﻴﺫﻴﺔ ﻓﻲ ﺤﺩﻭﺩ ﺴﻠﻁﺘﻪ ﻭﺍﺨﺘﺼﺎﺼﻪ .ﻭﻤﻥ ﺇﺤﺩﻯ ﻭﺍﺠﺒﺎﺘﻪ ﺘﻭﺠﻴﻪ ﻭﺘﻘﻴﻴﻡ ﺍﻝﻤﻌﻠﻤﻴﻥ
ﻭﺇﺘﺎﺤﺔ ﻓﺭﺹ ﺍﻝﻨﻤﻭ ﺍﻝﻤﻬﻨﻲ ﻝﻬﻡ )ﻋﺒﺩ ﺍﻝﺭﺴﻭل.(2008 ،
ﻭﻤﻤﺎ ﺴﺒﻕ ﻴﻤﻜﻥ ﺍﻝﻘﻭل ﺃﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻫﻭ ﻨﺸﺎﻁ ﻤﻭﺠﻪ ﻴﻌﺘﻤﺩ ﻋﻠﻰ ﺩﺭﺍﺴﺔ ﺍﻝﻭﻀﻊ
ﺍﻝﺭﺍﻫﻥ ،ﻭﻴﻬﺩﻑ ﺇﻝﻰ ﺨﺩﻤﺔ ﺠﻤﻴﻊ ﺍﻝﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ،ﻭﺘﺤﺴﻴﻥ ﻗﺩﺭﺍﺘﻬﻡ ﺍﻝﺸﺨﺼﻴﺔ،
ﻭﺭﻓﻊ ﻤﺴﺘﻭﺍﻫﻡ ﺍﻝﻤﻬﻨﻲ ،ﻭﺘﺤﺴﻴﻥ ﺃﺩﺍﺌﻬﻡ .ﻜﺫﻝﻙ ﺘﺸﺨﻴﺹ ﻨﻘﺎﻁ ﺍﻝﻘﻭﺓ ﻭﺍﻝﻀﻌﻑ ﻷﺩﺍﺌﻬﻡ ،ﻤﻤﺎ
ﻴﺴﻬﻡ ﻓﻲ ﺘﻭﺠﻴﻪ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺇﻝﻰ ﻋﻼﺝ ﺍﻝﻀﻌﻑ ،ﻭﺘﺠﻨﺏ ﺍﻝﻭﻗﻭﻉ ﻓﻲ ﺍﻝﺴﻠﺒﻴﺎﺕ ﺍﻝﻤﺘﺭﺘﺒﺔ ﻋﻠﻰ
ﺫﻝﻙ.
ﻭﻗﺩ ﻤﺭﺕ ﻋﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺒﻤﺭﺍﺤل ﻭﺨﻁﻭﺍﺕ ﻋﺩﻴﺩﺓ ﻋﺒﺭ ﺍﻝﺘﺎﺭﻴﺦ ،ﻓﻤﻔﻬﻭﻤﻬﺎ
ﺍﻝﻘﺩﻴﻡ ﻜﺎﻥ ﻴﻌﻨﻲ ﺘﺼﻴﺩ ﺍﻷﺨﻁﺎﺀ ﻭﺘﺤﺩﻴﺩﻫﺎ ،ﻭﻓﻲ ﺍﻝﻘﺭﻥ ﺍﻝﺜﺎﻤﻥ ﻋﺸﺭ ﺘﻁﻭﺭ ﺍﻝﻤﻔﻬﻭﻡ ﻭﺃﺼﺒﺢ
ﻴﻌﻨﻲ ﺍﻝﺘﻔﺘﻴﺵ ،ﺤﻴﺙ ﻜﺎﻥ ﻴﻘﻭﻡ ﺒﺩﻭﺭ ﺍﻝﻤﻔﺘﺵ ﺭﺠﺎل ﺍﻝﺩﻴﻥ ﻭﻤﻌﻠﻤﻲ ﺍﻝﻤﺩﺍﺭﺱ ﻭﺍﻝﺸﺨﺼﻴﺎﺕ
ﺍﻝﻤﻌﺭﻭﻓﺔ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻊ .ﻝﻘﺩ ﺃﺩﺕ ﺍﻝﺜﻭﺭﺓ ﺍﻝﺼﻨﺎﻋﻴﺔ ﻓﻲ ﺍﻝﻘﺭﻥ ﺍﻝﺘﺎﺴﻊ ﻋﺸﺭ ﺇﻝﻰ ﺘﻁﻭﺭ
ﺍﻝﻤﺩﺍﺭﺱ ﻭﺍﺘﺴﺎﻋﻬﺎ ،ﻤﻤﺎ ﺃﻭﺠﺏ ﻭﺠﻭﺩ ﺍﻝﺘﻔﺘﻴﺵ ﻓﻲ ﺠﻤﻴﻊ ﺍﻝﻤﺩﺍﺭﺱ .ﻜﺎﻥ ﺍﻝﺘﻁﻭﺭ ﺍﻷﺴﺭﻉ
3
ﻝﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ ﻓﻲ ﺍﻝﻘﺭﻥ ﺍﻝﻌﺸﺭﻴﻥ ،ﺤﻴﺙ ﻅﻬﺭﺕ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﺩﻴﻤﻘﺭﺍﻁﻴﺔ ﻝﻺﺸﺭﺍﻑ ،ﺇﻀﺎﻓﺔ
ﺇﻝﻰ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﻌﻠﻤﻴﺔ ،ﺍﻝﺘﻲ ﺘﻌﺘﻤﺩ ﺃﺴﺎﻝﻴﺏ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ .ﻭﻓﻲ ﺒﺩﺍﻴﺔ ﺍﻝﺜﻤﺎﻨﻴﻨﺎﺕ ﻭﻨﺘﻴﺠﺔ ﻝﻌﺩﻡ
ﺍﻝﺭﻀﻰ ﺘﺠﺎﻩ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻷﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻓﻴﺔ ،ﻅﻬﺭ ﺍﻹﺸﺭﺍﻑ ﺍﻹﻴﻜﻠﻴﻨﻜﻲ ﺇﻀﺎﻓﺔ
ﻝﻠﻘﻴﺎﺩﺓ ﺍﻝﺘﺤﻭﻴﻠﻴﺔ ﺍﻝﺘﻲ ﺴﻌﺕ ﺇﻝﻰ ﺘﺸﺠﻴﻊ ﺍﻝﻤﻌﻠﻡ ﻋﻠﻰ ﺍﻝﺩﺨﻭل ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻝﺤﻭﺍﺭ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ،ﻤﻥ
ﺃﺠل ﺘﺤﺴﻴﻥ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻝﺘﻌﻠﻡ ).(Glanz, Shuman & Sullivan, 2005
ﻝﻡ ﻴﺨﺘﻠﻑ ﺍﻝﺘﻁﻭﺭ ﺍﻝﺘﺎﺭﻴﺨﻲ ﻝﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﻌﺎﻝﻤﻲ ﻜﺜﻴﺭﹰﺍ ﻋﻥ ﺍﻝﺘﻁﻭﺭ ﻝﻨﻔﺱ
ﺍﻝﻤﻔﻬﻭﻡ ﻓﻲ ﻓﻠﺴﻁﻴﻥ .ﻓﻤﻨﺫ ﺃﻥ ﺘﺴﻠﻤﺕ ﺍﻝﺴﻠﻁﺔ ﺍﻝﻭﻁﻨﻴﺔ ﺍﻝﻔﻠﺴﻁﻴﻨﻴﺔ ﻤﺴﺅﻭﻝﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ
ﻓﻲ ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﻭﻗﻁﺎﻉ ﻏﺯﺓ ،ﺃﺨﺫﺕ ﻋﻠﻰ ﻋﺎﺘﻘﻬﺎ ﺘﻁﻭﻴﺭ ﻤﻔﻬﻭﻡ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻝﺘﻌﻠﻡ،
ﻭﺘﻤﺜل ﺍﻝﺘﻁﻭﻴﺭ ﻓﻲ ﻋﺩﺓ ﻤﺠﺎﻻﺕ ﻴﻠﻤﺴﻬﺎ ﺍﻝﻤﻌﻠﻡ ﻤﻥ ﺨﻼل ﺇﺸﺭﺍﻜﻪ ﻓﻲ ﺍﻝﺩﻭﺭﺍﺕ ﺍﻝﺘﺩﺭﻴﺒﻴﺔ،
ﻭﻤﺘﺎﺒﻌﺔ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻝﻪ ﻭﺘﻘﻴﻴﻤﻪ ،ﺤﻴﺙ ﺩﺭﺒﺕ ﺒﺫﻝﻙ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻋﻠﻰ ﺃﺩﺍﺀ
ﻤﻬﻤﺎﺘﻬﻡ ﺍﻹﺸﺭﺍﻓﻴﺔ )ﺃﺒﻭ ﺴﻤﺭﺓ ،ﺯﻴﺩﺍﻥ ﻭﺍﻝﻌﻭﺍﻭﺩﺓ.(2006 ،
ﺭﻏﻡ ﺫﻝﻙ ﺍﻝﺘﻁﻭﺭ ﺇﻻ ﺃﻨﻪ ﻤﺎ ﺯﺍﻝﺕ ﺘﺭﺘﺒﻁ ﻋﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺒﻌﻤﻠﻴﺔ ﺍﻝﺯﻴﺎﺭﺓ
ﻻ ﻤﻥ ﺘﺤﺴﻴﻥ
ﺍﻝﺼﻔﻴﺔ ،ﺍﻝﺘﻲ ﻻ ﻴﺯﺍل ﻴﻐﻠﺏ ﻋﻠﻴﻬﺎ ﺼﻔﺔ ﺍﻝﺘﻔﺘﻴﺵ ﻜﻭﺴﻴﻠﺔ ﻝﻠﻌﻘﺎﺏ ﻭﺍﻝﺜﻭﺍﺏ ﺒﺩ ﹰ
ﻗﺩﺭﺍﺕ ﺍﻝﻤﻌﻠﻡ ﻭﺘﻨﻤﻴﺘﻬﺎ ،ﻭﻫﺫﻩ ﺇﺤﺩﻯ ﺼﻌﻭﺒﺎﺕ ﺍﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ )ﻋﻁﻭﻱ .(2008 ،ﺃﺸﺎﺭ
ﺯﺍﻤل ) (2000ﺃﻥ ﺃﺴﻠﻭﺏ ﺍﻝﺯﻴﺎﺭﺓ ﺍﻝﺼﻔﻴﺔ ﻫﻭ ﺍﻷﺴﻠﻭﺏ ﺍﻷﻜﺜﺭ ﺍﺴﺘﺨﺩﺍﻤﹰﺎ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ
ﺍﻝﺤﻜﻭﻤﻴﺔ ﻓﻲ ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﻝﻠﺘﻌﺭﻑ ﺇﻝﻰ ﺍﻝﺼﻌﻭﺒﺎﺕ ﺍﻝﺸﺨﺼﻴﺔ ﻭﺍﻝﻤﻬﻨﻴﺔ ﺍﻝﺘﻲ ﺘﻭﺍﺠﻪ ﺍﻝﻤﻌﻠﻡ
ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ .ﻭﺃﻀﺎﻑ ﻨﺸﻭﺍﻥ ) (2008ﺃﻥ ﺍﻝﻁﺎﺒﻊ ﺍﻹﺸﺭﺍﻓﻲ ﻤﺎ ﺯﺍل ﻴﺘﺴﻡ ﺒﺎﻝﻁﺎﺒﻊ ﺍﻝﺘﻔﺘﻴﺸﻲ،
ﺭﻏﻡ ﺘﺒﻨﻲ ﺍﻝﻤﻔﺎﻫﻴﻡ ﺍﻝﺤﺩﻴﺜﺔ ﻓﻲ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻤﻥ ﺍﻝﻨﺎﺤﻴﺔ ﺍﻝﻨﻅﺭﻴﺔ ،ﻤﻊ ﺇﻫﻤﺎل ﺍﻝﻤﺸﺭﻓﻴﻥ
ﻝﻠﺠﻭﺍﻨﺏ ﺍﻝﻨﻔﺴﻴﺔ ﻭﺍﻹﺠﺘﻤﺎﻋﻴﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻭﺤﺎﺠﺎﺘﻬﻡ ﺍﻝﺸﺨﺼﻴﺔ ﺍﻷﻤﺭ ﺍﻝﺫﻱ ﻴﻨﻌﻜﺱ ﻋﻠﻰ
ﺴﻠﻭﻜﻬﻡ ﻭﺭﻏﺒﺘﻬﻡ ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ ،ﻭﻤﻥ ﻫﻨﺎ ﻴﺴﺘﺸﻑ ﻭﺠﻭﺩ ﺒﻌﺽ ﺍﻝﻤﺸﺎﻜل ﺍﻝﻤﺭﺘﺒﻁﺔ ﺒﺎﻹﺸﺭﺍﻑ
ﺍﻝﺘﺭﺒﻭﻱ ﻋﻠﻰ ﺃﺭﺽ ﺍﻝﻭﺍﻗﻊ ﻓﻲ ﻓﻠﺴﻁﻴﻥ.
ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﺘﺘﻁﺭﻕ ﺇﻝﻰ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﺸﻜل
ﻋﺎﻡ ،ﺤﻴﺙ ﻝﻡ ﺘﺠﺩ ﺍﻝﺒﺎﺤﺜﺔ ﺇﻁﺎﺭ ﻨﻅﺭﻱ ﻤﺤﺩﺩ ﺘﺴﺘﻨﺩ ﻝﻪ ﻝﻴﺸﻜل ﺨﻠﻔﻴﺔ ﻨﻅﺭﻴﺔ ﻝﻠﺩﺭﺍﺴﺔ ﻭﺍﻜﺘﻔﺕ
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ﺒﻤﺭﺍﺠﻌﺔ ﻝﻤﺎ ﺘﻭﻓﺭ ﻤﻥ ﺃﺩﺏ ﻨﻅﺭﻱ ﻋﺎﻝﻤﻲ ﻭﻋﺭﺒﻲ ﻭﻓﻠﺴﻁﻴﻨﻲ ﺘﻁﺭﻕ ﺇﻝﻰ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ
ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ.
ﺒﺎﻝﺤﺩﻴﺙ ﻋﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﻓﻠﺴﻁﻴﻥ ﻭﺨﺼﻭﺼﹰﺎ ﻓﻲ ﻤﺩﻴﻨﺔ ﺍﻝﻘﺩﺱ ﻓﺈﻨﻪ ﻴﺘﻤﺜل ﻓﻲ ﺩﻭﺭ
ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ،ﻓﺎﻝﻤﺸﺭﻑ ﻴﻘﻭﻡ ﺒﻌﻤل ﺯﻴﺎﺭﺍﺕ ﻤﻴﺩﺍﻨﻴﺔ ﺇﻝﻰ ﺍﻝﻤﺩﺍﺭﺱ ﻭﻴﺭﻯ ﻋﻥ ﻜﺜﺏ ﻤﺎ
ﻴﺤﺩﺙ ،ﻭﻴﺠﺏ ﺃﻥ ﻴﺅﺜﺭ ﺒﻁﺭﻴﻘﺔ ﺃﻭ ﺒﺄﺨﺭﻯ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺃﻭ ﻋﻠﻰ ﻨﺘﺎﺝ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ
ﻜﻜل ،ﺴﻭﺍﺀ ﻤﻥ ﺨﻼل ﻨﻘل ﺍﻝﺨﺒﺭﺍﺕ ﻤﻥ ﻤﺩﺭﺴﺔ ﺇﻝﻰ ﺃﺨﺭﻯ ،ﺃﻭ ﺇﺸﺭﺍﻙ ﺍﻝﻤﺩﺍﺭﺱ ﻓﻲ ﻓﻌﺎﻝﻴﺎﺕ
ﺘﺭﺒﻭﻴﺔ ﻤﺸﺘﺭﻜﺔ ﺘﺴﻬﻡ ﻓﻲ ﻨﻬﻭﻀﻬﺎ .ﻷﻥ ﻤﻥ ﺒﻌﺽ ﺍﻝﻤﻬﺎﻡ ﺍﻝﻤﻠﻘﻰ ﻋﻠﻰ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ:
ﺘﻁﻭﻴﺭ ﺍﻝﻤﻨﺎﻫﺞ ،ﺘﻨﻅﻴﻡ ﺍﻝﻤﻭﻗﻑ ﺍﻝﺘﻌﻠﻴﻤﻲ ،ﺍﺨﺘﻴﺎﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ،ﺘﻭﻓﻴﺭ ﺍﻝﺘﺴﻬﻴﻼﺕ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ،ﺘﻨﻅﻴﻡ
ﺍﻝﺩﻭﺭﺍﺕ ،ﺘﻬﻴﺌﺔ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻝﺠﺩﺩ ﻭﺇﻋﺩﺍﺩﻫﻡ ﻝﻌﻤﻠﻬﻡ )ﺃﺒﻭ ﺴﻤﺭﺓ ،ﺯﻴﺩﺍﻥ ﻭﺍﻝﻌﻭﺍﻭﺩﺓ.(2006 ،
ﻭﻗﺩ ﻋﺭﻓﺕ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻔﻠﺴﻁﻴﻨﻴﺔ ) (2011ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻋﻠﻰ ﺃﻨﻪ ﻋﻤﻠﻴﺔ
ﻓﻨﻴﺔ ﻗﻴﺎﺩﻴﺔ ﺇﻨﺴﺎﻨﻴﺔ ﺸﺎﻤﻠﺔ ﻏﺎﻴﺘﻬﺎ ﺘﻁﻭﻴﺭ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴـﺔ ﻭﺍﻝﺘﺭﺒﻭﻴـﺔ ﺒﻤﺤﺎﻭﺭﻫـﺎ ﻜﺎﻓـﺔ
)ﻤﺸﺭﻑ ،ﻤﻌﻠﻡ ،ﻤﺘﻌﻠﻡ ،ﺒﻴﺌﺔ ﺘﻌﻠﻴﻤﻴﺔ( ﻤﻥ ﺃﺠل ﺘﺤﺴﻴﻥ ﺍﻝﻅﺭﻭﻑ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﺯﻴﺎﺩﺓ ﻓﺎﻋﻠﻴﺘﻬـﺎ
ﻭﺘﺤﻘﻴﻕ ﺍﻫﺩﺍﻓﻬﺎ ﻤﻥ ﺤﻴﺙ ﺘﻨﻤﻴﺔ ﻗﺩﺭﺍﺕ ﺍﻝﻁﻠﺒﺔ ﻓﻲ ﻤﺠﺎﻻﺕ ﻤﺨﺘﻠﻔﺔ ،ﺒﺎﻹﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻝﺘﻔﺎﻋل
ﺍﻝﺩﻴﻤﻘﺭﺍﻁﻲ ﺍﻝﺴﻠﻴﻡ ﺒﻴﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ،ﻭﺫﻝﻙ ﻝﺘﺤﻘﻴﻕ ﺍﻝﻨﻤﻭ ﺍﻝﻤﺘﻜﺎﻤل ﻝﻠﻁﻠﺒﺔ ﻭﺘﻭﺠﻴـﻪ
ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﻤﺴﺎﻋﺩﺘﻬﻡ ﻋﻠﻰ ﺍﻝﻨﻤﻭ ﺍﻝﻤﻬﻨﻲ .ﻴﻌﺘﻤﺩ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﻔﺎﻋـل ﻋﻠـﻰ ﻗﺎﻋـﺩﺓ
ﺩﻴﻤﻘﺭﺍﻁﻴﺔ ﻤﺘﻜﺎﻤﻠﺔ ﺒﺤﻴﺙ ﻻ ﻴﻔﺭﺽ ﺍﻝﻤﺸﺭﻑ ﺁﺭﺍﺌﻪ ﻋﻠﻰ ﺍﻝﻬﻴﺌﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ .ﻭﺍﻋﺘﺒـﺭ ﻤـﺩﻴﺭ
ﺍﻝﻤﺩﺭﺴﺔ ﻤﺸﺭﻑ ﺘﺭﺒﻭﻱ ﻤﻘﻴﻡ ﻴﺘﺎﺒﻊ ﻋﻤل ﺍﻝﻤﻌﻠﻡ ﻭﻴﻘﺩﻡ ﻝﻪ ﺍﻝﻤﺸﻭﺭﺓ ﻭﺍﻝﻌﻭﻥ ،ﻭﺫﻜـﺭ ﺒـﺄﻥ
ﻼ ﺼﻔﻴﹰﺎ ﻓﺤﺴﺏ ،ﺇﻨﻪ ﺘﻁﻭﻴﺭ ﻝﻠﻤﻭﻗﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻜﻠﻴـﹰﺎ ،ﻭﺒﺎﻝﺘـﺎﻝﻲ
ﺍﻻﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻝﻴﺱ ﻋﻤ ﹰ
ﻝﻴﺱ ﻫﻨﺎﻙ ﺃﺴﻠﻭﺏ ﺇﺸﺭﺍﻓﻲ ﺃﻓﻀل ﻤﻥ ﻏﻴﺭﻩ )ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻔﻠﺴﻁﻴﻨﻴﺔ.(2011 ،
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ﻤﺸﻜﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ:
ﻋﻤﻠﻴﺔ ﻤﺴﺎﻋﺩﺓ ﺍﻝﻤﻌﻠﻡ ﺘﺭﺒﻭﻴﹰﺎ ﻭﺘﻁﻭﻴﺭﻩ ﻴﻤﻜﻥ ﺃﻥ ﻴﺴﻬﻡ ﻓﻴﻬﺎ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻤﻥ ﻤﻨﻁﻠـﻕ
ﻀﺭﻭﺭﺓ ﺘﻜﺎﻤل ﺃﺩﻭﺍﺭ ﺠﻬﺎﺕ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻝﺘﻔﻌﻴل ﻤﺎ ﻫﻭ ﻤﺄﻤﻭل ﻤﻨﻬﺎ ﻝﺘﻁﻭﻴﺭ ﺍﻝﻌﻤـل
ﺍﻝﻤﺩﺭﺴﻲ ،ﻭﺍﻝﺘﻌﺎﻤل ﻤﻊ ﻤﺴﺘﺠﺩﺍﺘﻪ ﻭﻤﺘﻁﻠﺒﺎﺕ ﺘﻨﻔﻴﺫﻩ ،ﻭﻝﻤﺎ ﻜﺎﻥ ﻋﻤل ﺍﻹﺸـﺭﺍﻑ ﺍﻝﺘﺭﺒـﻭﻱ
ﻼ ﺘﻜﺎﻤﻠﻴﹰﺎ ﻤﻥ ﺃﺠل ﺍﻝﻨﻬﻭﺽ ﺒﺎﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﺘﻌﻠﻤﻴﺔ ،ﻓﻘـﺩ ﺘﺤـﺩﺩﺕ ﻤﺸـﻜﻠﺔ
ﻭﺍﻝﻤﻌﻠﻡ ﻋﻤ ﹰ
ﺍﻝﺩﺭﺍﺴﺔ ﻓﻲ ﺍﻹﺠﺎﺒﺔ ﻋﻥ ﺍﻝﺴﺅﺍل ﺍﻝﺭﺌﻴﺱ ﺍﻝﺘﺎﻝﻲ:
ﻤﺎ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﻤﺩﺍﺭﺱ ﺍﻝﻘﺩﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ
ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ؟
ﺃﻫﺩﺍﻑ ﺍﻝﺩﺭﺍﺴﺔ:
ﻭﻗﺩ ﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﺇﻝﻰ ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻝﺘﺎﻝﻴﺔ:
.1ﻤﻌﺭﻓﺔ ﺘﺄﺜﻴﺭ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻋﻠﻰ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻡ ﻋﻠﻰ ﺍﻝﺘﺨﻁﻴﻁ ﻓﻲ ﻤﺩﺍﺭﺱ
ﺍﻝﻘﺩﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ.
.2ﻤﻌﺭﻓﺔ ﺘﺄﺜﻴﺭ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻋﻠﻰ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻡ ﻋﻠﻰ ﺍﻝﺘﻨﻔﻴﺫ ﻓﻲ ﻤﺩﺍﺭﺱ
ﺍﻝﻘﺩﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ.
.3ﻤﻌﺭﻓﺔ ﺘﺄﺜﻴﺭ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻋﻠﻰ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻡ ﻋﻠﻰ ﺍﻝﺘﻘﻴﻴﻡ ﻓﻲ ﻤﺩﺍﺭﺱ
ﺍﻝﻘﺩﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ.
.4ﻤﻌﺭﻓﺔ ﺃﺜﺭ ﻜل ﻤﻥ ﻤﺘﻐﻴﺭﺍﺕ )ﺍﻝﺠﻨﺱ ،ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ ،ﺴﻨﻭﺍﺕ ﺍﻝﺨﺒﺭﺓ( ﻝﻠﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ
ﺴﻥ ﺃﺩﺍﺌﻬﻡ ﻤﻥ ﻗﺒل ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﻤﺩﺍﺭﺱ ﺍﻝﻘﺩﺱ.
ﻤﺴﺘﻭﻯ ﺘﺤ
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ﺃﺴﺌﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ:
ﺴﻌﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻝﻺﺠﺎﺒﺔ ﻋﻥ ﺍﻷﺴﺌﻠﺔ ﺍﻵﺘﻴﺔ:
.1ﻤﺎ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﻤﺩﺍﺭﺱ ﺍﻝﻘﺩﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤـﻥ
ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ؟
.2ﻤﺎ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﻝﺘﺨﻁﻴﻁ ﻓﻲ ﻤﺩﺍﺭﺱ ﺍﻝﻘـﺩﺱ
ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ؟
.3ﻤﺎ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﻝﺘﻨﻔﻴﺫ ﻓﻲ ﻤـﺩﺍﺭﺱ ﺍﻝﻘـﺩﺱ
ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ؟
.4ﻤﺎ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﻝﺘﻘﻴﻴﻡ ﻓﻲ ﻤـﺩﺍﺭﺱ ﺍﻝﻘـﺩﺱ
ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ؟
.5ﻫل ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻷﺭﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻨﺤﻭ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ
ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻴﻌﺯﻯ ﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﺴﺘﻘﻠﺔ )ﺍﻝﺠﻨﺱ ،ﺍﻝﻤﺅﻫـل ﺍﻝﻌﻠﻤـﻲ،
ﺴﻨﻭﺍﺕ ﺍﻝﺨﺒﺭﺓ(؟
ﺘﻌﺭﻴﻑ ﺍﻝﻤﺼﻁﻠﺤﺎﺕ:
ﺍﺼﻁﻼﺤﻴﹰﺎ:
ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ :ﻫﻭ ﺍﻝﺸﺨﺹ ﺍﻝﺫﻱ ﻴﺸﻐل ﻭﻅﻴﻔﺔ ﻤﺸﺭﻑ ،ﻭﻴﻬﺩﻑ ﻤﻥ ﺨﻼل ﻭﻅﻴﻔﺘﻪ ﺇﻝﻰ
ﺘﺤﺴﻴﻥ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻝﺘﻌﻠﻤﻴﺔ ﻭﺍﻝﻌﻤل ﻋﻠﻰ ﺘﻁﻭﻴﺭﻫﺎ ﻤﻥ ﺠﻭﺍﻨﺒﻬﺎ ﺍﻝﻤﺨﺘﻠﻔﺔ ،ﻤﻥ ﺨـﻼل
ﻋﻤﻠﻴﺎﺕ ﺍﻝﺘﻔﺎﻋل ﻭﺍﻹﺘﺼﺎل )ﺍﻝﺨﻁﻴﺏ ﻭﺍﻝﺨﻁﻴﺏ.(2003 ،
ﺍﻷﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻓﻴﺔ :ﻫﻲ ﻤﺨﺘﻠﻑ ﺍﻝﻁﺭﺍﺌﻕ ﺍﻝﺘﻲ ﻴﻌﺘﻤـﺩﻫﺎ ﺍﻝﻤﺸـﺭﻑ ﺍﻝﺘﺭﺒـﻭﻱ ﻝﻤﻭﺍﺠﻬـﺔ
ﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻀﻤﻥ ﺒﺭﻨﺎﻤﺠﻪ ﺍﻹﺸﺭﺍﻓﻲ :ﺍﻝﺯﻴﺎﺭﺓ ﺍﻝﺼﻔﻴﺔ ،ﺘﺒﺎﺩل ﺍﻝﺯﻴﺎﺭﺍﺕ ،ﺍﻝﻤﺸـﺎﻏل
ﺍﻝﺘﺭﺒﻭﻴﺔ ﺍﻝﺩﺭﻭﺱ ﺍﻝﻨﻤﻭﺫﺠﻴﺔ ،ﺍﻝﻨﺸﺭﺍﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ،ﺍﻝﺒﺤـﺙ ﺍﻹﺠﺭﺍﺌـﻲ ،ﺯﻴـﺎﺭﺓ ﺍﻝﻤﺩﺭﺴـﺔ
)ﺍﻝﻘﺎﺴﻡ.(2009 ،
ﺇﺠﺭﺍﺌﻴﹰﺎ:
ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ :ﺍﻝﺸﺨﺹ ﺍﻝﺤﺎﺼل ﻋﻠﻰ ﺩﺭﺠﺔ ﻋﻠﻤﻴﺔ ﻓﻲ ﺇﺤﺩﻯ ﺍﻝﺘﺨﺼﺼـﺎﺕ ،ﺍﻝﺘـﻲ
ﺘﺅﻫﻠﻪ ﻝﻤﻤﺎﺭﺴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻜﻤﻬﻨﺔ ،ﻭﻤﻥ ﻤﺴﺅﻭﻝﻴﺎﺘﻪ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻌﻠﻡ ،ﺘﺤﺴﻴﻥ ﺍﻝﻤﻨﻬﺎﺝ،
ﺍﻝﺘﺴﻬﻴﻼﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ،ﻭﻗﺩ ﻋﻴﻥ ﺒﻭﻅﻴﻔﺔ ﻤﺸﺭﻑ ﺘﺭﺒﻭﻱ ﻓﻲ ﻤﺩﻴﺭﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ﻓﻲ ﻤﺩﻴﻨﺔ ﺍﻝﻘﺩﺱ.
ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻡ :ﻫﻲ ﺍﻝﻤﻬﺎﻡ ﻭﺍﻝﻭﺍﺠﺒﺎﺕ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺒﻬﺎ ﺍﻝﻤﻌﻠﻡ ﻤﻥ ﺃﺠل ﺘﺤﻘﻴﻕ ﺃﻫـﺩﺍﻑ ﺍﻝﻌﻤﻠﻴـﺔ
ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ،ﻭﺴﻴﺘﻡ ﺍﻝﺘﺭﻜﻴﺯ ﻓﻲ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﻋﻠﻰ ﺍﻝﻤﻬﺎﻡ ﺍﻝﺘﺎﻝﻴﺔ ﻝﻠﻤﻌﻠـﻡ ،ﻭﻫـﻲ ﺍﻝﺘﺨﻁـﻴﻁ،
ﻭﺍﻝﺘﻨﻔﻴﺫ ،ﻭﺍﻝﺘﻘﻴﻴﻡ ،ﻭﺴﻴﺘﻡ ﻗﻴﺎﺴﻪ ﻓﻲ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ﺨﻼل ﺤﺴﺎﺏ ﺍﻝﻤﺘﻭﺴـﻁﺎﺕ ﺍﻝﺤﺴـﺎﺒﻴﺔ
ﻋﻠﻰ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻝﺠﻤﻴﻊ ﻓﻘﺭﺍﺕ ﺍﻹﺴﺘﺒﺎﻨﺔ ﺍﻝﺨﺎﺼﺔ ﺒﻬﻡ.
ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ :ﻴﺘﻤﺜل ﻓﻲ ﺍﻷﻫﺩﺍﻑ ﺍﻝﺘﻲ ﻴﺠﺏ ﻋﻠﻰ ﺍﻝﻤﺸﺭﻑ ﺘﺤﻘﻴﻘﻬﺎ ﻤﻥ ﺘﻘﻴﻴﻡ ﺍﻝﻤﻌﻠﻡ ﻤـﻥ
ﺨﻼل ﺍﻷﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻓﻴﺔ ﺍﻝﻤﺨﺘﻠﻔﺔ ،ﺇﻋﻁﺎﺀ ﺍﻝﺘﻐﺫﻴﺔ ﺍﻝﺭﺍﺠﻌﺔ ﻝﻠﻤﻌﻠﻡ ،ﺍﻝﺘﻔﺎﻋل ﺒﻴﻥ ﺍﻝﻤﺸـﺭﻑ
ﻭﺍﻝﻤﻌﻠﻡ ﻤﻥ ﺃﺠل ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻡ ﻭﺘﻘﻭﻴﺔ ﻤﻭﺍﻁﻥ ﺍﻝﻘﻭﺓ ﻭﺍﻝﺘﻘﻠﻴل ﻤﻥ ﻤﻭﺍﻁﻥ ﺍﻝﻀﻌﻑ ﻝﺩﻴﻪ،
ﻭﺴﻴﺘﻡ ﻗﻴﺎﺴﻪ ﻓﻲ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ﺨﻼل ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﻓﺭﻀﻴﺎﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ﺨﻼل ﺍﺴﺘﺨﺩﺍﻡ
ﺍﺨﺘﺒﺎﺭ )ﺕ( ﻭﺘﺤﻠﻴل ﺍﻝﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ.
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ﺍﻝﺘﺨﻁﻴﻁ :ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺒﻬﺎ ﺍﻝﻤﻌﻠﻡ ﻤﻥ ﺃﺠل ﻭﻀﻊ ﺍﻷﻫﺩﺍﻑ ﺍﻝﻤﺭﺍﺩ ﺘﺤﻘﻴﻘﻬـﺎ ،ﺴـﻭﺍﺀ
ﻜﺎﻨﺕ ﺍﻷﻫﺩﺍﻑ ﺍﻝﻌﺎﻤﺔ ﺍﻝﺘﻲ ﺴﻴﺘﻡ ﺘﺤﻘﻴﻘﻬﺎ ﺨﻼل ﺍﻝﻔﺼل ﺍﻝﺩﺭﺍﺴﻲ ،ﺃﻭ ﺍﻷﻫﺩﺍﻑ ﺍﻝﺨﺎﺼﺔ ﺍﻝﺘﻲ
ﺴﻴﺘﻡ ﺘﺤﻘﻴﻘﻬﺎ ﻓﻲ ﺍﻝﺤﺼﺔ ﺍﻝﻭﺍﺤﺩﺓ ،ﻭﻴﺴﺘﺩل ﻋﻠﻴﻬﺎ ﻤﻥ ﺩﻓﺘﺭ ﺍﻝﺘﺤﻀﻴﺭ ﻭﺍﻝﺨﻁـﻁ ﺍﻝﻔﺼـﻠﻴﺔ،
ﻭﺴﻴﺘﻡ ﻗﻴﺎﺱ ﻤﺘﻭﺴﻁ ﻗﺩﺭﺓ ﺍﻝﻤﻌﻠﻡ ﻋﻠﻰ ﺍﻝﺘﺨﻁﻴﻁ ﻓﻲ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴـﺔ ﻤـﻥ ﺨـﻼل ﺤﺴـﺎﺏ
ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﺤﺴﺎﺒﻲ ﻝﻠﻤﺠﺎل ﺍﻷﻭل ﻓﻲ ﺍﻹﺴﺘﺒﺎﻨﺔ ﺍﻝﺨﺎﺼﺔ ﺒﺎﻝﻤﻌﻠﻡ.
ﺍﻝﺘﻨﻔﻴﺫ :ﺍﻷﺴﺎﻝﻴﺏ ﻭﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﻤﺨﺘﻠﻔﺔ ﺍﻝﺘﻲ ﺴﻴﺘﺒﻌﻬﺎ ﺍﻝﻤﻌﻠﻡ ﻤﻥ ﺃﺠل ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ
ﺍﻝﺨﺎﺼﺔ ﻭﺍﻝﻌﺎﻤﺔ ،ﻭﺴﻴﺘﻡ ﻗﻴﺎﺱ ﻤﺘﻭﺴﻁ ﻗﺩﺭﺓ ﺍﻝﻤﻌﻠﻡ ﻋﻠﻰ ﺍﻝﺘﻨﻔﻴﺫ ﻓﻲ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ﺨﻼل
ﺤﺴﺎﺏ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﺤﺴﺎﺒﻲ ﻝﻠﻤﺠﺎل ﺍﻝﺜﺎﻨﻲ ﻓﻲ ﺍﻹﺴﺘﺒﺎﻨﺔ ﺍﻝﺨﺎﺼﺔ ﺒﺎﻝﻤﻌﻠﻡ.
ﺍﻝﺘﻘﻴﻴﻡ :ﺘﺸﺨﻴﺹ ﺍﻝﻤﻌﻠﻡ ﻝﻤﺩﻯ ﺘﺤﻘﻕ ﺍﻷﻫﺩﺍﻑ ﻝﺩﻯ ﺍﻝﻁﻠﺒﺔ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻁﺭﻕ ﺍﻝﺘﻘﻴﻴﻡ ﺍﻝﻤﺨﺘﻠﻔﺔ،
ﻭﺴﻴﺘﻡ ﻗﻴﺎﺱ ﻤﺘﻭﺴﻁ ﻗﺩﺭﺓ ﺍﻝﻤﻌﻠﻡ ﻋﻠﻰ ﺍﻝﺘﻘﻴﻴﻡ ﻓﻲ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ﺨﻼل ﺤﺴﺎﺏ ﺍﻝﻤﺘﻭﺴـﻁ
ﺍﻝﺤﺴﺎﺒﻲ ﻝﻠﻤﺠﺎل ﺍﻝﺜﺎﻨﻲ ﻓﻲ ﺍﻹﺴﺘﺒﺎﻨﺔ ﺍﻝﺨﺎﺼﺔ ﺒﺎﻝﻤﻌﻠﻡ.
ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻓﻲ ﺍﻝﻘﺩﺱ :ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺘﻲ ﺘﺸﺭﻑ ﻋﻠﻴﻬـﺎ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴـﺔ ﻭﺍﻝﺘﻌﻠـﻴﻡ
ﺍﻝﻔﻠﺴﻁﻴﻨﻴﺔ ﻓﻲ ﻤﺩﻴﻨﺔ ﺍﻝﻘﺩﺱ ﻭﺍﻝﺘﺎﺒﻌﺔ ﻝﻤﺩﻴﺭﻴﺔ ﺍﻝﻘﺩﺱ.
.3ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﻤﺩﻴﻨﺔ ﺍﻝﻘﺩﺱ ،ﻤﻥ ﺨﻼل ﺘﻌﺭﻓﻬﻡ ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﻋﻤﻠﻴـﺔ ﺍﻹﺸـﺭﺍﻑ ﺍﻝﺘﺭﺒـﻭﻱ،
ﻭﻋﻼﻗﺘﻬﺎ ﺒﺘﻁﻭﺭ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﺘﻌﻠﻤﻴﺔ ﻭﻨﻤﻭ ﺍﻝﻤﻌﻠﻡ ﻤﻬﻨﻴﹰﺎ ،ﻤﻥ ﺨﻼل ﻤﺎ ﺘﻨﺎﻭﻝﺘﻪ ﻫـﺫﻩ
ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ﺃﺩﺒﻴﺎﺕ ﻓﻲ ﺨﻠﻔﻴﺘﻬﺎ ﺍﻝﻨﻅﺭﻴﺔ ﻭﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﻪ ،ﺇﻀﺎﻓﺔ ﺍﻝﻰ ﻨﺘﺎﺌﺠﻬﺎ .
.4ﺍﻝﺒﺎﺤﺜﻴﻥ ﻓﻲ ﻤﺠﺎل ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻤﻥ ﺨﻼل ﺍﻁﻼﻋﻬﻡ ﻋﻠﻰ ﻨﺘﺎﺌﺞ ﻭﺘﻭﺼﻴﺎﺕ ﺍﻝﺩﺭﺍﺴﺔ،
ﻭﺘﻭﻓﻴﺭ ﺃﺩﺍﺓ ﻝﻠﺒﺤﺙ ﺒﻤﺎ ﻴﺘﻌﻠﻕ ﺒﻤﻭﻀﻭﻉ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﻋﻼﻗﺘﻪ ﺒﺘﻁﻭﺭ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ.
ﺤﺩﻭﺩ ﺍﻝﺩﺭﺍﺴﺔ:
ﺘﻘﺘﺼﺭ ﺤﺩﻭﺩ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﻋﻠﻰ:
.1ﺍﻝﺤﺩ ﺍﻝﺒﺸﺭﻱ :ﺍﻝﻤﻌﻠﻤﻭﻥ ﻭﺍﻝﻤﺩﻴﺭﻭﻥ ﺍﻝﻤﺴﺠﻠﻭﻥ ﻓﻲ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻔﻠﺴـﻁﻴﻨﻴﺔ
ﻓﻲ ﻤﺩﻴﻨﺔ ﺍﻝﻘﺩﺱ.
.2ﺍﻝﺤﺩ ﺍﻝﻤﻜﺎﻨﻲ :ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﺍﻝﺘﺎﺒﻌﺔ ﻝﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻔﻠﺴﻁﻴﻨﻴﺔ ﻓﻲ ﻤﺩﻴﻨـﺔ
ﺍﻝﻘﺩﺱ.
.3ﺍﻝﺤﺩ ﺍﻝﺯﻤﺎﻨﻲ :ﺍﻝﻔﺼل ﺍﻝﺜﺎﻨﻲ ﻤﻥ ﺍﻝﻌﺎﻡ ﺍﻝﺩﺭﺍﺴﻲ ).(2012 -2011
.4ﺍﻷﺩﺍﺓ :ﺴﻴﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺴﺘﺒﺎﻨﺔ ﻝﻠﻤﻌﻠﻡ ﻭﻝﻠﻤﺩﻴﺭ ،ﺘﻡ ﺒﻨﺎﺅﻫﺎ ﻤﻥ ﻗﺒل ﺍﻝﺒﺎﺤﺜﺔ.
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ﺍﻝﻔﺼل ﺍﻝﺜﺎﻨﻲ
ﺨﻠﻔﻴﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻭﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ
ﻴﺘﻨﺎﻭل ﻫﺫﺍ ﺍﻝﻔﺼل ﺨﻠﻔﻴﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻭﻜﺫﻝﻙ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺍﻝﺘـﻲ ﺘﻨﺎﻭﻝـﺕ ﻤﻭﻀـﻭﻉ
ﺍﻝﺩﺭﺍﺴﺔ ،ﺤﻴﺙ ﺴﻴﺘﻡ ﻓﻲ ﻫﺫﺍ ﺍﻝﻔﺼل ﻤﻨﺎﻗﺸﺔ ﺃﻫﻤﻴﺔ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺇﻜﺴﺎﺏ ﻤﻬـﺎﺭﺍﺕ
ﺍﻝﺘﺨﻁﻴﻁ ،ﻭﺍﻝﺘﻨﻔﻴﺫ ﻭﺍﻝﺘﻘﻴﻴﻡ ﻓﻲ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ ،ﻜﻤﺎ ﺴـﻴﺘﻡ ﻓـﻲ ﻫـﺫﺍ
ﺍﻝﻔﺼل ﺍﻝﺘﻌﺭﻑ ﺇﻝﻰ ﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ،ﻭﺘﻁﻭﺭﻩ ﺍﻝﺘﺎﺭﻴﺨﻲ ﻭﺍﻝﻤﺭﺍﺤل ﺍﻝﺘﻲ ﻤﺭ ﺒﻬﺎ،
ﻭﻜﺫﻝﻙ ﺍﻝﺘﻌﺭﻑ ﺇﻝﻰ ﺃﻫﺩﺍﻑ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ،ﻭﻤﺠﺎﻻﺕ ﺘﻁﺒﻴﻘﻪ ،ﻜﻤﺎ ﺘـﻡ ﺘﻨـﺎﻭل ﻭﺍﻗـﻊ
ﺍﻝﻜﻔﺎﻴﺎﺕ ﺍﻝﻤﻬﻨﻴﺔ ﻝﻠﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ،ﻭﺃﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻑ ،ﻭﺃﻨـﻭﺍﻉ ﺍﻹﺸـﺭﺍﻑ ﺍﻝﺘﺭﺒـﻭﻱ،
ﻭﺍﻝﺘﻌﺭﻑ ﺇﻝﻰ ﻋﻼﻗﺔ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺒﺎﻝﻤﺩﺭﺴﻴﻥ ،ﻭﻜﺫﻝﻙ ﻤﻨﺎﻗﺸﺔ ﺍﻷﺴﺱ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﻋﻠﻴﻬﺎ
ﺍﻝﺘﻘﻴﻴﻡ ﺍﻝﺘﺭﺒﻭﻱ ،ﻭﻜﺫﻝﻙ ﺍﻝﺘﻌﺭﻑ ﺇﻝﻰ ﻋﻨﺎﺼﺭ ﺍﻝﺘﻘﻴﻴﻡ ﻭﻤﻜﻭﻨﺎﺘﻪ ،ﻭﻓﻲ ﻨﻬﺎﻴﺔ ﺍﻝﻔﺼل ﺘﻡ ﻤﻨﺎﻗﺸﺔ
ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﻭﺍﻝﺭﺴﺎﺌل ﺍﻝﺠﺎﻤﻌﻴﺔ ﺍﻝﺘﻲ ﺘﻨﺎﻭﻝﺕ ﻭﺍﻗﻊ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ
ﺴﻭﺍﺀ ﻓﻲ ﺍﻝﺒﻴﺌﺔ ﺍﻝﻤﺤﻠﻴﺔ ﺍﻝﻔﻠﺴﻁﻴﻨﻴﺔ ،ﺃﻭ ﻓﻲ ﺍﻝﻭﻁﻥ ﺍﻝﻌﺭﺒﻲ ﻭﻜﺫﻝﻙ ﻓﻲ ﺍﻝﻌﺎﻝﻡ.
ﺘﻭﺴﻊ ﻓﻲ ﺒﺭﻴﻁﺎﻨﻴﺎ ﻋﺎﻡ 1834ﻤﻥ ﺨﻼل ﻤﺎ ﻜﺎﻥ ﻴﻌﺭﻑ ﻤﺸﺭﻑ ﺍﻝﺘﺎﺝ ﺍﻝﺒﺭﻴﻁﺎﻨﻲ ،ﺇﻻ ﺃﻨـﻪ
ﻻ ﻴﻭﺠﺩ ﺍﺘﻔﺎﻕ ﺘﺎﻡ ﻋﻠﻰ ﺘﺤﺩﻴﺩ ﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ )ﻴﺎﻏﻲ.(2005 ،
ﻭﻝﻘﺩ ﻅﻬﺭﺕ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﺘﻌﺭﻴﻔﺎﺕ ﺍﻝﺘﻲ ﺘﻨﺎﻭﻝﺕ ﺘﻌﺭﻴﻑ ﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ،ﻓﻘـﺩ
ﻋﺭﻓﺕ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻔﻠﺴﻁﻴﻨﻴﺔ ) (2011ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻋﻠﻰ ﺃﻨﻪ ﻋﺒﺎﺭﺓ ﻋﻥ
ﻋﻤﻠﻴﺔ ﺩﻴﻤﻘﺭﺍﻁﻴﺔ ﺇﻨﺴﺎﻨﻴﺔ ﻋﻠﻤﻴﺔ ﺘﻬﺩﻑ ﺇﻝﻰ ﺘﻘﺩﻴﻡ ﺨﺩﻤﺎﺕ ﻓﻨﻴـﺔ ﻤﺘﻌـﺩﺩﺓ ﺘﺸـﻤل ﺍﻝﻤﻌﻠـﻡ،
ﻭﺍﻝﻤﺘﻌﻠﻡ ،ﻭﺍﻝﺒﻴﺌﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ،ﻭﺫﻝﻙ ﻤﻥ ﺃﺠل ﺘﺤﺴﻴﻥ ﺍﻝﻅﺭﻭﻑ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ،ﻭﺯﻴﺎﺩﺓ ﻓﻌﺎﻝﻴﺔ ﺍﻝﺘﻌﻠﻴﻡ،
ﻭﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻓﻪ ﻤﻥ ﺤﻴﺙ ﺘﻨﻤﻴﺔ ﻗﺩﺭﺍﺕ ﺍﻝﻁﻠﺒﺔ ﻓﻲ ﻤﺨﺘﻠﻑ ﺍﻝﻤﺠﺎﻻﺕ .ﻭﻗﺩ ﺘﻁﻭﺭ ﺍﻹﺸـﺭﺍﻑ
ﻤﻥ ﻨﻅﺎﻡ ﺍﻝﺘﻔﺘﻴﺵ ﺇﻝﻰ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻭﺠﻴﻪ ﻭﻤﻥ ﺜﻡ ﺍﻹﺸﺭﺍﻑ ﺒﻬﺩﻑ ﻤﺴﺎﻋﺩﺓ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﻤﻭﺍﺠﻬﺔ
ﻤﺸﺎﻜﻠﻬﻡ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﻤﻌﺎﻝﺠﺘﻬﺎ .ﻭﻫﺫﺍ ﻤﺎ ﻴﺘﻔﻕ ﻤﻊ ﺘﻌﺭﻴﻑ ﺍﻷﺴﺩﻱ ) (2003ﻭﺍﻝﻁﻌﺎﻨﻲ
) (2007ﻭﺍﻝﻤﻘﻴﺩ ) (2006ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻋﻤﻠﻴﺔ ﻗﻴﺎﺩﺓ ﺩﻴﻤﻘﺭﺍﻁﻴﺔ ﺘﻌﺎﻭﻨﻴﺔ
ﺒﺼﻭﺭﺓ ﻤﻨﻅﻤﺔ ﺘﻬﺘﻡ ﺒﺎﻝﻤﻭﻗﻑ ﺍﻝﺘﻌﻠﻴﻤﻲ ﺒﻜل ﻋﻨﺎﺼﺭﻩ ﻤﻥ ﻤﻨﺎﻫﺞ ،ﻭﻭﺴـﺎﺌل ،ﻭﺃﺴـﺎﻝﻴﺏ،
ﻭﺒﻴﺌﺔ ،ﻭﻤﻌﻠﻡ ،ﻭﻁﺎﻝﺏ ،ﺒﻬﺩﻑ ﺩﺭﺍﺴﺔ ﺍﻝﻌﻭﺍﻤل ﺍﻝﻤﺅﺜﺭﺓ ﻓﻲ ﺫﻝﻙ ﺍﻝﻤﻭﻗﻑ ،ﻭﺘﻘﻴﻴﻤﻬـﺎ ﻝﻠﻌﻤـل
ﻋﻠﻰ ﺘﺤﺴﻴﻨﻬﺎ ،ﻭﺘﻨﻅﻴﻤﻬﺎ ﻤﻥ ﺃﺠل ﺘﺤﻘﻴﻕ ﺃﻓﻀل ﻷﻫﺩﺍﻑ ﺍﻝﺘﻌﻠﻡ ﻭﺍﻝﺘﻌﻠﻴﻡ.
ﻭﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺒﻤﻔﻬﻭﻤﻪ ﺍﻝﻌﺎﻡ ﻫﻭ ﻤﺠﻤﻭﻋﺔ ﺍﻝﺨﺩﻤﺎﺕ ﻭﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻝﺘﻲ ﺘﻘﺩﻡ ﺒﻘﺼـﺩ
ﻤﺴﺎﻋﺩﺓ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺘﻁﻭﻴﺭ ﺘﺩﺭﻴﺴﻬﻡ ﺒﻬﺩﻑ ﺘﺯﻭﻴﺩ ﺍﻝﻁﻠﺒﺔ ﻓﻲ ﺠﻤﻴﻊ ﺍﻝﻤﺭﺍﺤل ﺒﻤﺴـﺘﻭﻯ
ﺃﻓﻀل ﻤﻥ ﺍﻝﺨﺩﻤﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺘﻘﻭﻡ ﻓﻠﺴﻔﺘﻪ ﻋﻠﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻹﻓﺘﺭﺍﻀﺎﺕ ﻤﻨﻬﺎ :ﺍﻹﻫﺘﻤـﺎﻡ
ﺒﻤﺨﺘﻠﻑ ﻋﻨﺎﺼﺭ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻤﻥ ﻤﻌﻠﻡ ﻭﻤﺘﻌﻠﻡ ﻭﻤﻨﻬـﺎﺝ ﻭﺇﺩﺍﺭﺓ ﻭﺒﻴﺌـﺔ ﻭﺘﺴـﻬﻴﻼﺕ
ﻤﺩﺭﺴﻴﺔ ،ﺴﻌﻴﹰﺎ ﻝﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺘﻨﻤﻴﺔ ﻤﻬﺎﺭﺍﺘﻬﻡ ﺍﻝﻘﻴﺎﺩﻴﺔ ﺒﺸـﻜل ﻴﺤﻘـﻕ ﺍﻷﻫـﺩﺍﻑ
ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ). ( Fitzgibbons, 2005
ﺍﻝﺘﻲ ﺘﻭﺍﺠﻬﻬﻡ ،ﻝﻴﺘﻤﻜﻨﻭﺍ ﻤﻥ ﺘﻨﻔﻴﺫ ﺍﻝﻤﻨﺎﻫﺞ ﺍﻝﻤﻘﺭﺭﺓ ،ﻭﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻝﺘﺭﺒﻭﻴﺔ ﺍﻝﻤﺭﺴـﻭﻤﺔ
)ﺍﻷﺴﺩﻱ.(2003 ،
ﻭﻤﻥ ﺨﻼل ﺍﻝﻌﺭﺽ ﺍﻝﺴﺎﺒﻕ ﻝﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺘـﺭﻯ ﺍﻝﺒﺎﺤﺜـﺔ ﺃﻥ ﺍﻹﺸـﺭﺍﻑ
ﺍﻝﺘﺭﺒﻭﻱ ﻫﻭ :ﺠﻬﻭﺩ ﻤﺒﺫﻭﻝﺔ ﻝﺘﺤﺴﻴﻥ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﺘﻌﻠﻤﻴﺔ ﻭﺘﻁﻭﻴﺭﻫﺎ ﻤﻥ ﺨﻼل ﻤﺴﺎﻋﺩﺓ
ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﻘﻴﺎﺩﻴﺔ ﻝﺩﻴﻬﻡ ،ﻭﺘﺤﺴﻴﻥ ﻗﺩﺭﺍﺘﻬﻡ ،ﻭﺤل ﻤﺸﻜﻼﺘﻬﻡ ،ﻭﺘﺫﻝﻴل ﻤﺎ
ﻴﻌﺘﺭﻀﻬﻡ ﻤﻥ ﻋﻘﺒﺎﺕ ،ﺤﻴﺙ ﻴﻬﺘﻡ ﺍﻝﻤﺨﺘﺼﻭﻥ ﺒﺎﻹﺸﺭﺍﻑ ﺒﺎﻝﻤﻭﻗﻑ ﺍﻝﺘﻌﻠﻴﻤﻲ ﺍﻝﺘﻌﻠﻤﻲ ﺒﺠﻤﻴﻊ
ﻋﻨﺎﺼﺭﻩ ﻤﻥ ﻤﻨﺎﻫﺞ ﻭﻭﺴﺎﺌل ﻭﺃﺴﺎﻝﻴﺏ ﻭﺒﻴﺌﺔ ﻭﻤﻌﻠﻡ ﻭﻁﺎﻝﺏ ﻭﺇﺩﺍﺭﺓ ،ﺒﻤﺎ ﻴﺅﺩﻱ ﺇﻝـﻰ ﺭﻓـﻊ
ﻤﺴﺘﻭﻯ ﻗﺩﺭﺍﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﺸﻜل ﻴﺤﻘﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻝﺘﺭﺒﻭﻴﺔ.
ﻭﻝﻌل ﺃﻫﻡ ﻤﺎ ﻴﻤﻜﻥ ﻤﻼﺤﻅﺘﻪ ﻤﻥ ﺍﻝﺘﻌﺭﻴﻔﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺃﻨﻬﺎ ﺘﺘﺼﻑ ﺒﻜﻭﻨﻬﺎ ﺘﺅﻜﺩ ﺇﻝـﻰ ﺤـﺩ
ﺒﻌﻴﺩ ﻋﻠﻰ ﺠﺎﻨﺏ ﻭﺍﺤﺩ ﻤﻥ ﻋﻨﺎﺼﺭ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻜﺎﻹﺩﺍﺭﺓ ﺃﻭ ﺍﻝﻤﻨـﺎﻫﺞ ﺃﻭ ﺍﻝﺘـﺩﺭﻴﺱ ﺃﻭ
ﺍﻝﻌﻼﻗﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ ﻓﻬﻲ ﺃﺤﺎﺩﻴﺔ ﺍﻹﺘﺠﺎﻩ ). ( Giannola, 2005
ﻭﺒﻨﺎﺀ ﻋﻠﻰ ﺍﻹﺴﺘﻌﺭﺍﺽ ﺍﻝﺴﺎﺒﻕ ﻴﻤﻜﻥ ﺍﻝﻭﻗﻭﻑ ﻋﻠﻰ ﺍﻝﻨﻘﺎﻁ ﺍﻝﺭﺌﻴﺴـﻴﺔ ﺍﻝﻤﺸـﺘﺭﻜﺔ ﻓـﻲ
ﺍﻝﺘﻌﺭﻴﻔﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻭﻫﻲ :ﺇﻥ ﺍﻝﻬﺩﻑ ﻤﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻫﻭ ﺍﻝﺘﻁﻭﻴﺭ ﻭﺍﻝﺘﺤﺴﻴﻥ ﻤﻥ ﺨﻼل
ﺘﺤﺩﻴﺩ ﺍﻝﻤﺸﺎﻜل ﺍﻝﺘﻲ ﻴﻘﻊ ﻓﻴﻬﺎ ﺍﻝﻤﻌﻠﻤﻴﻥ ،ﻭﺍﻝﻌﻤل ﻋﻠﻰ ﻭﻀﻊ ﺍﻝﺤﻠﻭل ﻝﻬﺫﻩ ﺍﻝﻤﺸـﺎﻜل ﻭﻝـﻴﺱ
ﺍﻝﻬﺩﻑ ﻤﻥ ﺍﻹﺸﺭﺍﻑ ﻫﻭ ﺘﺼﻴﺩ ﺃﺨﻁﺎﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ،ﻜﻤﺎ ﻭﻴﻌﺘﺒﺭ ﺍﻹﺸـﺭﺍﻑ ﺍﻝﺘﺭﺒـﻭﻱ ﻋﻤـل
ﻤﺨﻁﻁ ﻭﻤﻨﻅﻡ ﻭﻓﻕ ﺃﺴﺱ ﻋﻠﻤﻴﺔ ﻭﻤﻬﻨﻴﺔ ﻤﺤﺩﺩﺓ ﺍﻷﻫﺩﺍﻑ ﻭﺍﻝﺘﻁﻠﻌﺎﺕ ،ﻜـﺫﻝﻙ ﻴﻨﻅـﺭ ﺇﻝـﻰ
ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻋﻠﻰ ﺃﻨﻪ ﻋﺒﺎﺭﺓ ﻋﻥ ﻋﻤﻠﻴﺔ ﻓﻨﻴﺔ ﺘﻬﺩﻑ ﺇﻝﻰ ﺘﺤﺴﻴﻥ ﺍﻝﺘﻌﻠﻴﻡ ﻤـﻥ ﺨـﻼل
ﺭﻋﺎﻴﺔ ﻭﺘﻭﺠﻴﻪ ﻭﺘﻨﺸﻴﻁ ﺍﻝﻨﻤﻭ ﺍﻝﻤﺴﺘﻤﺭ ﻝﻜل ﻤﻥ ﺍﻝﻁﺎﻝﺏ ﻭﺍﻝﻤﻌﻠﻡ ﻭﺍﻝﻤﺸﺭﻑ ﻭﻜل ﺸﺨﺹ ﻝﻪ
ﻋﻼﻗﺔ ﺒﺎﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻤﻴﺔ ،ﻭﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺃﺴﺎﺴﻪ ﻋﻤل ﺇﻨﺴﺎﻨﻲ ،ﻴﻘﻭﻡ ﻋﻠﻰ
ﺍﻹﺤﺘﺭﺍﻡ ﺍﻝﻤﺘﺒﺎﺩل ﺒﻴﻥ ﺠﻤﻴﻊ ﺍﻝﺠﻬﺎﺕ ﺍﻝﺘﻲ ﺘﺅﺜﺭ ﻭﺘﺘﺄﺜﺭ ﺒﺎﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻤﻴﺔ ،ﻭﻫـﻭ
ﻋﻤل ﺇﻨﺴﺎﻨﻲ ﻜﻭﻨﻪ ﻴﻬﺩﻑ ﺇﻝﻰ ﺍﻹﻋﺘﺭﺍﻑ ﺒﻘﻴﻤﺔ ﺍﻝﻔﺭﺩ ﺒﺼﻔﺘﻪ ﺇﻨﺴﺎﻨﺎﹰ ،ﻝﻜﻲ ﻴﺘﻤﻜﻥ ﺍﻝﻤﺸﺭﻑ ﻤﻥ
ﺇﻗﺎﻤﺔ ﻋﻼﻗﺔ ﻤﺒﻨﻴﺔ ﻋﻠﻰ ﺍﻝﺜﻘﺔ ﻭﺍﻹﺤﺘﺭﺍﻡ ﺍﻝﻤﺘﺒﺎﺩل ﻤﺎ ﺒﻴﻥ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﺍﻝﻤﻌﻠﻡ ﻭﺍﻝﻤﺩﻴﺭ.
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ﻭﻤﻬﻤﺎ ﻴﻜﻥ ﻤﻥ ﺃﻤﺭ ﻓﻲ ﺍﺨﺘﻼﻑ ﺍﻝﻨﻅﺭﺓ ﺤﻭل ﺒﺩﺍﻴﺎﺕ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ،ﺇﻻ ﺍﻨﻪ ﻤﻥ ﺍﻝﻤﺘﻔﻕ
ﻋﻠﻴﻪ ﺒﺄﻨﻪ ﻗﺩ ﻤﺭ ﺒﻌﺩﺩ ﻤﻥ ﺍﻝﻤﺭﺍﺤل ﺍﻝﺘﺎﺭﻴﺨﻴﺔ ﺍﻝﻤﺘﻤﺎﻴﺯﺓ ،ﻓﻘﺩ ﻜﺎﻥ ﻓﻲ ﺍﻝﺒﺩﺍﻴﺔ ﻴﻁﻠـﻕ ﻋﻠﻴـﻪ
ﺘﻔﺘﻴﺵ ،ﻭﻤﻥ ﺜﻡ ﺘﻁﻭﺭ ﻝﻴﺼﺒﺢ ﻋﻤﻠﻴﺔ ﺘﻬﺘﻡ ﺒﺎﻝﺘﻭﺠﻴﻪ ،ﻭﻤﻥ ﺜﻡ ﺘﺒﻠـﻭﺭ ﻤﻔﻬـﻭﻡ ﺍﻹﺸـﺭﺍﻑ
ﺍﻝﺘﺭﺒﻭﻱ ،ﻭﻤﻊ ﺍﻝﺘﻁﻭﺭ ﻭﺍﻝﺘﻘﺩﻡ ﻓﻲ ﻤﺠﺎل ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻓﻘﺩ ﺃﺼﺒﺢ ﻴﻬﺘﻡ ﺒﺸﻜل ﻜﺒﻴﺭ ﺒﺘﻘﺩﻴﻡ
ﺍﻻﺴﺘﺸﺎﺭﺓ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭ ﻭﺍﻝﻤﺩﺭﺴﺔ ﻭﺍﻝﻁﻠﺒﺔ.
ﻤﺭﺤﻠﺔ ﺍﻝﺘﻭﺠﻴﻪ :ﺤﻴﺙ ﻅﻬﺭﺕ ﺍﺘﺠﺎﻫﺎﺕ ﺠﺩﻴﺩﺓ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ،ﺘﻨﺎﺩﻱ ﺒﺈﻴﺠﺎﺩ ﻋﻼﻗﺎﺕ ﺇﻨﺴﺎﻨﻴﺔ
ﺤﺴﻨﺔ ﺒﻴﻥ ﺍﻝﻤﺸﺭﻑ ﻭﺍﻝﻤﻌﻠﻡ ،ﻤﻥ ﺃﺠل ﺯﻴﺎﺩﺓ ﺩﺍﻓﻌﻴﺘﻪ ﻝﻠﻌﻤل ،ﺤﻴﺙ ﻴﻨﻅﺭ ﻝﻠﻤﻌﻠﻡ ﻜﺈﻨﺴﺎﻥ ﻝﻪ
ﺤﺎﺠﺎﺘﻪ ﻭﻗﺩﺭﺍﺘﻪ ،ﻭﺭﻜﺯﺕ ﻫﺫﻩ ﺍﻝﻤﺭﺤﻠﺔ ﻋﻠﻰ ﺍﻝﻨﻬﻭﺽ ﺒﺄﺩﺍﺀ ﺍﻝﻤﻌﻠﻡ ﺩﺍﺨل ﺍﻝﻔﺼل ،ﺩﻭﻥ
ﺍﻝﻨﻅﺭ ﺇﻝﻰ ﺍﻝﺠﻭﺍﻨﺏ ﺍﻷﺨﺭﻯ ﻓﻲ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ،ﻜﺎﻝﻤﻨﻬﺎﺝ ،ﻭﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ،ﻭﺃﺩﺍﺀ
ﺍﻝﻁﺎﻝﺏ ،ﻭﺍﻝﺘﺴﻬﻴﻼﺕ ﺍﻝﻤﺎﺩﻴﺔ ،ﻭﻴﻤﻜﻥ ﺘﺠﺴﻴﺩ ﺍﻝﺼﻭﺭﺓ ﺒﻴﻥ ﺍﻝﻤﻌﻠﻡ ﻭﺍﻝﻤﻭﺠﻪ ﻋﻠﻰ ﺃﻥ ﺍﻝﻤﻌﻠﻡ
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ﻤﻨﻔﺫ ﻝﺨﻁﺔ ﺍﻝﻤﻭﺠﻪ ،ﻭﺍﻝﻤﻭﺠﻪ ﺍﻝﺫﻱ ﻴﻤﺜل ﺍﻝﻤﺴﺅﻭل ﺍﻝﺫﻱ ﻴﻤﺎﺭﺱ ﺍﻝﺴﻠﻁﺔ ﻋﻠﻰ ﺍﻝﻤﻌﻠﻡ ﻓﻲ ﻅل
ﻏﻴﺎﺏ ﺍﻝﺩﻴﻤﻘﺭﺍﻁﻴﺔ )ﺩﻭﺍﻨﻲ.(2003 ،
ﻤﺭﺤﻠﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ :ﺤﻴﺙ ﺃﺼﺒﺢ ﺍﻝﻤﻔﻬﻭﻡ ﺍﻝﺤﺩﻴﺙ ﻝﻼﺸﺭﺍﻑ ﻴﻨﻅﺭ ﺍﻝﻰ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻡ
ﻭﺍﻝﺘﻌﻠﻡ ﻨﻅﺭﺓ ﺘﺸﺎﺭﻜﻴﺔ ﻻ ﻴﺘﺤﻤل ﻤﺴﺅﻭﻝﻴﺘﻬﺎ ﻁﺭﻑ ﺩﻭﻥ ﺁﺨﺭ ،ﻓﺠﻤﻴﻊ ﺍﻷﻁﺭﺍﻑ ﻤﺴـﺅﻭﻝﺔ،
ﻭﺍﻝﻬﺩﻑ ﺍﻷﺴﺎﺴﻲ ﻤﻨﻬﺎ ﻫﻭ ﺘﻁﻭﻴﺭ ﻗﺩﺭﺍﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﻤﺠﺎﻻﺕ ﺍﻝﺘﺨﻁﻴﻁ ﻭﺍﻝﺘﻨﻔﻴﺫ ﻭﺍﻝﺘﻘﻴﻴﻡ،
ﻭﻗﺩ ﻅﻬﺭﺕ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻹﺘﺠﺎﻫﺎﺕ ﻭﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﻔﻜﺭﻴﺔ ﻭﺍﻝﺘﺭﺒﻭﻴـﺔ ﺍﻝﻤﺨﺘﻠﻔـﺔ ﻓـﻲ ﻤﺠـﺎل
ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻤﻨﻬﺎ :ﺍﻹﺸـﺭﺍﻑ ﺍﻹﻴﻜﻠﻴﻨﻴﻜـﻲ ،ﻭﺍﻹﺸـﺭﺍﻑ ﺒﺎﻷﻫـﺩﺍﻑ ،ﻭﺍﻹﺸـﺭﺍﻑ
ﺍﻝﺘﺸﺎﺭﻜﻲ ،ﻭﺍﻹﺸﺭﺍﻑ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﻜﺎﻤﻠﻲ ،ﻭﺍﻹﺸـﺭﺍﻑ ﺍﻝﻭﻗـﺎﺌﻲ ،ﻭﺍﻝﺘﺼـﺤﻴﺤﻲ،
ﻭﺍﻹﺒﺩﺍﻋﻲ )ﻏﻭﻝﻲ. (2001 ،
ﻭﻤﻥ ﺨﻼل ﻤﺭﺍﺠﻌﺔ ﺍﻝﻤﺭﺍﺤل ﺍﻝﺘﻲ ﻤﺭ ﺒﻬﺎ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﺈﻨﻪ ﻴﻤﻜﻥ ﺍﻝﻘﻭل ﺒﺄﻨﻪ ﻤـﻥ
ﺨﻼل ﺘﻁﻭﺭ ﺍﻷﻨﻅﻤﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ،ﻭﺒﺭﻭﺯ ﺍﺘﺠﺎﻫﺎﺕ ﺤﺩﻴﺜﺔ ﻓﻲ ﺍﻝﺘﺭﺒﻴـﺔ ،ﺃﺼـﺒﺢ ﺍﻹﺸـﺭﺍﻑ
ﺍﻝﺘﺭﺒﻭﻱ ﻴﻨﺼﺏ ﺒﺎﻝﺩﺭﺠﺔ ﺍﻷﺴﺎﺴﻴﺔ ﻋﻠﻰ ﺍﻝﻤﻌﻠﻡ ﻭﻁﺭﻕ ﺘﺩﺭﻴﺴﻪ ،ﻜﻤـﺎ ﺃﺼـﺒﺢ ﺍﻝﻤﺸـﺭﻑ
ﺍﻝﺘﺭﺒﻭﻱ ﻜﻤﻤﺜل ﻤﺒﺎﺸﺭ ﻝﻺﺩﺍﺭﺓ ﺍﻝﺘﺭﺒﻭﻴﺔ ﺍﻝﻌﻠﻴﺎ ﻴﻨﻘل ﺘﻭﺠﻴﻬﺎﺘﻬﺎ ،ﻭﻴﻌﻜﺱ ﺴﻴﺎﺴﺘﻬﺎ ﺍﻝﺘﺭﺒﻭﻴـﺔ،
ﻭﻴﺘﺎﺒﻊ ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻝﺘﺭﺒﻭﻴﺔ ،ﻓﻬﻭ ﺤﻠﻘﺔ ﻭﺼل ﺒﻴﻥ ﺍﻝﻘﻴﺎﺩﺓ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻤﻥ ﺠﻬﺔ ،ﻭﺍﻝﻤﻌﻠﻡ ﻤﻥ
ﺠﻬﺔ ﺃﺨﺭﻯ ،ﻭﺒﺘﺄﺜﺭ ﺍﻝﺘﺭﺒﻴﺔ ﺒﺎﻝﺘﻁﻭﺭ ﺍﻹﺩﺍﺭﻱ ﺍﻝﺫﻱ ﺤﺼل ﻓﻲ ﺍﻝﺤﻘﻭل ﺍﻷﺨﺭﻯ ﻭﺨﺎﺼﺔ ﻓﻲ
ﺍﻝﻤﺠﺎل ﺍﻝﺼﻨﺎﻋﻲ ﻭﻅﻬﻭﺭ ﻤﺎ ﻴﺴﻤﻰ ﺒﺎﻹﺩﺍﺭﺓ ﺍﻝﻌﻠﻤﻴﺔ ،ﻁﺭﺃ ﺘﻁﻭﺭ ﻭﺍﻀـﺢ ﻋﻠـﻰ ﻤﻔﻬـﻭﻡ
ﺍﻹﺸﺭﺍﻑ ﺒﻨﺸﻭﺀ ﻤﺅﺴﺴﺎﺕ ﻤﺴﺘﻘﻠﺔ ﺫﺍﺕ ﺃﻫﺩﺍﻑ ﺇﺸﺭﺍﻓﻴﺔ ﻭﺍﻀﺤﺔ )ﺍﻷﺴﺩﻱ.(2003 ،
ﻭﻻ ﺒﺩ ﻤﻥ ﺍﻹﺸﺎﺭﺓ ﺇﻝﻰ ﺃﻥ ﺘﻁﻭﺭ ﺍﻝﺘﺭﺒﻴﺔ ﻭﻨﻤﻭﻫﺎ ﺍﻝﻜﻤﻲ ﺍﻝﻜﺒﻴﺭ ﺴـﻭﺍﺀ ﻝـﺩﻯ ﺍﻝﻁﻠﺒـﺔ
ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﺃﺩﻯ ﺇﻝﻰ ﺍﺯﺩﻴﺎﺩ ﻭﺘﻌﻘﺩ ﺍﻝﻤﺴﺅﻭﻝﻴﺎﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓـﺄﺩﻯ ﺫﻝـﻙ
ﺒﺩﻭﺭﻩ ﺇﻝﻰ ﺃﻥ ﻴﻜﻭﻥ ﻝﻠﻌﻨﺼﺭ ﺍﻝﺒﺸﺭﻱ ﺃﻫﻤﻴﺔ ﻝﻡ ﻴﻜﻥ ﻴﺩﺭﻜﻬﺎ ﺍﻹﺩﺍﺭﻴﻭﻥ ﺴﺎﺒﻘﹰﺎ ،ﻓﺒﺩﺃ ﻨﻭﻉ ﻤﻥ
ﺍﻹﺩﺍﺭﺓ ﺍﻝﺩﻴﻤﻘﺭﺍﻁﻴﺔ ﺍﻝﺘﻲ ﺘﻌﺘﻤﺩ ﻋﻠﻰ ﺍﻝﻌﻼﻗﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ ﺒﻴﻥ ﺍﻹﺩﺍﺭﻱ ﻭﺍﻝﻤﺸﺭﻑ ﻤﻥ ﺠﻬـﺔ
ﻭﺍﻝﻤﻌﻠﻡ ﻤﻥ ﺠﻬﺔ ﺃﺨﺭﻯ ،ﻭﻤﻥ ﻫﻨﺎ ﺃﺼﺒﺢ ﺍﻹﺸﺭﺍﻑ ﻴﺅﻜﺩ ﻓﻲ ﻤﻔﻬﻭﻤﺎﺘﻪ ﻋﻠﻰ ﻫﺫﻩ ﺍﻝﻌﻼﻗﺎﺕ
ﺍﻹﻨﺴﺎﻨﻴﺔ ﺍﻝﺘﻲ ﺘﺭﺒﻁ ﺍﻝﻘﺎﺌﻤﻴﻥ ﺒﺎﻹﺸﺭﺍﻑ ﻭﺍﻷﻓﺭﺍﺩ ﺍﻝﻤﺸﻤﻭﻝﻴﻥ ﺒﻪ )ﺍﻝﺒﺩﺭﻱ.(2001 ،
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ﻜﻤﺎ ﻭﺘﻬﺩﻑ ﻋﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺇﻝﻰ ﺘﺤﻘﻴﻕ ﺍﻝﺘﻌﺎﻭﻥ ﻭﺍﻝﺘﻨﺴﻴﻕ ﻤﻊ ﺍﻝﺠﻬﺎﺕ
ﺍﻝﻤﺨﺘﺼﺔ ﺫﺍﺕ ﺍﻝﻌﻼﻗﺔ ﻓﻲ ﺍﻝﺘﺨﻁﻴﻁ ﻭﺘﻨﻔﻴﺫ ﺒﺭﺍﻤﺞ ﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻝﺘﺩﺭﻴﺏ ﻭﺍﻝﻜﺘﺏ ﻭﺍﻝﻤﻨﺎﻫﺞ
ﻭﻁﺭﻕ ﺍﻝﺘﺩﺭﻴﺱ ،ﻭﺍﻝﻌﻤل ﻋﻠﻰ ﺘﻔﻌﻴل ﺍﻝﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺘﺩﺭﻴﺏ ﺍﻝﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻝﻤﻴﺩﺍﻥ ﻋﻠﻰ ﺍﻝﺘﻘﻴﻴﻡ
ﺍﻝﺫﺍﺘﻲ ﻭﺘﻘﻴﻴﻡ ﺍﻵﺨﺭﻴﻥ .ﻭﻜﺫﻝﻙ ﺘﺤﻘﻴﻕ ﻓﻬﻡ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻝﻠﺩﻭﺭ ﺍﻝﺫﻱ ﻴﻠﻌﺒﻪ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ
ﻜﻌﻨﺼﺭ ﻤﻥ ﻋﻨﺎﺼﺭ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻝﺘﻌﻠﻤﻴﺔ ،ﻭﺭﺼﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻝﻼﺯﻤﺔ ﺒﻤﺎ ﻴﺴﻬﻡ ﻓﻲ
ﺍﺘﺨﺎﺫ ﺍﻝﻘﺭﺍﺭﺍﺕ ﻓﻲ ﺍﻝﺘﻌﺩﻴل ﻭﺍﻝﺘﻁﻭﻴﺭ ﻨﺤﻭ ﺍﻷﻓﻀل )ﺤﺴﻥ.(2003 ،
ﻭﻤﻥ ﺍﻷﻫﺩﺍﻑ ﺍﻷﺨﺭﻯ ﺍﻝﺘﻲ ﻴﺴﻌﻰ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺇﻝﻰ ﺘﺤﻘﻴﻘﻬﺎ ﻫﻭ ﺍﻝﺘﺤﻘﻕ ﻤـﻥ ﺤﺴـﻥ
ﺍﺴﺘﺜﻤﺎﺭ ،ﻭﺘﻭﻅﻴﻑ ﺍﻹﻤﻜﺎﻨﺎﺕ ﺍﻝﻤﺘﺎﺤﺔ ﻓﻲ ﺍﻝﻤﺩﺭﺴﺔ ﺍﻝﺘﻲ ﺘﺨﺩﻡ ﻋﻤﻠﻴﺔ ﺘﻨﻔﻴﺫ ﺍﻝﻤﻨﻬﺎﺝ ﻭﺍﻝﺨﻁـﻁ
ﺍﻝﻤﻨﺒﺜﻘﺔ ﻤﻥ ﺍﻝﺒﺭﺍﻤﺞ ﺍﻝﺘﻁﻭﻴﺭﻴﺔ ﺍﻝﻤﺴﺘﺤﺩﺜﺔ ،ﻤﻥ ﻫﻨﺎ ﻨﺒﻌﺕ ﺃﻫﻤﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺒﺩﺀﹰﺍ ﻤـﻥ
ﺴﻠﻁﺘﻪ ﻭﻤﻬﺎﻤﻪ ﻭﺍﻷﺩﻭﺍﺭ ﺍﻝﻤﺘﻭﻗﻌﺔ ،ﺍﻝﺘﻲ ﺒﻤﺠﻤﻠﻬﺎ ﺘﺴﻌﻰ ﺇﻝﻰ ﺘﺤﺴﻴﻥ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻌﻠـﻴﻡ ﻭﺍﻝـﺘﻌﻠﻡ،
ﻭﺘﺤﺴﻴﻥ ﻨﻭﻋﻴﺘﻪ ﻜﻤﺎ ﻭﺃﻨﻪ ﻴﻤﺜل ﺤﻠﻘﺔ ﺍﻻﺘﺼﺎل ﺒﻴﻥ ﺍﻝﻤﻴﺩﺍﻥ ﺍﻝﺘﺭﺒﻭﻱ ﻭﺍﻷﺠﻬﺯﺓ ﺍﻝﻤﺴﺅﻭﻝﺔ ﻋﻨﻪ،
ﺍﻝﺘﻲ ﺘﻤﺩ ﺍﻝﺠﻬﺎﺕ ﺍﻝﻤﺨﺘﺼﻪ ﺒﺎﻴﺠﺎﺒﻴﺎﺕ ﺍﻝﻌﻤل ﻭﻤﻨﺎﺤﻲ ﺘﻁﻭﻴﺭﻩ ﻝﻴﺘﻡ ﻓﻲ ﻀﻭﺌﻬﺎ ﺍﺘﺨﺎﺫ ﺍﻝﻘﺭﺍﺭﺍﺕ
17
ﻭﻭﻀﻊ ﺍﻝﺤﻠﻭل ﺍﻝﻤﻨﺎﺴﺒﺔ ،ﻋﻠﻤﺎ ﺒﺄﻥ ﺍﻝﺘﻭﺴﻊ ﻓﻲ ﺍﻝﺨﺩﻤﺎﺕ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻤﻊ ﺍﻨﺘﺸﺎﺭ ﺍﻝﻤﺩﺍﺭﺱ ﻭﺍﺯﺩﻴﺎﺩ
ﻋﺩﺩﻫﺎ ﻴﻔﺭﺽ ﺍﻝﺤﺎﺠﺔ ﺇﻝﻰ ﻭﺠﻭﺩ ﻤﺸﺭﻓﻴﻥ ﻤﺘﺨﺼﺼﻴﻥ ﻓﻲ ﻤﻭﺍﺩ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﺨﺘﻠﻔـﺔ ،ﻝﻴﻘﻭﻤـﻭﺍ
ﺒﻤﻬﻤﺔ ﺍﻹﺸﺭﺍﻑ ﻋﻠﻰ ﺃﻋﻤﺎل ﺍﻝﻤﻌﻠﻤﻴﻥ ،ﻭﻤﺴﺎﻋﺩﺘﻬﻡ ﻭﺘﻤﻜﻴﻨﻬﻡ ﻤﻥ ﺘﺤﻘﻴﻕ ﺍﻷﻫـﺩﺍﻑ ﺍﻝﻤﻨﺸـﻭﺩﺓ
)ﺍﻹﺒﺭﺍﻫﻴﻡ 2002،؛ ﺭﺒﻴﻊ2006 ،؛ ﻋﻴﺴﺎﻥ ،ﻋﻁﺎﺭﻱ ﻭﺠﻤﻌﺔ2005 ،؛ ﺍﻝﻌﻤﺭﻱ.(2000 ،
ﻜﻤﺎ ﺘﻨﺒﻊ ﺃﻫﻤﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻤﻥ ﺨﻼل ﺃﻫﻤﻴﺘﻪ ﻓﻲ ﺍﻝﻜﺸﻑ ﻋﻥ ﺤﺎﺠﺎﺕ ﺍﻝﻤﺩﺭﺴﻴﻥ،
ﻭﺘﻜﻭﻴﻥ ﻋﻼﻗﺎﺕ ﺇﻨﺴﺎﻨﻴﺔ ﺒﻴﻥ ﻫﻴﺌﺔ ﺍﻝﺘﺩﺭﻴﺱ ﺤﺘﻰ ﺘﺭﺘﻔﻊ ﺭﻭﺤﻬﻡ ﺍﻝﻤﻌﻨﻭﻴﺔ ﻭﻴﻌﻤﻠـﻭﺍ ﻋﻠـﻰ
ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﺍﻝﻤﺩﺭﺴﺔ ،ﻭﻜﺫﻝﻙ ﺍﻝﻌﻤل ﻋﻠﻰ ﺇﺭﺴﺎﺀ ﺃﺴﺱ ﺍﺤﺘﺭﺍﻡ ﺸﺨﺼﻴﺔ ﺍﻝﻤﻌﻠﻡ ﻭﺍﺤﺘـﺭﺍﻡ
ﻗﺩﺭﺍﺘﻪ ﺍﻝﺨﺎﺼﺔ ،ﺃﻭ ﻤﺴﺎﻋﺩﺘﻪ ﻋﻠﻰ ﺃﻥ ﻴﺼﺒﺢ ﻗﺎﺩﺭﹰﺍ ﻋﻠﻰ ﺘﻭﺠﻴﻪ ﻨﻔﺴﻪ ﻭﺘﺤﺩﻴـﺩ ﻤﺸـﻜﻼﺘﻪ
ﻭﺘﺤﻠﻴﻠﻬﺎ ،ﻭﺘﻘﺩﻴﻡ ﺍﻝﻤﺴﺎﻋﺩﺓ ﻝﻠﻤﺩﺭﺴﻴﻥ ﻋﻠﻰ ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ ﺍﻝﺒﻴﺌﺔ ﺍﻝﻤﺤﻠﻴﺔ ،ﻭﺍﻝﺘﻌـﺭﻑ ﻋﻠـﻰ
ﻤﺼﺎﺩﺭﻫﺎ ﺍﻝﻤﺎﺩﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ ﻜﺎﻷﻤﺎﻜﻥ ﺍﻝﺘﺎﺭﻴﺨﻴﺔ ﻭﺍﻝﻤﺭﺍﻜﺯ ﺍﻝﺼﻨﺎﻋﻴﺔ ﻭﺍﻝﻤﺘﺎﺤﻑ ﻭﻏﻴﺭﻫـﺎ
)ﺍﻝﺒﺩﺭﻱ.(2001 ،
ﺼﻨﻔﺕ ﺍﻝﻜﻔﺎﻴﺎﺕ ﺍﻝﺘﻲ ﻴﺠﺏ ﺃﻥ ﻴﻤﺘﻊ ﺒﻬﺎ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﻰ :ﻤﻌﺭﻓﺔ ﻭﺘﺫﻜﺭ ،ﻭﻜﻔﺎﻴﺎﺕ
ﺍﻝﻔﻬﻡ ،ﻭﻜﻔﺎﻴﺎﺕ ﺃﺩﺍﺀ ،ﻭﻜﻔﺎﻴﺎﺕ ﻨﺘﺎﺠﺎﺕ ،ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﺃﻥ ﺍﻝﻜﻔﺎﻴﺔ ﺘﺸﺘﻤل ﻋﻠﻰ ﺃﺭﺒﻌﺔ ﺠﻭﺍﻨـﺏ
ﻫﻲ :ﺍﻝﻤﻌﺭﻓﻲ ﺍﻻﺴﺘﻴﻌﺎﺒﻲ ،ﻭﺍﻷﺩﺍﺌﻲ ﺍﻝﻤﺘﻌﻠﻕ ﺒﻨﺘﺎﺌﺞ ﺍﻝﺘﺩﺭﻴﺏ ،ﻭﺍﻹﻨﺘﺎﺠﻲ ﻭﺍﻝﻭﺠﺩﺍﻨﻲ .ﺤﺘﻰ
ﻴﺴﺘﻁﻴﻊ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﻘﻴﺎﻡ ﺒﺄﺩﻭﺍﺭﻩ ﺍﻝﻤﺨﺘﻠﻔﺔ ﺒﻔﺎﻋﻠﻴﺔ ﻭﻜﻔﺎﺀﺓ ،ﻴﺠﺏ ﺃﻥ ﺘﺘـﻭﺍﻓﺭ ﻓﻴـﻪ
ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺃﻭ ﺍﻝﻜﻔﺎﻴﺎﺕ ﺍﻝﺨﺎﺼﺔ ﺍﻝﺘﻲ ﺘﺘﻤﻴﺯ ﺒﺎﻷﺼﺎﻝﺔ ،ﻭﺍﻝﻤﻌﺎﺼﺭﺓ ،ﻭﺍﻻﺭﺘﺒﺎﻁ
ﺒﺎﻝﻤﺠﺘﻤﻊ ،ﻭﻤﺴﺎﻴﺭﺓ ﺘﻁﻭﺭﻩ ﻝﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻝﺘﺭﺒﻭﻴﺔ ﺍﻝﻤﻨﺸﻭﺩﺓ ،ﻭﻫﺫﻩ ﺍﻝﻜﻔﺎﻴﺎﺕ ﻴﻜﺘﺴـﺒﻬﺎ
ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺒﺎﻝﺩﺭﺍﺴﺔ ﺍﻷﻜﺎﺩﻴﻤﻴﺔ ،ﻭﺒﺎﻝﺘﻨﻤﻴﺔ ﺍﻝﺫﺍﺘﻴﺔ ﻭﺍﻝﺘﺩﺭﻴﺏ ﺍﻝﻤﺴـﺘﻤﺭ ،ﻭﺒـﺎﻝﺨﺒﺭﺓ
ﺍﻝﻤﺘﻨﺎﻤﻴﺔ ﻓﻲ ﺍﻝﻌﻤل ﺍﻝﺘﺭﺒﻭﻱ ).(Justice,2007
ﺒﺯﻴﺎﺭﺓ ﺍﻝﻤﺩﺭﺴﺔ ﻴﻨﺎﻗﺵ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺘﻲ ﻗﺎﻡ ﺒﻜﺘﺎﺒﺘﻬﺎ ﻤﻊ ﺍﻝﻤﻌﻠﻡ ﻓﻲ ﻤﺤﺎﻭﻝﺔ ﻹﺭﺸﺎﺩﻩ ﻭﺘﺤﺴﻴﻥ
ﻤﺴﺘﻭﻯ ﺃﺩﺍﺌﻪ ﻓﻲ ﺍﻝﺼﻑ ،ﻭﻤﻥ ﺃﻨﻤﺎﻁ ﺍﻝﺯﻴﺎﺭﺍﺕ ﺍﻝﺼﻔﻴﺔ :ﺍﻝﺯﻴﺎﺭﺓ ﺍﻝﻤﻔﺎﺠﺌﺔ ،ﻭﺍﻝﺯﻴﺎﺭﺓ ﺍﻝﻤﺘﻔﻕ
ﻋﻠﻴﻬﺎ ،ﻭﺍﻝﺯﻴﺎﺭﺓ ﺍﻝﻤﻁﻠﻭﺒﺔ ﻭﻫﻲ ﺘﻜﻭﻥ ﻋﻠﻰ ﺒﻨﺎﺀ ﻁﻠﺏ ﺍﻝﻤﻌﻠﻡ )ﻋﺒﺩ ﺍﻝﻬﺎﺩﻱ.(2002 ،
ﻜﻤﺎ ﺃﻥ ﻫﻨﺎﻙ ﺍﻝﻤﻘﺎﺒﻠﺔ ﺍﻝﻔﺭﺩﻴﺔ ،ﻭﺍﻝﺘﻲ ﺘﻘﻭﻡ ﻋﻠﻰ ﺃﺴﺎﺱ ﻋﻘﺩ ﺍﺠﺘﻤﺎﻉ ﻤﺼﻐﺭ ﻤﺎ ﺒﻴﻥ
ﺍﻝﻤﺸﺭﻑ ﻭﺍﻝﻤﻌﻠﻡ ﺴﻭﺍﺀ ﻗﺒل ﺍﻝﺯﻴﺎﺭﺓ ﺍﻝﺼﻔﻴﺔ ﺃﻭ ﺒﻌﺩﻫﺎ ،ﻭﻴﻘﻭﻡ ﺍﻝﻤﺸﺭﻑ ﺨﻼل ﺍﻝﻤﻘﺎﺒﻠﺔ ﺒﺘﻘﺩﻴﻡ
ﻤﻼﺤﻅﺎﺘﻪ ﻋﻥ ﻤﻭﻗﻑ ﻤﻌﻴﻥ ﺃﻭ ﻴﻘﻭﻡ ﺒﻁﺭﺡ ﺤل ﺃﻭ ﻤﻌﺎﻝﺠﺔ ﻝﻤﺸﻜﻠﺔ ﺃﻭ ﺠﺎﻨﺏ ﻤﻥ ﺠﻭﺍﻨﺏ
ﺍﻝﻀﻌﻑ ﺍﻝﺘﻲ ﻗﺩ ﻴﻌﺎﻨﻲ ﻤﻨﻬﺎ ﺍﻝﻤﻌﻠﻡ ،ﻭﺘﺒﺭﺯ ﺃﻫﻤﻴﺔ ﻫﺫﺍ ﺍﻷﺴﻠﻭﺏ ﻓﻲ ﺍﻨﻪ ﻴﺘﻴﺢ ﺍﻝﻤﺠﺎل ﻝﺒﻨﺎﺀ
ﻨﻭﻉ ﻤﻥ ﺍﻝﺜﻘﺔ ﻤﺎ ﺒﻴﻥ ﺍﻝﻤﺸﺭﻑ ﻭﺍﻝﻤﻌﻠﻡ .ﻭﻤﻥ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻷﺨﺭﻯ ﻓﻲ ﻤﺠﺎل ﺍﻹﺸﺭﺍﻑ
ﺍﻝﺘﺭﺒﻭﻱ ﺃﺴﻠﻭﺏ ﺘﺒﺎﺩل ﺍﻹﺸﺭﺍﻑ :ﻭﻫﻲ ﻭﺴﻴﻠﺔ ﺃﺨﺭﻯ ﻤﻥ ﻭﺴﺎﺌل ﺍﻹﺸﺭﺍﻑ ،ﻴﺨﻁﻁ ﻝﻬﺎ
ﻼ
ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺒﺎﻝﺘﻨﺴﻴﻕ ﻤﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻤﻥ ﺃﺠل ﺘﻤﻜﻴﻨﻬﻡ ﻤﻥ ﺯﻴﺎﺭﺓ ﺯﻤﻼﺌﻬﻡ ﺍﻷﻜﺜﺭ ﺘﺄﻫﻴ ﹰ
ﻭﺍﻷﻁﻭل ﺨﺒﺭﺓ ،ﻓﻴﻘﻭﻡ ﺍﻝﻤﻌﻠﻡ ﺃﻭ ﻋﺩﺓ ﻤﻌﻠﻤﻴﻥ ﺒﺯﻴﺎﺭﺓ ﻤﻌﻠﻡ ﺃﺨﺭ )ﺍﻝﺒﺩﺭﻱ.(2001 ،
ﻭﻴﺴﺘﺨﺩﻡ ﻜﺫﻝﻙ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻤﺼﻐﺭ ﺒﻭﺠﻪ ﺨﺎﺹ ﻝﺘﺩﺭﻴﺏ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻗﺒل ﺍﻝﺨﺩﻤﺔ ﻭﺃﺜﻨﺎﺀ ﺍﻝﺨﺩﻤﺔ
ﻼ ﻤﻥ ﺍﻝﻁﻠﺒﺔ .ﻭﻤﻥ
ﻓﻲ ﺇﻁﺎﺭ ﻤﺒﺴﻁ ،ﺤﻴﺙ ﺇﻨﻪ ﻴﺴﺘﻐﺭﻕ ﻭﻗﺘﹰﺎ ﻗﺼﻴﺭﹰﺍ ﻭﻴﺴﺘﺨﺩﻡ ﻋﺩﺩ ﻗﻠﻴ ﹶ
ﻤﻤﻴﺯﺍﺘﻪ ﺘﻌﻠﻴﻡ ﺤﻘﻴﻘﻲ ﻓﻌﻠﻲ ،ﻭﻴﺴﻬل ﺍﻝﻌﻭﺍﻤل ﺍﻝﻤﻌﻘﺩﺓ ﺍﻝﺘﻲ ﺘﺩﺨل ﻓﻲ ﺍﻝﻤﻭﻗﻑ ﺍﻝﺘﻌﻠﻴﻤﻲ،ﻭ
ﻴﻔﺴﺢ ﺍﻝﻤﺠﺎل ﻝﺘﻐﺫﻴﺔ ﺭﺍﺠﻌﺔ ﻓﻭﺭﻴﺔ ﺤﻭل ﻨﻘﻁﺔ ﺃﻭ ﻨﻘﺎﻁ ﻤﺤﺩﺩﺓ .ﻭﻴﺴﺘﺨﺩﻡ ﻓﻲ ﺇﻋﺩﺍﺩ ﺍﻝﻤﻌﻠﻤﻴﻥ
ﻗﺒل ﺍﻝﺨﺩﻤﺔ ﻭﺃﺜﻨﺎﺀ ﺍﻝﺨﺩﻤﺔ ،ﻭﺇﻋﺩﺍﺩ ﺍﻷﺴﺎﺘﺫﺓ ﺍﻝﺠﺎﻤﻌﻴﻴﻥ ،ﻭﺇﻋﺩﺍﺩ ﺍﻝﻤﺭﺸﺩﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ
)ﺍﻝﺒﺩﺭﻱ.(2001 ،
ﻜﻤﺎ ﺤﺩﺩﺕ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻔﻠﺴﻁﻴﻨﻴﺔ ) (2011ﺒﻌﺽ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻷﺨﺭﻯ ﻤﺜـل
ﺍﻝﺒﺤﻭﺙ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻤﻥ ﺨﻼل ﺘﺤﻠﻴل ﻤﻨﻅﻡ ﻤﻭﻀﻭﻋﻲ ﻗﺎﺌﻡ ﻋﻠﻰ ﺘﺴﺠﻴل ﺍﻝﻤﻼﺤﻅﺎﺕ ،ﺃﻭ ﺠﻤﻊ
ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻋﻥ ﺃﺤﺩ ﻋﻨﺎﺼﺭ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺃﻭ ﺃﻜﺜﺭ ﺃﻭ ﻋﻥ ﻅﺎﻫﺭﺓ ﺃﻭ ﻤﺸﻜﻠﺔ ﺃﻭ ﻗﻀـﻴﺔ
ﻤﺭﺘﺒﻁﺔ ﺒﺎﻝﺘﻌﻠﻴﻡ ﻭﺍﻝﺘﻌﻠﻡ ،ﻭﻜﺫﻝﻙ ﺃﺴﻠﻭﺏ ﺍﻝﻤﻠﻔﺎﺕ ﻭﺍﻝﻭﺜﺎﺌﻕ ﺍﻝﺫﻱ ﻴﻘﻭﻡ ﻋﻠﻰ ﺠﻤﻊ ﺨﺒﺭﺓ ﺍﻝﻨﻤﻭ
ﺍﻝﻤﻬﻨﻲ ﻭﻋﺭﻀﻬﺎ ﻋﻠﻰ ﺍﻝﻤﻌﻠﻡ ،ﻭﻫﻨﺎﻙ ﺍﻝﺘﺩﺭﻴﺏ ﻭﺍﻝﻨـﺩﻭﺍﺕ ﺍﻝﺘﺩﺭﻴﺒﻴـﺔ ﻤـﻥ ﺨـﻼل ﻋﻘـﺩ
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ﺍﻻﺠﺘﻤﺎﻋﺎﺕ ﻋﻠﻰ ﻤﺴﺘﻭﻴﺎﺕ ﻤﺩﻴﺭﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺃﻭ ﺒﺸﻜل ﻤﻨﻁﻘﻲ ﺃﻭ ﻤﺭﻜﺯﻱ ،ﻴﺸـﺎﺭﻙ
ﻓﻴﻬﺎ ﺒﻌﺽ ﺍﻝﻤﺨﺘﺼﻴﻥ ﻭﺍﻝﺨﺒﺭﺍﺀ ﻓﻲ ﻤﺠﺎل ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻭﻴﺘﻡ ﻤﻨﺎﻗﺸﺔ ﺍﻷﻓﻜـﺎﺭ ﺍﻝﻤﺨﺘﻠﻔـﺔ
ﻝﻠﺨﺭﻭﺝ ﺒﺘﺼﻭﺭﺍﺕ ﺃﻭ ﺍﻗﺘﺭﺍﺤﺎﺕ ﺘﻌﻤل ﻋﻠﻰ ﺘﺤﺴﻴﻥ ﻭﺘﻁﻭﻴﺭ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻤﻴـﺔ،
ﺃﻤﺎ ﺍﻝﺩﻭﺭﺍﺕ ﺍﻝﺘﺩﺭﻴﺒﻴﺔ ﻓﺘﺘﻡ ﻤﻥ ﺨﻼل ﺇﻋﻁﺎﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺩﻭﺭﺍﺕ ﺘﺩﺭﻴﺒﻴﺔ ﺃﺜﻨﺎﺀ ﺍﻝﺨﺩﻤﺔ ﻋﻠـﻰ
ﻤﺴﺘﻭﻯ ﺇﺩﺍﺭﺍﺕ ﺍﻝﺘﻌﻠﻴﻡ ﺃﻭ ﻜﻠﻴﺎﺕ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﻤﻌﺎﻫﺩ ﻭﺍﻝﺠﺎﻤﻌﺎﺕ ﻹﻋﺩﺍﺩ ﺍﻝﻤﻌﻠﻤﻴﻥ ،ﻭﺘـﺄﻫﻴﻠﻬﻡ
ﺘﺭﺒﻭﻴﹰﺎ ﻭﺇﻜﺴﺎﺒﻬﻡ ﺍﻝﺨﺒﺭﺓ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﻤﻬﻨﻴﺔ ﻭﺍﻝﺜﻘﺎﻓﻴﺔ ﻝﺭﻓﻊ ﻁﺎﻗﺘﻬﻡ ﻋﻠﻰ ﺍﻝﻌﻤل ﻭﺍﻻﻨﺠﺎﺯ.
ﺃﻫﻤﻴﺔ ﺍﻹﻁﻼﻉ ﻋﻠﻰ ﺃﻨﻭﺍﻉ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﺍﺘﺠﺎﻫﺎﺘﻪ ﺍﻝﻤﺨﺘﻠﻔﺔ ﻻ ﻴﻌﻨﻲ ﺃﻥ ﺍﻝﻤﺸـﺭﻑ
ﻻ ﺒﺩ ﺃﻥ ﻴﺤﻴﻁ ﺒﻬﺎ ﻭﻴﺘﻘﻨﻬﺎ ،ﻭﺇﻥ ﺍﺤﺩﻫﺎ ﻫﻭ ﺍﻝﺤل ﺍﻷﻤﺜل ﻝﻤﺸﻜﻼﺕ ﺍﻝﺘﻌﻠﻴﻡ ،ﺒل ﻴﺘﻭﺠﺏ ﻋﻠﻰ
ﺍﻝﻤﺸﺭﻑ ﺃﻥ ﻴﻁﻠﻊ ﻋﻠﻰ ﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻝﻤﺨﺘﻠﻔﺔ ﻓﻲ ﺤﻘل ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ،ﻭﻴﺘﻌﺭﻑ ﺍﻷﺴـﺱ
ﺍﻝﻔﻜﺭﻴﺔ ﻭﺍﻝﺘﺭﺒﻭﻴﺔ ﺍﻝﺘﻲ ﻜﺎﻨﺕ ﺴﺒﺒﹰﺎ ﻓﻲ ﻅﻬﻭﺭﻫﺎ ،ﻭﻫﺫﻩ ﺍﻷﻨﻤﺎﻁ ﻭﺍﻻﺘﺠﺎﻫﺎﺕ ﻤﻔﺘﻭﺤﺔ ﻝﻠﺘﻁﻭﻴﺭ
ﻭﺍﻝﺘﻌﺩﻴل ﺒﻤﺎ ﻴﻨﺎﺴﺏ ﺍﻝﻤﻭﻗﻑ ﺍﻝﺘﻌﻠﻴﻤﻲ ،ﺁﺨﺫﻴﻥ ﺒﻌﻴﻥ ﺍﻹﻋﺘﺒﺎﺭ ﺤﺠـﻡ ﺍﻝﺼـﻑ ﻭﻤﻭﻀـﻭﻉ
ﺍﻝﺤﺼﺔ ،ﻭﻗﺩ ﻴﺘﺄﺜﺭ ﺒﺸﺨﺼﻴﺔ ﺍﻝﻤﺸﺭﻑ ﺃﻭ ﺒﻴﺌﺘﻪ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﻤﻨﻬﺎ:
ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺼﺤﻴﺤﻲ :ﻭﻫﻭ ﻨﻤﻁ ﻴﻘﻭﻡ ﻋﻠﻰ ﺃﺴﺎﺱ ﺇﺒﺩﺍﺀ ﺍﻻﺤﺘﺭﺍﻡ ﻝﻠﻤﻌﻠﻡ ،ﻭﺍﻝﻌﻤل ﻋﻠﻰ ﺘﺤﺩﻴﺩ
ﺍﻷﺨﻁﺎﺀ ﻭﻤﻌﺎﻝﺠﺘﻬﺎ ﺒﺼﻭﺭﺓ ﺤﺴﻨﺔ ،ﻭﺩﻭﻥ ﺘﺠﺭﻴﺢ ﺃﻭ ﻨﻘﺩ ﺴﻠﺒﻲ ﻷﺩﺍﺀ ﺍﻝﻤﻌﻠـﻡ ،ﻭﺍﻝﻤﺸـﺭﻑ
ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﺫﻱ ﻴﺤﻀﺭ ﺇﻝﻰ ﺍﻝﻤﺩﺭﺴﺔ ،ﻭﺍﻝﻤﺸﺭﻑ ﺍﻝﺫﻱ ﻴﻀﻊ ﻓﻲ ﺫﻫﻨﻪ ﺘﻘﻤﺹ ﺍﻷﺨﻁﺎﺀ ﻝﻠﻤﻌﻠﻡ
ﻓﺎﻨﻪ ﺴﻴﺠﺩ ﻤﺒﺘﻐﺎﻩ ﻭﻝﻜﻥ ﻝﻥ ﻴﻜﻭﻥ ﻤﺸﺭﻓﹰﺎ ﻨﺎﺠﺤﺎﹰ ،ﻷﻥ ﺍﻹﺸﺭﺍﻑ ﻓﻲ ﺠﻭﻫﺭﻩ ﻴﺘﻀﻤﻥ ﻋﻤﻠﻴـﺔ
ﺘﺼﻭﻴﺏ ﻭﺘﻁﻭﻴﺭ ﻭﺘﺤﺴﻴﻥ ﻭﻝﻴﺱ ﻓﻘﻁ ﺘﺩﻭﻴﻥ ﺍﻷﺨﻁﺎﺀ ﻓﻲ ﺍﻝﺴﺠﻼﺕ ﻭﺍﻝﺘﻘﺎﺭﻴﺭ ﺍﻝﺘﻲ ﻴﻘـﻭﻡ
ﺒﺭﻓﻌﻬﺎ ﻋﻥ ﺍﻝﻤﻌﻠﻡ ﻭﺍﻝﻤﺩﺭﺴﺔ ،ﻭﺍﻝﻤﺸﺭﻑ ﺍﻝﻨﺎﺠﺢ ﻫﻭ ﺍﻝﺫﻱ ﻴﻘﻭﻡ ﺒﻤﻌﺎﻝﺠﺔ ﺍﻷﺨﻁﺎﺀ ﺍﻝﺒﺴـﻴﻁﺔ
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ﺍﻝﺘﻲ ﻴﻘﻊ ﻓﻴﻬﺎ ﺍﻝﻤﻌﻠﻡ ﺒﺼﻭﺭﺓ ﺫﻜﻴﺔ ﻭﻝﺒﻘﺔ ﺩﻭﻥ ﺃﻥ ﻴﻘﻭﻡ ﺒﺎﻹﺸﺎﺭﺓ ﻝﻬﺎ ،ﻭﻜﺫﻝﻙ ﻴﺘﻌﺎﻤـل ﻤـﻊ
ﺍﻷﺨﻁﺎﺀ ﺍﻝﻜﺒﻴﺭﺓ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻤﻥ ﺨﻼل ﺍﺘﺒﺎﻉ ﺇﺤﺩﻯ ﺍﻝﻁﺭﻕ ﻭﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﻤﻨﺎﺴـﺒﺔ ﻤﺜـل ﻋﻘـﺩ
ﺍﺠﺘﻤﺎﻉ ﻤﻨﻔﺭﺩ ﻤﻊ ﺍﻝﻤﻌﻠﻡ ﻭﺘﻭﺠﻴﻬﻪ ﺇﻝﻰ ﺘﺼﻭﻴﺏ ﺨﻁﺌﻪ ﻭﻜﻴﻔﻴﺔ ﺘﻼﺸﻴﻪ ﻓﻲ ﺍﻝﻤﺴﺘﻘﺒل )ﻋﺒـﺩ
ﺍﻝﻬﺎﺩﻱ.(2002 ،
ﺍﻹﺸﺭﺍﻑ ﺍﻝﺒﻨﺎﺌﻲ :ﻴﺭﺘﻜﺯ ﻭﻴﻘﻭﻡ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻋﻠـﻰ ﺭﺅﻴـﺔ ﻭﺍﻀـﺤﺔ
ﻝﻸﻫﺩﺍﻑ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﻤﻌﺭﻓﺔ ﺁﻝﻴﺎﺕ ﻭﻁﺭﻕ ﺘﺤﻘﻴﻘﻬﺎ ،ﻝﺫﺍ ﻴﻜﻭﻥ ﺍﻫﺘﻤـﺎﻡ ﺍﻝﻤﺸـﺭﻑ ﺍﻝﺘﺭﺒـﻭﻱ
ﻭﺍﻝﻤﻌﻠﻡ ﻝﻠﺘﻁﻠﻊ ﺇﻝﻰ ﺍﻝﻤﺴﺘﻘﺒل ،ﻭﺘﻘﻭﻡ ﻓﻜﺭﺓ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻹﺸﺭﺍﻑ ﻝﻴﺱ ﻓﻘﻁ ﻋﻠﻰ ﺍﻹﺒـﺩﺍﻉ
ﻭﺍﻝﺘﻘﺩﻡ ،ﻭﺇﻨﻤﺎ ﺇﺸﺭﺍﻙ ﺍﻝﻤﻌﻠﻡ ﺒﺼﻭﺭﺓ ﻓﺎﻋﻠﺔ ﻓﻲ ﻜﻴﻔﻴﺔ ﻁﺭﻴﻘﺔ ﺘﻘﺩﻴﻡ ﺍﻝﺩﺭﺱ ﻭﺘﺨﻁﻴﻁﻪ ،ﻜﻤـﺎ
ﻴﻘﻭﻡ ﻫﺫﺍ ﺍﻝﻨﻤﻁ ﻋﻠﻰ ﺇﺜﺎﺭﺓ ﺍﻝﻤﻨﺎﻓﺴﺔ ﺒﻴﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﻬﺩﻑ ﺍﻹﺒﺩﺍﻉ ﻭﺘﻘﺩﻴﻡ ﻜل ﻤﺎ ﻫﻭ ﺃﻓﻀل ﻓﻲ
ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻤﻴﺔ .ﻭﺘﺘﻤﺜل ﻤﻬﻤﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﺒﻨﺎﺌﻲ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻹﻤﻜﺎﻨـﺎﺕ
ﺍﻝﻤﺩﺭﺴﻴﺔ ﻭﺍﻝﺒﻴﺌﻴﺔ ﻓﻲ ﺨﺩﻤﺔ ﺍﻝﺘﺩﺭﻴﺱ ،ﻭﺍﻝﻌﻤل ﻋﻠﻰ ﺘﺸﺠﻴﻊ ﺍﻝﻨﺸﺎﻁﺎﺕ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻭﺘﻁـﻭﻴﺭ
ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﻘﺩﻴﻤﺔ ،ﻭﺇﺸﺭﺍﻙ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺭﺅﻴﺔ ﻤﺎ ﻴﺠﺏ ﺃﻥ ﻴﻜﻭﻥ ﻋﻠﻴﻪ ﺍﻝﺘﺩﺭﻴﺱ ﺍﻝﺠﻴـﺩ،
ﻭﺘﺸﺠﻴﻊ ﺍﻝﻨﻤﻭ ﺍﻝﻤﻬﻨﻲ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻭﺇﺜﺎﺭﺓ ﺭﻭﺡ ﺍﻝﻤﻨﺎﻓﺴﺔ ﺍﻝﺸﺭﻴﻔﺔ ﺒﻴﻨﻬﻡ )ﺼﺒﺢ.(2005 ،
ﺍﻹﺸﺭﺍﻑ ﺍﻝﻤﺼﻐﺭ :ﻴﻘﻭﻡ ﻫﺫﺍ ﺍﻝﻨﻤﻁ ﻤﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﺍﻝﺘﻌﻠﻴﻡ ﻤﺠﻤﻭﻋﺔ ﻤﻥ
ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺠﺯﺌﻴﺔ ﺍﻝﺘﻲ ﻴﺠﺏ ﺃﻥ ﻴﺘﺩﺭﺏ ﻋﻠﻴﻬﺎ ﻤﻥ ﻴﻤﺎﺭﺴﻬﺎ ،ﻭﺍﺸﺘﻕ ﺍﻹﺸﺭﺍﻑ ﺍﻝﻤﺼﻐﺭ ﻤﻥ
ﻨﻤﻁ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻤﺼﻐﺭ ،ﻭﻴﻤﺎﺭﺱ ﻤﻥ ﺨﻼل ﻤﻼﺤﻅﺔ ﺍﻝﻤﺸﺭﻑ ﻹﺤﺩﻯ ﻤﻬﺎﺭﺍﺕ ﺍﻝﺘﺩﺭﻴﺱ ﻓـﻲ
ﻓﺘﺭﺓ ﺯﻤﻨﻴﺔ ﻗﺼﻴﺭﺓ ﺜﻡ ﻴﻘﻭﻡ ﺒﺘﺤﻠﻴﻠﻬﺎ ﻤﺴﺘﺨﺩﻤﹰﺎ ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﻼﺯﻤﺔ،
ﻭﻤﻬﻤﺔ ﺍﻝﻤﺸﺭﻑ ﺘﺩﺭﻴﺏ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺇﺘﻘﺎﻥ ﻫﺫﻩ ﺍﻝﻤﻬـﺎﺭﺍﺕ ﻭﺍﺴـﺘﺨﺩﺍﻡ ﺍﻷﺩﻭﺍﺕ ﻭﺍﻵﻻﺕ
ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ،ﺃﻤﺎ ﻋﻼﻗﺔ ﺍﻝﻤﺸﺭﻑ ﺒﺎﻝﻤﻌﻠﻡ ﻫﻨﺎ ﻓﺄﺸﺒﻪ ﻤـﺎ ﺘﻜـﻭﻥ ﺒﻌﻼﻗـﺔ ﺍﻝﺨﺒﻴـﺭ ﺒﺎﻝﻤﺘـﺩﺭﺏ
)ﻝﻬﻠﺒﺕ.(2010 ،
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ﺍﻹﺸﺭﺍﻑ ﻜﺘﻁﻭﻴﺭ ﻝﻠﻤﻨﻬﺞ ﺍﻝﻤﺩﺭﺴﻲ :ﻴﻬﺘﻡ ﻫﺫﺍ ﺍﻝﻨﻤﻁ ﺒﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ ﻓـﻲ ﺘﻁـﻭﻴﺭ ﺍﻝﻌﻤﻠﻴـﺔ
ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻤﻴﺔ ،ﻤﻥ ﺨﻼل ﺍﻻﺴﺘﻨﺎﺩ ﺇﻝﻰ ﻀﺭﻭﺭﺓ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻨﻬﺎﺝ ﺒﺼﻭﺭﺓ ﺩﺍﺌﻤﺔ ﻝﻤﻭﺍﻜﺒﺔ
ﺍﻝﺘﻁﻭﺭ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻊ ،ﻓﺎﻝﻌﻤل ﺍﻹﺸﺭﺍﻓﻲ ﺍﻝﺤﻘﻴﻘﻲ ﻫﻭ ﺍﻝﺫﻱ ﻴﺘﻡ ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﺠﺎل ،ﻭﻴﺭﻯ ﺃﻨﺼﺎﺭ
ﻫﺫﺍ ﺍﻝﻨﻤﻭﺫﺝ ﺃﻥ ﺍﻝﻌﻤل ﻓﻲ ﻤﻴﺩﺍﻥ ﺍﻝﻤﻨﺎﻫﺞ ﺍﻝﻤﺩﺭﺴﻴﺔ ﻴﻤﻜـﻥ ﺃﻥ ﻴﺨﻠـﻕ ﺍﺘﺠﺎﻫـﺎﺕ ﻤﻬﻨﻴـﺔ
ﻤﻭﻀﻭﻋﻴﺔ ﺘﺴﻭﺩ ﺍﻝﻌﻼﻗﺎﺕ ﺒﻴﻥ ﺍﻝﻤﺸﺭﻑ ﻭﺍﻝﻤﻌﻠﻡ )ﺍﻝﺒﺩﺭﻱ.(2001 ،
ﺍﻹﺸﺭﺍﻑ ﺍﻝﻤﺒﻨﻲ ﻋﻠﻰ ﺍﻝﻌﻼﻗﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ :ﻴﺭﺘﻜﺯ ﻫﺫﺍ ﺍﻝﻨﻤﻁ ﻤﻥ ﺍﻹﺸـﺭﺍﻑ ﻋﻠـﻰ ﺃﻫﻤﻴـﺔ
ﺍﻝﻌﻼﻗﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ ﻭﺍﻝﻌﻼﻗﺔ ﺍﻝﺤﺴﻨﺔ ﻤﺎ ﺒﻴﻥ ﺃﻁﺭﺍﻑ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺴﻭﺍﺀ ﻤﺎ ﺒﻴﻥ ﺍﻝﻤﻌﻠـﻡ
ﻭﺍﻝﻁﺎﻝﺏ ﻭﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﻤﺩﻴﺭ ﺍﻝﻤﺩﺭﺴﺔ ،ﻭﻴﻘﻭﻡ ﻫﺫﺍ ﺍﻝﻨﻤﻁ ﻋﻠﻰ ﻀـﺭﻭﺭﺓ ﺃﻥ ﻴﻜـﻭﻥ
ﺍﻝﻤﺸﺭﻑ ﻗﺩﻭﺓ ﻝﻠﻤﻌﻠﻡ ﻓﻲ ﻜﻴﻔﻴﺔ ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺍﻝﻁﻠﺒﺔ ﻤﻥ ﺨﻼل ﺇﺒـﺩﺍﺀ ﺍﻹﺤﺘـﺭﺍﻡ ﻭﺍﻝﺘﻌـﺎﻭﻥ
ﻭﺍﻹﻫﺘﻤﺎﻡ ﺒﺘﻁﻭﻴﺭ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺒﺼﻭﺭﺓ ﻤﺸﺘﺭﻜﺔ ﻤﺎ ﺒﻴﻥ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒـﻭﻱ ﻭﺍﻝﻤﻌﻠـﻡ،
ﻭﺒﺎﻝﺘﺎﻝﻲ ﻴﺅﺜﺭ ﻫﺫﺍ ﺒﺼﻭﺭﺓ ﺇﻴﺠﺎﺒﻴﺔ ﻝﻨﻘل ﻫﺫﻩ ﺍﻝﻌﻼﻗﺔ ﺇﻝﻰ ﻋﻼﻗﺔ ﺍﻝﻤﻌﻠﻡ ﻤﻊ ﻁﻠﺒﺘﻪ ،ﻤﻤﺎ ﻴﻌﻤل
ﻋﻠﻰ ﺘﺤﺴﻴﻥ ﻭﺘﻁﻭﻴﺭ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺒﻤﺎ ﻴﻬﺩﻑ ﺍﻝﻁﻠﺒـﺔ ﻭﺍﻝﻌﻤﻠﻴـﺔ ﺍﻝﺘﺭﺒﻭﻴـﺔ
ﻭﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺒﺼﻭﺭﺓ ﻓﻌﺎﻝﺔ ﻭﻤﺅﺜﺭﺓ .ﻭﻫﺫﺍ ﺍﻝﻨﻤﻁ ﺍﻹﺸﺭﺍﻓﻲ ﻴﻌﺘﻤﺩ ﻋﻠﻰ ﻨﻤﻁ ﺍﻝﺘﻌﻠﻡ ﺍﻝﺘﻌـﺎﻭﻨﻲ،
ﻭﺍﻝﻌﻤل ﺍﻝﺠﻤﺎﻋﻲ ﻭﺇﻗﺎﻤﺔ ﺍﻝﻌﻼﻗﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ ﺍﻝﺴﻠﻴﻤﺔ ،ﻭﺇﺯﺍﻝﺔ ﺍﻝﺘﻌﺎﺭﺽ ﺒﻴﻥ ﺤﺎﺠﺎﺕ ﺍﻝﻤﻌﻠـﻡ
ﻭﺤﺎﺠﺎﺕ ﺍﻝﻌﻤل ،ﺒﺤﻴﺙ ﺘﺒﺩﻭ ﻓﺎﻋﻠﻴﺔ ﺃﻱ ﻋﻤل ﻓﻲ ﺍﻝﺘﻭﻓﻴﻕ ﺍﻝﺴﻭﻱ ﺒـﻴﻥ ﺤﺎﺠـﺎﺕ ﺍﻝﻌـﺎﻤﻠﻴﻥ
ﻭﻤﺘﻁﻠﺒﺎﺕ ﺍﻝﻌﻤل )ﻝﻬﻠﺒﺕ. (2010 ،
ﻭﺍﻝﻨﻤﺎﺫﺝ ﺍﻝﺴﺎﺒﻘﺔ ﻝﻺﺸﺭﺍﻑ ﺘﺭﻜﺯ ﻋﻠﻰ ﺘﺤﺴﻴﻥ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻡ ﻤﻥ ﺨﻼل ﺠﻭﺍﻨﺏ ﻤﺘﻌﺩﺩﺓ:
ﻓﺎﻹﺸﺭﺍﻑ ﺍﻝﺘﺼﺤﻴﺤﻲ ﻴﺭﺍﻗﺏ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻝﻴﺅﺩﻭﺍ ﺃﻋﻤﺎﻝﻬﻡ ﺒﻁﺭﻴﻘﺔ ﺃﻓﻀل .ﻭﺍﻹﺸﺭﺍﻑ ﺍﻝﻌﻠﻤﻲ
ﻴﺯﻭﺩ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﺤﻘﺎﺌﻕ ﻭﺃﺭﻗﺎﻡ ﻤﻭﻀﻭﻋﻴﺔ ﺘﺴﺎﻋﺩﻫﻡ ﻋﻠﻰ ﺘﺤﺴﻴﻥ ﺃﻋﻤﺎﻝﻬﻡ .ﻭﺍﻹﺸﺭﺍﻑ
ﺍﻝﻤﺼﻐﺭ ﻴﺩﺭﺏ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﻤﻬﺎﺭﺍﺕ ﺍﻝﺘﺩﺭﻴﺱ ﻝﻴﺭﻓﻊ ﻤﺴﺘﻭﻯ ﻜﻔﺎﻴﺎﺘﻬﻡ ﺍﻹﻨﺘﺎﺠﻴﺔ ،ﻜﻤﺎ
ﻴﻼﺤﻅ ﺒﺎﻥ ﻫﺫﻩ ﺍﻷﻨﻤﺎﻁ ﺘﻌﺘﻤﺩ ﺒﺸﻜل ﻜﺒﻴﺭ ﻋﻠﻰ ﺍﻝﻌﻼﻗﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ ﻭﺍﻝﺘﻌﺯﻴﺯ ﺍﻻﻴﺠﺎﺒﻲ ،ﻜﻤﺎ
ﺘﻬﺘﻡ ﺒﺒﻨﺎﺀ ﺍﺘﺼﺎل ﻓﻌﺎل ﻤﻊ ﺍﻝﻤﻌﻠﻡ .ﻭﺒﻬﺫﺍ ﺍﻨﺘﻘل ﺍﻻﻫﺘﻤﺎﻡ ﻤﻥ ﺍﻝﺤﺩﻴﺙ ﻋﻥ ﺤﺎﺠﺎﺕ ﻭﻤﺘﻁﻠﺒﺎﺕ
ﺍﻝﻌﻤل ﻝﻠﺤﺩﻴﺙ ﺒﺼﻭﺭﺓ ﻜﺒﻴﺭﺓ ﻭﺠﻠﻴﺔ ﻋﻥ ﺍﺤﺘﻴﺎﺠﺎﺕ ﺍﻝﻤﻌﻠﻡ ،ﻭﺍﻹﺸﺭﺍﻑ ﺍﻝﻨﺎﺠﺢ ﻫﻭ ﺍﻝﺫﻱ
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ﻴﻀﻤﻥ ﺍﻝﺘﻭﺍﻓﻕ ﺍﻻﻴﺠﺎﺒﻲ ﻤﺎ ﺒﻴﻥ ﺤﺎﺠﺎﺕ ﺍﻝﻤﺅﺴﺴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﺤﺎﺠﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ،ﻭﻴﺴﺘﻤﺩ
ﺨﺼﺎﺌﺼﻪ ﻤﻥ ﻤﺨﺘﻠﻑ ﺍﻹﺘﺠﺎﻫﺎﺕ ﻭﺍﻝﻨﻅﺭﻴﺎﺕ ﻭﺍﻝﻨﻤﺎﺫﺝ ﺍﻹﺸﺭﺍﻓﻴﺔ ﺍﻝﻤﻌﺎﺼﺭﺓ ﻓﻲ ﻀﻭﺀ
ﺍﻝﻬﺩﻑ ﺍﻝﺫﻱ ﻴﺴﻌﻰ ﺇﻝﻴﻪ ﺍﻹﺸﺭﺍﻑ ﻓﻲ ﺍﻝﻭﺍﻗﻊ ﺍﻝﺘﻌﻠﻴﻤﻲ )ﻤﻨﺎﺼﺭﺓ.(2005 ،
ﺍﻹﺸﺭﺍﻑ ﺍﻝﻌﻴﺎﺩﻱ )ﺍﻻﻴﻜﻠﻴﻨﻴﻜﻲ( :ﻭﻫﻭ ﺃﺴﻠﻭﺏ ﺇﺸﺭﺍﻓﻲ ﻴﻬﺩﻑ ﺇﻝﻰ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ
ﺍﻝﺼﻔﻲ ،ﻭﻤﻤﺎﺭﺴﺎﺘﻬﻡ ﺩﺍﺨل ﺤﺠﺭﺓ ﺍﻝﺼﻑ ،ﻋﻥ ﻁﺭﻴﻕ ﺘﺴﺠﻴل ﺍﻝﻤﻭﻗﻑ ﺍﻝﺘﻌﻠﻴﻤﻲ ﺒﻜﺎﻤﻠﻪ،
ﻭﺘﺤﻠﻴل ﺃﻨﻤﺎﻁ ﺍﻝﺘﻔﺎﻋل ﺍﻝﺩﺍﺌﺭﺓ ﻓﻴﻪ ﺒﻬﺩﻑ ﺘﺤﺴﻴﻥ ﺘﻌﻠﻡ ﺍﻝﻁﻠﺒﺔ .ﻭﻴﻬﺩﻑ ﻫﺫﺍ ﺍﻝﻨﻤﻁ ﻤﻥ
ﺍﻹﺸﺭﺍﻑ ﺇﻝﻰ ﻨﻘل ﺍﻝﻤﻌﻠﻤﻴﻥ ﺇﻝﻰ ﻤﺴﺘﻭﻯ ﺃﻋﻠﻰ ﻓﻲ ﺍﻷﺩﺍﺀ ﻭﺘﺭﻙ ﺃﺜﺭ ﺍﻴﺠﺎﺒﻲ ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ،
ﻭﻜﺫﻝﻙ ﻴﻬﺩﻑ ﺇﻝﻰ ﺯﻴﺎﺩﺓ ﻓﺎﻋﻠﻴﺔ ﺩﻭﺭ ﺍﻝﻤﻌﻠﻡ ﻤﻥ ﺨﻼل ﺍﻝﺘﻔﺎﻋل ﺍﻝﺤﻘﻴﻘﻲ ﻤﻊ ﺍﻝﻤﺸﺭﻑ
ﺍﻝﺘﺭﺒﻭﻱ ،ﻭﺍﻝﺘﻐﻴﻴﺭ ﺍﻻﻴﺠﺎﺒﻲ ﻓﻲ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻨﺤﻭ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ،ﻭﺇﺜﺎﺭﺓ ﺍﻝﺩﺍﻓﻌﻴﺔ
ﻝﺩﻯ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻝﻤﻤﺎﺭﺴﺔ ﻜل ﻤﺎ ﻫﻭ ﺠﺩﻴﺩ ﻭﻨﺎﻓﻊ ﻓﻲ ﺍﻝﻤﺠﺎل ﺍﻝﺘﺭﺒﻭﻱ ﻭﺍﻝﺘﻌﻠﻴﻤﻲ ،ﻭﺘﻁﻭﻴﺭ ﺘﻌﻠﻡ
ﺍﻝﻁﻠﺒﺔ ﻭﺴﻠﻭﻜﻬﻡ )ﻤﻨﺎﺼﺭﺓ.(2005 ،
ﻋﻼﻗﺔ ﺍﻝﺯﻤﺎﻝﺔ ﺍﻝﻘﺎﺌﻤﺔ ﺒﻴﻥ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﺍﻝﻤﻌﻠﻡ ،ﺒﻬﺩﻑ ﺘﺤﺴﻴﻥ ﺘﻌﻠﻡ ﺍﻝﻁﻠﺒﺔ ﻋﻥ ﻁﺭﻴﻕ
ﺘﺤﺴﻴﻥ ﺘﺩﺭﻴﺱ ﺍﻝﻤﻌﻠﻡ ﻭﻤﻤﺎﺭﺴﺎﺘﻪ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﺼﻔﻴﺔ ،ﻭﻗﺩ ﺒـﺩﺃ ﺍﺴـﺘﺨﺩﺍﻡ ﻫـﺫﺍ ﺍﻷﺴـﻠﻭﺏ
ﺍﻹﺸﺭﺍﻓﻲ ﻓﻲ ﻨﻬﺎﻴﺔ ﺍﻝﺨﻤﺴﻴﻨﺎﺕ ﻓﻲ ﺠﺎﻤﻌﺔ ﻫﺎﺭﻓﺎﺭﺩ ﻓﻲ ﺍﻝﻭﻻﻴﺎﺕ ﺍﻝﻤﺘﺤﺩﺓ ﺍﻷﻤﺭﻴﻜﻴﺔ ،ﻭﺘـﻡ
ﺘﻁﻭﻴﺭﻩ ﺃﺜﻨﺎﺀ ﺍﺴﺘﺨﺩﺍﻤﻪ ﻭﺘﻁﺒﻴﻘﻪ ﻤﻥ ﻗﺒل ﻋﺩﺩ ﻤﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺍﻝﻌﺎﻤﻠﻴﻥ ﻓـﻲ ﻫـﺫﻩ
ﺍﻝﺠﺎﻤﻌﺔ ﻝﻤﺩﺓ ﺍﺴﺘﻤﺭﺕ ﺨﻤﺴﺔ ﻋﺸﺭ ﻋﺎﻤﹰﺎ ﺤﺘﻰ ﺒﺩﺍﻴﺔ ﺍﻝﺴﺒﻌﻴﻨﺎﺕ ﺒﻬـﺩﻑ ﺘﺤﺴـﻴﻥ ﻋﻤﻠﻴـﺔ
ﺍﻝﺘﺩﺭﻴﺱ ﺍﻝﺼﻔﻴﺔ )ﻤﻨﺎﺼﺭﺓ2005 ،؛ ﺍﻝﻴﺎﻓﻌﻲ ﻭﺍﻝﺸــﻴﺦ.(2005 ،
ﺍﻹﺸﺭﺍﻑ ﺍﻝﻔﻨﻲ :ﻴﻌﺘﺒﺭ ﻫﺫﺍ ﺍﻝﻨﻤﻁ ﻤﻥ ﺍﻹﺸﺭﺍﻑ ﻨﻤﻁ ﺩﻴﻤﻘﺭﺍﻁﻲ ،ﻴﺘﺴﻡ ﺒـﺎﻝﻨﻅﺭﺓ ﺍﻝﻌﻠﻤﻴـﺔ
ﻭﻴﺴﺘﻐل ﺍﻝﻁﺭﻕ ﻭﺍﻝﻤﺒﺎﺩﺉ ﺍﻝﻌﻠﻤﻴﺔ ﻝﺘﺤﺴﻴﻥ ﻭﺘﻁﻭﻴﺭ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ،ﻭﻫـﻭ ﻴﺸـﺠﻊ ﻋﻠـﻰ
ﺍﻝﻤﺒﺎﺩﺭﺓ ﻭﺍﻹﺒﺩﺍﻉ ،ﻭﻴﺤﺙ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﻝﻨﻤﻭ ﻭﺒﺫل ﺍﻝﺠﻬﻭﺩ ﻝﺘﺤﺴﻴﻥ ﺃﻨﻔﺴﻬﻡ .ﻭﻤﻥ ﺨـﻼل
ﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ ﻴﻨﻅﺭ ﺇﻝﻰ ﺍﻝﻤﻭﺠﻪ ﻋﻠﻰ ﺃﻨﻪ ﺸﺨﺹ ﻤﺘﻜﺎﻤل ﻤﻥ ﺃﻋﻀﺎﺀ ﻫﻴﺌـﺔ ﺍﻝﺘـﺩﺭﻴﺱ،
ﻭﻴﺘﻌﺎﻤل ﻤﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻁﻠﺒﺔ ﻭﻴﻭﺠﻪ ﺍﻫﺘﻤﺎﻤﻪ ﺒﺸﺅﻭﻨﻬﻡ ،ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﻗﻴﺎﺩﺘﻪ ﻝﻶﺨﺭﻴﻥ ﻓﻲ
ﺘﺤﺴﻴﻥ ﻨﻤﻭﻫﻡ ﺍﻝﺫﺍﺘﻲ ،ﻭﺒﻔﻬﻤﻪ ﻭﺇﺩﺭﺍﻜﻪ ﻝﻠﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻴﺴﺘﻁﻴﻊ ﺃﻥ ﻴﺘﻔﺎﻋل ﻤﻊ ﺍﻝﻌﺎﻤﻠﻴﻥ ﻓﻲ
ﺍﻝﺤﻘل ﺍﻝﺘﻌﻠﻴﻤﻲ ﺒﺼﻭﺭﺓ ﻓﻌﺎﻝﺔ ،ﻭﻤﻥ ﺍﻝﻨﺎﺤﻴﺔ ﺍﻷﺨﺭﻯ ﻴﺘﻁﻠﺏ ﻤﻥ ﺍﻝﻤﻭﺠﻪ ﺃﻥ ﻴﻜـﻭﻥ ﻗـﺩﻭﺓ
ﻁﻴﺒﺔ ﻓﻲ ﺘﻌﺎﻤﻠﻪ ﻤﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ ،ﺍﻷﻤﺭ ﺍﻝﺫﻱ ﻴﺠﻌﻠـﻪ ﻻ ﻴﺴـﺘﻁﻴﻊ ﺃﻥ ﻴﺘﻬـﺭﺏ ﻤـﻥ ﺍﻷﺩﻭﺍﺭ
ﺍﻝﻤﻁﻠﻭﺒﺔ ﻭﺍﻝﻤﺘﻭﻗﻌﺔ ﻤﻨﻪ )ﺍﻝﻴﺎﻓﻌﻲ ﻭﺍﻝﺸﻴﺦ.(2005 ،
ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺸﺎﺭﻜﻲ ﺍﻝﺘﻜﺎﻤﻠﻲ :ﻭﻫﻭ ﻨﻤﻁ ﻤﻥ ﺍﻹﺸﺭﺍﻑ ﻴﺘﺸﺎﺭﻙ ﻓﻴﻪ ﻤﺩﻴﺭ ﺍﻝﻤﺩﺭﺴـﺔ ﻋﻠـﻰ
ﺍﻋﺘﺒﺎﺭ ﺍﻨﻪ ﻤﺸﺭﻑ ﻤﻘﻴﻡ ،ﻭﻜﺫﻝﻙ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻋﻠﻰ ﺍﻨﻪ ﺨﺒﻴﺭ ﻤﺨﺘﺹ ،ﻤﻤﺎ ﻴﻭﻝﺩ ﺃﺠﻭﺍﺀ
ﻤﻥ ﺍﻝﺜﻘﺔ ﻭﺍﻝﺘﻌﺎﻭﻥ ﺍﻝﻤﺘﺒﺎﺩل ﻝﺨﺩﻤﺔ ﺍﻝﻤﻌﻠﻡ ﻭﺘﻁﻭﻴﺭ ﺃﺩﺍﺌﻪ ،ﻜﻤﺎ ﻴﺴﺎﻫﻡ ﻓﻲ ﺇﻜﺴـﺎﺏ ﺍﻝﻤﻌﻠـﻡ
ﻁﺭﻕ ﺘﻌﻠﻴﻡ ﺠﺩﻴﺩﺓ ﺘﻌﻤل ﻋﻠﻰ ﺇﺜﺭﺍﺀ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﺘﻘﺩﻤﻬﺎ ﺒﻤﺎ ﻴﺤﻘﻕ ﺃﻫـﺩﺍﻑ
ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺒﻔﺎﻋﻠﻴﺔ )ﺍﻝﻴﺎﻓﻌﻲ ﻭﺍﻝﺸﻴﺦ. (2005 ،
ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﻤﻘﻴﻡ :ﻫﻭ ﺃﺤﺩ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻓﻴﺔ ﺍﻝﺘﻲ ﺘﻬﺩﻑ ﺍﻝـﻰ ﺍﻝﺘﻌـﺭﻑ ﻋﻠـﻰ
ﻤﺸﻜﻼﺕ ﻭﺍﺤﺘﻴﺎﺠﺎﺕ ﻭﺃﻨﺸﻁﺔ ﺍﻝﻤﺩﺭﺴﺔ ،ﻤﻥ ﺨﻼل ﻤﻜﻭﺙ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺍﻝﻤـﺩﺍﺭﺱ
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ﻓﺘﺭﺓ ﻜﺎﻓﻴﺔ ،ﺘﺘﻴﺢ ﻝﻪ ﺍﻝﺘﻔﺎﻋل ﻤﻊ ﺍﻻﺩﺍﺭﺓ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ،ﻭﻤﻨﺎﻗﺸﺔ ﺍﻝﻘﻀﺎﻴﺎ ﺍﻝﻬﺎﻤﺔ ﻤﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻤﻥ
ﺃﺠل ﺍﻹﺭﺘﻘﺎﺀ ﺒﻤﺴﺘﻭﻯ ﺍﻝﻤﻌﻠﻡ )ﻋﺒﻴﺩﺍﺕ ،ﺃﺒﻭ ﺍﻝﺴﻤﻴﺩ. (2007 ،
ﺃﻭﺭﺩﺕ ﺍﻹﺩﺍﺭﺓ ﺍﻝﻌﺎﻤﺔ ﻝﻺﺸﺭﺍﻑ ﻭﺍﻝﺘﺄﻫﻴل ﺍﻝﺘﺭﺒﻭﻱ ) (2013ﺃﻥ ﺍﻻﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﻤﻘـﻴﻡ
ﻫﻭ ﺍﺤﺩ ﺍﻻﻨﻤﺎﻁ ﺍﻻﺸﺭﺍﻓﻴﺔ ﺍﻝﻤﺘﺒﻌﺔ ﻓﻲ ﻓﻠﺴﻁﻴﻥ ،ﺍﻀﺎﻓﺔ ﺍﻝﻰ ﺘﻁﻭﺭ ﻤﻔﻬﻭﻡ ﺍﻻﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ
ﻝﻠﻭﺼﻭل ﺍﻝﻰ ﺍﻻﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﻤﺩﺭﺴﻲ ﺍﻝﺸﺎﻤل ،ﻝﻜﻥ ﻻ ﺘﺯﺍل ﺍﻝﺘﺤﺩﻴﺎﺕ ﻗﺎﺌﻤـﺔ ،ﻓﻬﻨـﺎﻙ
ﺘﻤﺴﻙ ﺒﺎﻻﺸﺭﺍﻑ ﺍﻝﺘﻘﻠﻴﺩﻱ ،ﻭﻏﻴﺎﺏ ﺍﻝﺘﻌﺯﻴﺯ.
ﻜﻤﺎ ﻴﺘﻭﺠﺏ ﻋﻠﻰ ﺍﻝﻤﺸﺭﻑ ﺍﻝﻌﻤل ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺒﺴﻁ ﺍﻝﻭﺴﺎﺌل ،ﻭﺃﺴﻬﻠﻬﺎ ،ﻭﺍﻥ ﻴﺠﻌﻠﻬﺎ ﻓﻲ
ﺇﻤﻜﺎﻥ ﺍﻝﻤﺩﺭﺱ ﻭﻤﺘﻨﺎﻭﻝﻪ ،ﻭﺃﻥ ﻴﺤﻘﻕ ﺍﻝﻁﻠﺒﺔ ﺍﻷﻫﺩﺍﻑ ﺍﻝﺘﺭﺒﻭﻴﺔ ﺍﻝﻤﺭﻏﻭﺏ ﻓﻴﻬﺎ ،ﻭﻜﺫﻝﻙ ﻋﻠﻴﻪ ﺃﻥ
ﻴﻜﻭﻥ ﺤﺭﻴﺼﹰﺎ ﻋﻠﻰ ﺇﺤﺭﺍﺯ ﺍﻝﺘﻘﺩﻡ ﺍﻝﺘﺩﺭﻴﺠﻲ ﻓﻲ ﺍﻝﻌﻤل )ﺍﻝﺨﻁﻴﺏ ،ﺍﻝﺨﻁﻴﺏ ﻭﺍﻝﻔﺭﺡ.(2002 ،
ﻝﻘﺩ ﺍﻜﺩ ﺍﻝﻤﻐﻴﺩﻱ ) (2001ﻋﻠﻰ ﺃﻥ ﺍﻝﻤﺒﺎﺩﺉ ﺍﻝﺘﻲ ﺘﺭﺒﻁ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺒﺎﻝﻤﻌﻠﻤﻴﻥ
ﺘﺘﻤﺜل ﻓﻲ ﻁﺒﻴﻌﺔ ﺍﻝﻌﻼﻗﺔ ﺍﻝﺘﻲ ﺘﺤﻜﻡ ﻜل ﻗﺎﺌﺩ ﺩﻴﻤﻘﺭﺍﻁﻲ ﺒﻤﻥ ﻴﻌﻤﻠﻭﻥ ﻤﻌﻪ ،ﻭﻝﻌل ﺘﻠﻙ
ﺍﻝﻤﺒﺎﺩﺉ ﺘﺘﻤﺭﻜﺯ ﺤﻭل ﺘﻘﺩﻴﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻝﻠﺠﻬﺩ ﺍﻝﻤﺒﺫﻭل ﻤﻥ ﻗﺒل ﺍﻝﻤﻌﻠﻡ ،ﻭﺤﻤﺎﻴﺔ
ﺍﻝﻤﻌﻠﻡ ﻭﺭﻓﻊ ﺍﻝﺭﻭﺡ ﺍﻝﻤﻌﻨﻭﻴﺔ ﻝﻪ ﻭﺇﺸﺒﺎﻉ ﺤﺎﺠﺎﺘﻪ ﺍﻷﺴﺎﺴﻴﺔ ،ﻜﻤﺎ ﻴﺘﺴﻡ ﺍﺘﺼﺎﻝﻪ ﺒﺎﻝﻤﻌﻠﻡ
ﺒﺎﻝﻭﻀﻭﺡ ﻭﺍﻝﺩﻗﺔ ﻭﺍﻝﻤﻭﻀﻭﻋﻴﺔ ﻭﺍﻝﻔﻬﻡ ﺍﻝﻌﻤﻴﻕ ﺍﻝﻤﺘﺒﺎﺩل ،ﺇﻝﻰ ﺠﺎﻨﺏ ﺴﻌﻴﻪ ﺍﻝﻤﺘﻭﺍﺼل ﻓﻲ
ﺘﻘﻭﻴﺔ ﺃﻭﺍﺼﺭ ﺍﻝﻌﻼﻗﺎﺕ ﺍﻝﻤﻬﻨﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺒﻴﻨﻪ ﻭﺒﻴﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻤﻥ ﺠﻬﺔ ﻭﺒﻴﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ
ﺃﻨﻔﺴﻬﻡ ﻤﻥ ﺠﻬﺔ ﺃﺨﺭﻯ ،ﻭﺃﻥ ﻴﻌﻤل ﻋﻠﻰ ﺘﺤﻘﻴﻕ ﺘﻜﺎﻓﺅ ﺍﻝﻔﺭﺹ ﺒﻴﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺘﻨﻤﻴﺔ ﻗﺩﺭﺍﺘﻬﻡ
ﻓﻲ ﺘﻭﻅﻴﻑ ﻭﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻭﺴﺎﺌل ﻭﺍﻝﺘﻘﻨﻴﺎﺕ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﺇﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻝﺘﺩﺭﻴﺱ ﺍﻝﺤﺩﻴﺜﺔ ،ﺇﻀﺎﻓﺔ
ﺇﻝﻰ ﺘﺸﺠﻴﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﺸﻜﻼﺕ ﻭﺍﻝﻅﻭﺍﻫﺭ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻤﻴﺔ
ﻋﻠﻰ ﺤ ﺩ ﺴﻭﺍﺀ .
ﺇﻥ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﺍﻝﻤﻌﻠﻡ ﺘﻬﺩﻑ ﺍﻝﻰ ﺍﻹﺭﺘﻘﺎﺀ ﺒﻤﻬﺎﺭﺍﺕ ﺍﻝﻤﻌﻠﻡ ،ﻤﻥ ﺃﺠل
ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺍﻝﻤﻌﻠﻡ ﺍﻝﻨﻤﻭﺫﺠﻲ ﻓﻲ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻓﻬﻭ ﻤﻭﺠﻪ ﻭﻤﻴﺴﺭ ﻭﻤﺭﺸﺩ
ﻭﻤﻘﻴﻡ ،ﻴﻨﺒﻐﻲ ﻋﻠﻴﻪ ﺃﻥ ﻴﻤﺘﻠﻙ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻤﻬﺎﺭﺍﺕ ﻭﺍﻝﺨﺼﺎﺌﺹ ﻭﺍﻝﻜﻔﺎﻴﺎﺕ ﺍﻝﺘﻲ ﺘﻤﻴﺯﻩ
ﻋﻥ ﻏﻴﺭﻩ ﻭﺘﻬﻴﺊ ﻝﻪ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺘﺤﻘﻴﻕ ﺍﻝﻭﺍﺠﺒﺎﺕ ﻭﺍﻝﻤﻬﺎﻡ ﺍﻝﻤﻭﻜﻠﺔ ﻝﻪ ﻋﻠﻰ ﺃﻜﻤل ﻭﺠﻪ ،ﻤﻥ
ﺨﻼل ﺍﻝﺘﺨﻁﻴﻁ ﻝﻠﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﺘﻌﻠﻤﻴﺔ ،ﻭﺘﻨﻔﻴﺫ ﺇﺠﺭﺍﺀﺍﺘﻬﺎ ﻭﺃﻨﺸﻁﺘﻬﺎ ﺍﻝﻤﺨﺘﻠﻔﺔ ،ﻭﺍﻝﻘﺩﺭﺓ
ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﻝﺼﻑ ﺒﺼﻭﺭﺓ ﻓﺎﻋﻠﺔ ،ﻭﺃﺨﻴﺭﹰﺍ ﺍﻝﻘﻴﺎﻡ ﺒﻌﻤﻠﻴﺎﺕ ﺍﻝﺘﻘﻴﻴﻡ ﺍﻝﻤﺴﺘﻤﺭ ﻓﻲ ﻀﻭﺀ ﺍﻷﻫﺩﺍﻑ
ﺍﻝﻤﻨﺸﻭﺩﺓ ،ﻭﺒﻬﺫﻩ ﺍﻝﻤﻜﻭﻨﺎﺕ ﻭﺍﻝﻌﻨﺎﺼﺭ ﻴﺘﻤﺜل ﺍﻷﺩﺍﺀ ﺍﻝﺘﺩﺭﻴﺴﻲ ،ﻭﺒﻘﺩﺭ ﻜﻔﺎﺀﺓ ﺍﻝﻤﻌﻠﻡ ﻓﻴﻬﺎ ﺒﻘﺩﺭ
ﻤﺎ ﻴﻨﻌﻜﺱ ﺇﻴﺠﺎﺒﻴﹰﺎ ﻋﻠﻰ ﺃﺩﺍﺌﻪ ﺍﻝﺼﻔﻲ ،ﻭﻓﻴﻤﺎ ﻴﻠﻲ ﺍﺴﺘﻌﺭﺍﺽ ﻫﺫﻩ ﺍﻝﻌﻨﺎﺼﺭ ﺒﺸﻲﺀ ﻤﻥ
ﺍﻝﺘﻔﺼﻴل:
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ﺃﻭ ﹰﻻ :ﺍﻝﺘﺨﻁﻴﻁ
ﻴﻌﺘﺒﺭ ﺍﻝﺘﺨﻁﻴﻁ ﻋﻤﻠﻴﺔ ﻤﺎﺭﺴﺘﻬﺎ ﺍﻝﺠﻤﺎﻋﺎﺕ ﻭﺍﻝﻤﺠﺘﻤﻌﺎﺕ ﺍﻝﺒﺸﺭﻴﺔ ﻤﻨﺫ ﺍﻝﻘﺩﻡ ،ﺒﺄﺸﻜﺎل
ﻭﺃﻨﻤﺎﻁ ﺒﺩﺍﺌﻴﺔ ﻤﺨﺘﻠﻔﺔ ،ﺒﺤﺴﺏ ﻤﻘﺘﻀﻴﺎﺕ ﺍﻝﻭﺍﻗﻊ ﻭﺍﻝﻅﺭﻭﻑ ﻝﻤﻭﺍﺠﻬﺔ ﺍﻝﻜﻭﺍﺭﺙ ﻭﺍﻝﺘﺤﺩﻴﺎﺕ
ﺘﺤﺕ ﻤﺴﻤﻴﺎﺕ ﺍﻝﺘﺩﺒﻴﺭ ،ﻭﺍﻝﺘﻭﻗﻊ ﻭﺍﻝﺤﻴﻁﺔ ﻭﻏﻴﺭ ﺫﻝﻙ ،ﻭﻜﻠﻬﺎ ﻤﻤﺎﺭﺴﺎﺕ ﻝﻌﻤﻠﻴﺎﺕ ﺘﺘﻡ ﻓﻲ
ﺍﻝﻤﺴﺘﻘﺒل ﻝﺘﺠﻨﺏ ﺍﻝﻤﺨﺎﻁﺭ ﻭﻤﻭﺍﺠﻬﺔ ﺍﻝﻤﺸﻜﻼﺕ ،ﻭﺘﻌﺘﺒﺭ ﻤﻬﻤﺔ ﺍﻝﺘﺨﻁﻴﻁ ﻓﻲ ﻏﺎﻴﺔ ﺍﻷﻫﻤﻴﺔ
ﻝﻨﺠﺎﺡ ﺃﻱ ﻋﻤل ﺃﻭ ﻨﺸﺎﻁ ﻝﻜل ﻤﺅﺴﺴﺔ ﺃﻭ ﻤﻨﻅﻤﺔ ﻭﺨﺎﺼﺔ ﻓﻲ ﻤﺠﺎل ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ
ﻭﺍﻝﺘﻌﻠﻴﻤﻴﺔ ،ﻭﻴﻌﺩ ﺍﻝﺘﺨﻁﻴﻁ ﺍﻝﺠﻴﺩ ﺨﻁﻭﺓ ﻴﺅﺩﻱ ﺇﺘﻘﺎﻨﻬﺎ ﺒﺼﻭﺭﺓ ﻓﺎﻋﻠﺔ ﺇﻝﻰ ﻀﻤﺎﻥ ﺍﻝﻨﺠﺎﺡ ﻓﻲ
ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻝﻤﻨﺸﻭﺩﺓ .ﻭﻴﻌﺭﻑ ﺍﻝﺘﺨﻁﻴﻁ ﺒﺄﻨﻪ ﻤﺠﻤﻭﻋﺔ ﺍﻝﺘﺩﺍﺒﻴﺭ ﺍﻝﻤﺘﻌﺩﺩﺓ ﺍﻝﺘﻲ ﺘﺴﺘﺨﺩﻡ
ﻝﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﻤﻌﻴﻨﺔ ،ﻭﻫﺫﺍ ﻴﻌﻨﻲ ﺃﻥ ﺍﻝﺘﺨﻁﻴﻁ ﻴﺘﻀﻤﻥ ﺘﺤﺩﻴﺩ ﺃﻫﺩﺍﻑ ﻭﺍﻀﺤﺔ ،ﻭﻤﺠﻤﻭﻋﺔ
ﻤﻥ ﺍﻹﺠﺭﺍﺀﺍﺕ ﺍﻝﻤﻨﺎﺴﺒﺔ ﺘﻜﻔل ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ )ﺍﻝﺨﻁﻴﺏ ،ﺍﻝﺨﻁﻴﺏ ﻭﺍﻝﻔﺭﺡ.(2002 ،
ﻜﻤﺎ ﻭﻴﻌﺭﻓﻪ ﺍﻝﻀﺎﻤﻥ ) (2003ﻋﻠﻰ ﺍﻨﻪ ﺍﻝﺘﻔﻜﻴﺭ ﺒﺎﻝﻌﻤﻠﻴﺎﺕ ﻭﺍﻝﻨﺸﺎﻁﺎﺕ ﺍﻝﺘﻲ ﺘﻬﺩﻑ ﺇﻝﻰ
ﺘﺭﺠﻤﺔ ﺍﻷﻫﺩﺍﻑ ﺇﻝﻰ ﻨﺘﺎﺠﺎﺕ ﻤﺤﺩﺩﺓ ﻓﻲ ﺇﻁﺎﺭ ﺇﺩﺍﺭﺓ ﻓﻌﺎﻝﺔ ﻝﻬﺫﻩ ﺍﻹﺠﺭﺍﺀﺍﺕ .ﻭﻤﻥ ﺍﻝﺘﻌﺭﻴﻔﺎﺕ
ﺍﻷﺨﺭﻯ ﻫﻭ ﻋﻤﻠﻴﺔ ﺇﺼﺩﺍﺭ ﺍﻷﺤﻜﺎﻡ ﻝﻠﻜﺸﻑ ﻋﻥ ﻤﻭﺍﻁﻥ ﺍﻝﻘﻭﺓ ﺃﻭ ﺍﻝﻀﻌﻑ ،ﻭﺤـﻭل ﺒﻠـﻭﻍ
ﺍﻷﻫﺩﺍﻑ ،ﻭﻴﺴﺘﻌﻴﻥ ﺍﻝﻤﻌﻠﻡ ﺒﺄﺩﻭﺍﺕ ﻤﺨﺘﻠﻔﺔ ﻝﻘﻴﺎﺱ ﺘﺤﻘﻕ ﺍﻝﻬﺩﻑ ﻭﺍﺘﺨﺎﺫ ﺍﻝﻘﺭﺍﺭ ﺍﻝﻤﻨﺎﺴﺏ ﺤﻭﻝﻪ
)ﺃﺒﻭ ﺠﺎﺩﻭ2006 ،؛ ﻋﻴﺩ. (2005 ،
ﺘﺸﻤل ﻤﻬﺎﺭﺓ ﺍﻝﺘﺨﻁﻴﻁ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺘﺤﻠﻴل ﻤﺤﺘﻭﻯ ﺍﻝﻤﺎﺩﺓ ﺍﻝﺩﺭﺍﺴﻴﺔ ،ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻁﺭﻴﻘـﺔ
ﺍﻝﻤﻨﻬﺞ ﺍﻝﻌﻠﻤﻲ ﻤﻥ ﺨﻼل ﺠﻤﻊ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ،ﻤﻥ ﺍﺠل ﻭﻀﻊ ﺍﻝﺨﻁﻁ ﺍﻝﻴﻭﻤﻴﺔ ﻭﺍﻝﺴﻨﻭﻴﺔ ﺒﺸﻜل
ﻤﺘﻨﺎﺴﻕ ،ﻭﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺼﻴﺎﻏﺔ ﺍﻷﻫﺩﺍﻑ ﺼﻴﺎﻏﺔ ﻗﺎﺒﻠﺔ ﻝﻠﻘﻴﺎﺱ ،ﻤـﻊ ﺘﺤﺩﻴـﺩ ﺍﺴـﺘﺭﺍﺘﻴﺠﻴﺎﺕ
ﺍﻝﺘﺩﺭﻴﺱ ﻭﺍﻝﺘﻘﻴﻴﻡ ،ﻤﻥ ﺍﺠل ﺍﻝﺨﺭﻭﺝ ﺒﺎﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺭﺠﻭﺓ )ﺃﺒﻭ ﺠـﺎﺩﻭ2006 ،؛ ﺍﻝﺸـﻘﻴﺭﺍﺕ،
2009؛ ﻤﺭﻴﺯﻴﻕ. (2009 ،
ﻼ ﻓﻨﻴﹰﺎ
ﻭﻓﻲ ﻀﻭﺀ ﺫﻝﻙ ﻓﺈﻥ ﻋﻤﻠﻴﺔ ﺍﻝﺘﺩﺭﻴﺱ ﺒﺤﺎﺠﺔ ﻝﺘﺨﻁﻴﻁ ﻤﺴﺒﻕ ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﺃﻨﻬﺎ ﻋﻤ ﹰ
ﺩﻗﻴﻘﺎﹰ ،ﻭﻴﻌﺩ ﺍﻝﺘﺨﻁﻴﻁ ﺤﺠﺭ ﺍﻷﺴﺎﺱ ﻓﻲ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ،ﻭﺘﺸﻴﺭ ﺍﻤﺘﻼﻙ ﺍﻝﻤﻌﻠـﻡ ﻝﻤﻬـﺎﺭﺓ
28
ﺍﻝﺘﺨﻁﻴﻁ ﺍﻤﺘﻼﻜﻪ ﻜﻔﺎﻴﺎﺕ ﺃﺨﺭﻯ ﻤﺜل ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺘﺤﻠﻴل ﻤﺤﺘﻭﻯ ﺍﻝﻤﺎﺩﺓ ﺍﻝﺩﺭﺍﺴﻴﺔ ،ﻭﺼﻴﺎﻏﺔ
ﺍﻷﻫﺩﺍﻑ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ،ﻭﺇﻋﺩﺍﺩ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ )ﻜﻭﺍﻓﺤﺔ. (2003 ،
ﻭﺘﺘﻤﺜل ﺃﻫﻤﻴﺔ ﺍﻝﺘﺨﻁﻴﻁ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺍﻝﻌﻤل ﻋﻠﻰ ﺯﻴﺎﺩﺓ ﺍﻝﺜﻘﺔ ﻓﻲ ﻨﻔﺱ ﺍﻝﻤﻌﻠﻡ ﻗﺒل ﺩﺨﻭل
ﺍﻝﻔﺼل ﺍﻝﺩﺭﺍﺴﻲ ﻨﺘﻴﺠﺔ ﻹﻝﻤﺎﻤﻪ ﺒﺎﻝﻤﺤﺘﻭﻯ ﺍﻝﻌﻠﻤﻲ ،ﻭﺘﺤﺩﻴﺩﻩ ﻝﻸﻫﺩﺍﻑ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ،ﻭﺍﻝﻁﺭﺍﺌـﻕ
ﺍﻝﺘﺩﺭﻴﺴﻴﺔ ،ﻭﺍﻷﻨﺸﻁﺔ ﻭﺍﻝﻭﺴﺎﺌل ﺍﻝﻼﺯﻤﺔ ﻝﺘﻨﻔﻴﺫ ﺍﻝﺩﺭﺱ ﺜﻡ ﻋﻤﻠﻴﺎﺕ ﺍﻝﺘﻘﻴﻴﻡ ﺍﻝﻼﺯﻤﺔ ،ﻜﻤـﺎ ﺃﻥ
ﻋﻤﻠﻴﺔ ﺍﻝﺘﺨﻁﻴﻁ ﺘﻀﻤﻥ ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﺨﺎﺼﺔ ﺒﻜل ﺩﺭﺱ ﺒﻌﺩ ﺘﺤﻘﻴﻘﻬـﺎ ﺒﺩﻗـﺔ،
ﻭﺍﻝﻤﺴﺎﻋﺩﺓ ﻓﻲ ﺍﻜﺘﺸﺎﻑ ﺃﻱ ﻗﺼﻭﺭ ﻓﻲ ﺍﻝﻤﺤﺘﻭﻯ ﺃﻭ ﻓﻲ ﻋﻨﺎﺼﺭ ﺍﻝﻤﻨﻬﺞ ﺍﻷﺨﺭﻯ ﺃﻭ ﺃﺨﻁﺎﺀ
ﻁﺒﺎﻋﺔ ﺃﻭ ﺃﺨﻁﺎﺀ ﻝﻐﻭﻴﺔ .ﻭﻴﺴﻬﻡ ﺍﻝﺘﺨﻁﻴﻁ ﺍﻝﻔﻌﺎل ﻓﻲ ﺘﺤﺴﻴﻥ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻝﺘﻌﻠﻡ ﻭﺠﻌﻠﻬﺎ
ﺃﻜﺜﺭ ﻓﻌﺎﻝﻴﺔ ،ﻭﺘﺠﻨﻴﺏ ﺍﻝﻤﻌﻠﻡ ﺍﻹﺭﺒﺎﻙ ﻭﺘﺭﻙ ﺍﻷﻤﻭﺭ ﺘﺤﺕ ﺭﺤﻤﺔ ﺍﻝﺼﺩﻑ ﻭﺘﻤﻜﻨﻪ ﻤﻥ ﺘﻨﻅﻴﻡ
ﻋﻨﺎﺼﺭ ﺍﻝﻤﻭﻗﻑ ﺍﻝﺘﻌﻠﻴﻤﻲ ،ﻭﺘﻨﻅﻴﻡ ﺘﻌﻠﻡ ﺍﻝﺘﻼﻤﻴﺫ ،ﻭﺘﺤﻘﻴﻕ ﺍﻷﻫـﺩﺍﻑ ﺍﻝﻤﻨﺸـﻭﺩﺓ ﻭﺇﻋﻁـﺎﺀ
ﻤﺘﻌﻠﻤﻴﻪ ﻓﺭﺼﺔ ﺍﻝﻭﺼﻭل ﺇﻝﻴﻪ ،ﻜﻤﺎ ﻴﺅﺩﻱ ﺍﻝﺘﺨﻁﻴﻁ ﺍﻝﻔﻌﺎل ﺇﻝﻰ ﺘﻭﺠﻪ ﺠﻤﻴﻊ ﺍﻝﻌﻨﺎﺼﺭ ﺍﻝﻤﺅﺜﺭﺓ
ﻓﻲ ﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻨﺤﻭ ﺍﻷﻫﺩﺍﻑ ﺍﻝﻤﺨﻁﻁ ﻝﻬﺎ ،ﻭﻴﻭﻓﺭ ﻝﻠﻤﻌﻠﻡ ﺨﺒﺭﺓ ﺘﻌﻠﻴﻤﻴﺔ ،ﻓﻴﺒﺩﺃ ﺒﺎﻷﻫﻡ،
ﻭﻴﻌﺭﻑ ﻤﺘﻰ ﻴﻨﺘﻘل ﺇﻝﻰ ﺨﻁﻭﺓ ﻗﺎﺩﻤﺔ ،ﻭﻤﺎ ﺇﺫﺍ ﻜﺎﻥ ﻤﻥ ﺍﻝﻀﺭﻭﺭﻱ ﺇﺠﺭﺍﺀ ﺃﻱ ﺘﻌﺩﻴل ﻋﻠـﻰ
ﺨﻁﺘﻪ ،ﺃﻭ ﻋﻠﻰ ﺠﺯﺀ ﻤﻨﻬﺎ )ﻜﻭﺍﻓﺤﺔ. (2003 ،
ﻗﺴﻡ ﻜﻭﻝﻨﺘﻨﻴﻭ ) (Colantonio , 2004ﺍﻝﺘﺨﻁﻴﻁ ﺇﻝﻰ ﺜﻼﺜﺔ ﺃﻨﻭﺍﻉ ﺃﺴﺎﺴﻴﺔ ﻝﻠﻤﻌﻠﻡ ﻭﻫﻲ:
• ﺍﻝﺨﻁﺔ ﺍﻝﺴﻨﻭﻴﺔ :ﻭﻫﻲ ﺨﻁﺔ ﺒﻌﻴﺩﺓ ﺍﻝﻤﺩﻯ ﻴﺴﻌﻰ ﻤﻥ ﺨﻼﻝﻬﺎ ﺍﻝﻤﻌﻠﻡ ﺇﻝﻰ ﺘﺤﻘﻴﻕ ﺃﻫـﺩﺍﻑ
ﺍﻝﻤﻘﺭﺭ ﺍﻝﺩﺭﺍﺴﻲ ﺨﻼل ﺍﻝﺴﻨﺔ ﺍﻝﺩﺭﺍﺴﻴﺔ ﻝﻔﺼل ﻤﻌﻴﻥ ﺃﻭ ﻤﺭﺤﻠﺔ ﻤﻌﻴﻨﺔ ،ﻭﻴﺭﻯ ﺍﻝﻤﺸﺭﻓﻭﻥ
ﺍﻝﺘﺭﺒﻭﻴﻭﻥ ﺒﺎﻥ ﻫﺫﻩ ﺍﻝﺨﻁﺔ ﻴﺠﺏ ﺍﻥ ﺘﺸﻤل ﺃﻫﺩﺍﻑ ﺘﺩﺭﻴﺱ ﺍﻝﻤﺎﺩﺓ ،ﻤﻥ ﺨـﻼل ﺍﻁـﻼﻉ
ﺍﻝﻤﻌﻠﻡ ﻋﻠﻰ ﺍﻝﻤﻨﻬﺎﺝ ﻭﺘﺤﻠﻴل ﻋﻨﺎﺼﺭﻩ ﺤﺘﻰ ﻴﺘﻤﻜﻥ ﺍﻝﻤﻌﻠﻡ ﻤﻥ ﺘﺤﺩﻴﺩ ﺃﻫﺩﺍﻑ ﺍﻝﻤﻘﺭﺭ ﺍﻝﺫﻱ
ﺴﻴﻌﻠﻤﻪ ،ﻜﻤﺎ ﻴﺠﺏ ﺃﻥ ﺘﺸﻤل ﺍﻝﺨﻁﺔ ﺍﻝﺴﻨﻭﻴﺔ ﻋﻠﻰ ﺍﻝﻁﺭﺍﺌﻕ ﻭﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﺘﺩﺭﻴﺴﻴﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ
ﻝﺘﻨﻔﻴﺫ ﺘﻠﻙ ﺍﻷﻫﺩﺍﻑ ﺍﻝﻤﻘﺭﺭﺓ ﻭﻋﺎﺩﺓ ﻤﺎ ﺘﺘﻨﻭﻉ ﺍﻝﻁﺭﺍﺌﻕ ﻭﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﺘﺩﺭﻴﺴﻴﺔ ﻭﻓﻘﹰﺎ ﻝﻁﺒﻴﻌﺔ
ﻤﻭﻀﻭﻋﺎﺕ ﺍﻝﻤﺎﺩﺓ ﻭﺃﻫﺩﺍﻑ ﺘﺩﺭﻴﺴﻬﺎ ،ﻜﻤﺎ ﻭﺘﺘﻀﻤﻥ ﺍﻝﺨﻁﺔ ﺍﻝﺴﻨﻭﻴﺔ ﻭﺴـﺎﺌل ﻭﺘﻘﻨﻴـﺎﺕ
ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻤﻼﺌﻤﺔ ﻝﻁﺒﻴﻌﺔ ﺍﻷﻫﺩﺍﻑ ﺍﻝﻤﻨﻭﻱ ﺘﺤﻘﻴﻘﻬﺎ ﻤﻥ ﺍﻝﻤﻨﻬﺎﺝ ﺨﻼل ﺍﻝﺴﻨﺔ ،ﻭﻋﻠﻰ ﺍﻝﻤﻌﻠﻡ
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ﺃﻥ ﻴﻌﻤل ﻋﻠﻰ ﺘﻨﻭﻴﻊ ﺃﺴﺎﻝﻴﺏ ﺍﻝﺘﻘﻴﻴﻡ ﻝﻠﻁﻠﺒﺔ ﻝﺘﻜﻭﻥ ﻤﻼﺌﻤﺔ ﻝﻁﺒﻴﻌﺔ ﺃﻫﺩﺍﻑ ﺘﺩﺭﻴﺱ ﺍﻝﻤﺎﺩﺓ
ﻭﺘﻐﻁﻲ ﻓﺘﺭﺍﺕ ﺯﻤﻨﻴﺔ ﻤﺘﻔﺭﻗﺔ ﻝﻠﺤﻜﻡ ﻋﻠﻰ ﻤﺩﻯ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﺘـﺩﺭﻴﺱ ﺍﻝﻤـﺎﺩﺓ ﻝـﺩﻯ
ﺍﻝﻤﺘﻌﻠﻤﻴﻥ ،ﻭﺒﺎﻝﻨﻬﺎﻴﺔ ﻀﺭﻭﺭﺓ ﻭﻀﻊ ﺠﺩﻭل ﺯﻤﻨﻲ ﻻﻨﺠﺎﺯ ﻤﻭﻀﻭﻋﺎﺕ ﺍﻝﻤﻘﺭﺭ ﻭﻭﺤﺩﺘـﻪ
ﻋﻠﻰ ﻁﻭﺍل ﺍﻝﻌﺎﻡ ﺍﻝﺩﺭﺍﺴﻲ.
• ﺍﻝﺨﻁﺔ ﺍﻝﻔﺼﻠﻴﺔ :ﻭﺘﻌﺩ ﻫﺫﻩ ﺍﻝﺨﻁﺔ ﺨﻁﺔ ﻤﺘﻭﺴﻁﺔ ﺍﻷﺠل ﺘﻬﺩﻑ ﻝﻠﺘﺨﻁﻴﻁ ﻻﻨﺠﺎﺯ ﻭﺤﺩﺍﺕ
ﻤﻥ ﺍﻝﻤﻘﺭﺭ ﺨﻼل ﺍﻝﻔﺼل ﺍﻝﺩﺭﺍﺴﻲ ﺍﻝﻭﺍﺤﺩ ﻭﻫﻲ ﺘﻘﺴﻡ ﺇﻝﻰ ﺨﻁﻁ ﺸﻬﺭﻴﺔ ﺃﻭ ﻜل ﺸﻬﺭﻴﻥ،
ﻭﺘﻭﺯﻉ ﺍﻝﻤﻭﻀﻭﻋﺎﺕ ﻋﻠﻰ ﻤﺩﺍﺭ ﺍﻷﺴﺎﺒﻴﻊ ﺍﻷﺭﺒﻊ ﻝﻸﺸﻬﺭ ،ﻭﺘﺘﻀﻤﻥ ﻫﺫﻩ ﺍﻝﺨﻁﺔ ﺍﻝﻌﻨﺎﺼﺭ
ﻨﻔﺴﻬﺎ ﻝﻠﺨﻁﺔ ﺍﻝﺴﻨﻭﻴﺔ ﻭﻝﻜﻥ ﻋﻠﻰ ﻤﺩﺍﺭ ﻓﺼل ﺩﺭﺍﺴﻲ ﻭﺍﺤﺩ.
• ﺍﻝﺨﻁﺔ ﺍﻝﻴﻭﻤﻴﺔ :ﻭﻫﻲ ﺨﻁﺔ ﻗﺼﻴﺭﺓ ﺍﻝﻤﺩﻯ ﻴﺤﺘﺎﺠﻬﺎ ﺍﻝﻤﻌﻠﻡ ﻓﻲ ﻋﻤﻠﻪ ﺍﻝﻴـﻭﻤﻲ ﻹﻨﺠـﺎﺯ
ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻝﺩﺭﺱ ﻭﺍﺤﺩ ،ﻴﻤﻜﻥ ﺘﺤﻘﻴﻘﻬﺎ ﺨﻼل ﻓﺘﺭﺓ ﻗﺼﻴﺭﺓ ﻨﺴﺒﻴﹰﺎ ﻓﻲ ﺤﺼﺔ ﻭﺍﺤﺩﺓ
ﺃﻭ ﻤﺠﻤﻭﻋﺔ ﺤﺼﺹ ،ﻭﺘﺸﻤل ﻫﺫﻩ ﺍﻝﺨﻁﺔ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻷﻫﺩﺍﻑ ﺍﻝﺴﻠﻭﻜﻴﺔ ﻭﺘﺴﺠل ﺤﺴﺏ
ﺘﺼﻨﻴﻔﻲ ﺒﻠﻭﻡ ،ﻭﻜﺫﻝﻙ ﺘﻭﻀﻴﺢ ﻝﻠﻭﺴﺎﺌل ﻭﺍﻝﺘﻘﻨﻴﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﺃﻭ ﺍﻝﺘﻌﻠﻴﻤﺔ ،ﺒﺎﻹﻀـﺎﻓﺔ ﺇﻝـﻰ
ﺍﻝﺘﻤﻬﻴﺩ ﺃﻭ ﺍﻝﺘﻬﻴﺌﺔ ﺃﻭ ﺍﻝﻤﺘﻁﻠﺒﺎﺕ ﺍﻷﺴﺎﺴﻴﺔ ،ﻭﺍﻝﻌﺭﺽ ﺃﻭ ﺇﺠـﺭﺍﺀﺍﺕ ﺍﻝـﺩﺭﺱ ﻭﺘﻨﻔﻴـﺫﻩ،
ﻭﺍﻝﺘﻘﻴﻴﻡ ﻭﺍﻝﺫﻱ ﻴﺘﻜﻭﻥ ﻤﻥ ﺘﻘﻴﻴﻡ ﺘﻜﻭﻴﻨﻲ ﻤﺭﺤﻠﻲ ﻭﺘﻘﻴﻴﻡ ﻨﻬﺎﺌﻲ ،ﻭﺍﻝﺘﻌﻴﻴﻨـﺎﺕ ﺃﻭ ﺍﻝﻨﺸـﺎﻁ
ﺍﻝﻤﻨﺯﻝﻲ ،ﻭﺍﻝﺘﻐﺫﻴﺔ ﺍﻝﺭﺍﺠﻌﺔ.
ﻭﻴﺘﻤﺜل ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﻤﺠﺎل ﺍﻝﺘﺨﻁﻴﻁ ﺒﺎﻝﻌﻤل ﻋﻠﻰ ﺇﻗﻨﺎﻉ ﺍﻝﻤﻌﻠﻡ ﺒﻤﺎ ﻴﺠـﺏ
ﻋﻠﻴﻪ ﺍﻝﻘﻴﺎﻡ ﺒﻪ ﻓﻲ ﻤﺠﺎل ﺍﻝﺘﺨﻁﻴﻁ ،ﻭﻜﻴﻔﻴﺔ ﻭﻀﻊ ﺍﻝﺨﻁﺔ ﺍﻝﺩﺭﺍﺴﻴﺔ ،ﻭﺍﻝﻌﻤل ﻋﻠﻰ ﺇﻜﺴـﺎﺒﻪ
ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﻀﺭﻭﺭﻴﺔ ﻝﻠﻘﻴﺎﻡ ﺒﻬﺫﻩ ﺍﻝﻤﻬﻤﺔ ﻋﻠﻰ ﺃﻜﻤل ﻭﺠﻪ.
ﺍﻝﺘﺩﺭﻴﺱ ﻋﻠﻰ ﺃﻨﻬﺎ :ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺃﺩﺍﺀ ﻋﻤل ﺃﻭ ﻨﺸﺎﻁ ﻤﻌﻴﻥ ﺫﻱ ﻋﻼﻗﺔ ﺒﺘﺨﻁﻴﻁ ﺍﻝﺘﺩﺭﻴﺱ ﻭﺘﻨﻔﻴﺫﻩ
ﻭﺘﻘﻴﻴﻤﻪ ،ﻭﻫﺫﺍ ﺍﻝﻌﻤل ﻗﺎﺒل ﺍﻝﺘﺤﻠﻴل ﺇﻝﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﺴﻠﻭﻜﻴﺎﺕ ) ﺍﻝﺸﻘﻴﺭﺍﺕ.(2009 ،
ﺃﻤﺎ ﻤﻬﺎﺭﺓ ﺍﻝﺘﻨﻔﻴﺫ ﻓﺘﺘﻀﻤﻥ :ﻤﻬﺎﺭﺍﺕ ﺘﻬﻴﺌﺔ ﻏﺭﻓﺔ ﺍﻝﺼـﻑ ،ﻭﺇﺩﺍﺭﺓ ﺍﻝﻠﻘـﺎﺀ ﺍﻷﻭل ،ﻭﺇﺩﺍﺭﺓ
ﺃﺤﺩﺍﺙ ﻤﺎ ﻗﺒل ﺍﻝﺩﺨﻭل ﻓﻲ ﺍﻝﺩﺭﺱ ،ﻭﺍﻝﺘﻬﻴﺌﺔ ﺍﻝﺤﺎﻓﺯﺓ ،ﻭﺍﻝﺸﺭﺡ ،ﻭﻁﺭﺡ ﺍﻷﺴﺌﻠﺔ ،ﻭﺘﻨﻔﻴـﺫ
ﺍﻝﻌﺭﻭﺽ ﺍﻝﻌﻤﻠﻴﺔ ،ﻭ ﺍﻝﺘﺩﺭﻴﺱ ﺍﻻﺴﺘﻘﺼﺎﺌﻲ ،ﻭﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ،ﻭﺍﺴﺘﺜﺎﺭﺓ ﺍﻝﺩﺍﻓﻌﻴﺔ
ﻝﻠﺘﻌﻠﻡ ،ﻭﺍﻻﺴﺘﺤﻭﺍﺫ ﻋﻠﻰ ﺍﻻﻨﺘﺒﺎﻩ ،ﻭﺍﻝﺘﻌﺯﻴﺯ ،ﻭﺘﻌﺯﻴﺯ ﺍﻝﻌﻼﻗﺎﺕ ﺍﻝﺸﺨﺼﻴﺔ ،ﻭﻀﺒﻁ ﺍﻝﻨﻅـﺎﻡ
ﺩﺍﺨل ﺍﻝﺼﻑ ،ﻭﺘﻠﺨﻴﺹ ﺍﻝﺩﺭﺱ .ﻭﻁﺭﻴﻘﺔ ﺍﻝﺘﻨﻔﻴﺫ ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻥ :ﺍﻝﻜﻴﻔﻴﺔ ﺍﻝﺘﻲ ﻴﺘﻨﺎﻭل ﺒﻬـﺎ
ﺍﻝﻤﻌﻠﻡ ﻁﺭﻴﻘﺔ ﺍﻝﺘﺩﺭﻴﺱ ﺃﺜﻨﺎﺀ ﻗﻴﺎﻤﻪ ﺒﺘﻨﻔﻴﺫ ﻋﻤﻠﻴﺔ ﺍﻝﺘﺩﺭﻴﺱ ،ﻤﻥ ﺨﻼل ﺍﻝﺨﻁﻭﺍﺕ ﺍﻝﻤﺘﺴﻠﺴـﻠﺔ
ﻭﺍﻝﻤﺘﺭﺍﺒﻁﺔ ﻝﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ،ﺒﺼﻭﺭﺓ ﺘﻤﻴﺯﻩ ﻋﻥ ﻏﻴـﺭﻩ ﻤـﻥ ﺍﻝﻤﻌﻠﻤـﻴﻥ ﺍﻝـﺫﻴﻥ
ﻴﺴﺘﺨﺩﻤﻭﻥ ﻨﻔﺱ ﺍﻝﻁﺭﻴﻘﺔ )ﻁﺭﺒﻴﺔ. (2008 ،
ﻭﺘﻌﺘﺒﺭ ﺍﻹﺩﺍﺭﺓ ﺍﻝﺼﻔﻴﺔ ﻓﻨﹰﺎ ﻭﻋﻠﻤﺎﹰ ،ﻓﻤﻥ ﺍﻝﻨﺎﺤﻴﺔ ﺍﻝﻔﻨﻴﺔ ﺘﻌﺘﻤﺩ ﻫﺫﻩ ﺍﻹﺩﺍﺭﺓ ﻋﻠﻰ ﺸﺨﺼﻴﺔ
ﺍﻝﻤﻌﻠﻡ ﻭﺃﺴﻠﻭﺒﻪ ﻓﻲ ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺍﻝﻁﻠﺒﺔ ﺩﺍﺨل ﺍﻝﺼﻑ ﻭﺨﺎﺭﺠﻪ ،ﻜﻤﺎ ﺘﻌﺩ ﻋﻠﻤﹰﺎ ﺒﺫﺍﺘﻪ ﻭﻗﻭﺍﻨﻴﻨﻪ
ﻭﺇﺠﺭﺍﺀﺍﺘﻪ ،ﻭﺘﻌﺩ ﺍﻹﺩﺍﺭﺓ ﺍﻝﺼﻔﻴﺔ ﺍﻝﺠﻴﺩﺓ ﺃﺤﺩ ﺃﻫﻡ ﻋﻭﺍﻤل ﻨﺠﺎﺡ ﻋﻤﻠﻴﺘﻲ ﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻝﺘﻌﻠﻡ ،ﺤﻴﺙ
ﺇﻨﻬﺎ ﺘﻌﻤل ﻋﻠﻰ ﺘﻭﻓﻴﺭ ﻭﺘﻬﻴﺌﺔ ﺠﻤﻴﻊ ﺍﻷﺠﻭﺍﺀ ﻭﺍﻝﻤﺘﻁﻠﺒﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻝﺤﺩﻭﺙ
ﻋﻤﻠﻴﺘﻲ ﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻝﺘﻌﻠﻡ ﺒﺼﻭﺭﺓ ﻓﻌﺎﻝﺔ .ﻭﻴﺘﻀﻤﻥ ﻤﻔﻬﻭﻡ ﺍﻹﺩﺍﺭﺓ ﺍﻝﺼﻔﻴﺔ ،ﻭﻋﺎﻝﻡ ﺍﻝﺘﺭﺒﻴﺔ
ﻭﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﺫﻱ ﻴﺘﺴﻡ ﺒﺨﺼﻭﺼﻴﺔ ﻤﺨﺘﻠﻔﺔ ،ﻭﻝﻜﻥ ﻜل ﻤﻥ ﺍﻹﺩﺍﺭﺓ ﻭﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺘﻘﻭﻡ ﻋﻠﻰ
ﺃﺴﺎﺱ ﺍﻝﻌﻨﺼﺭ ﺍﻝﺒﺸﺭﻱ ،ﻤﻤﺎ ﺘﺠﻌل ﻋﻤﻠﻴﺔ ﺇﺩﺍﺭﺘﻪ ﻭﻤﻭﺍﻜﺒﺔ ﺍﻝﺘﻁﻭﺭﺍﺕ ﺍﻝﺘﻲ ﺘﺤﺩﺙ ﻓﻲ ﻏﺎﻴﺔ
ﺍﻝﺼﻌﻭﺒﺔ ﻭﺘﺤﺘﺎﺝ ﺇﻝﻰ ﻋﻨﺎﺀ ﻭﺠﻬﺩ ﻜﺒﻴﺭ )ﻁﺭﺒﻴﺔ.(2008 ،
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ﻭﺘﺘﻀﻤﻥ ﻋﻨﺎﺼﺭ ﺍﻹﺩﺍﺭﺓ ﺍﻝﺼﻔﻴﺔ :ﺍﻝﻤﻌﻠﻡ ﻭﺍﻝﺘﻼﻤﻴﺫ ،ﻭﻫﻡ ﺍﻝﻌﺎﻤﻠﻭﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻝﺼﻔﻴﺔ،
ﻓﺎﻝﻤﻌﻠﻡ ﻫﻭ ﺍﻷﺩﺍﺓ ﺍﻝﻤﻨﻔﺫﺓ ﻭﺍﻝﻤﻭﺠﻬﺔ ،ﺃﻤﺎ ﺍﻝﻁﻠﺒﺔ ﻓﻬﻡ ﺍﻝﻤﺎﺩﺓ ﺍﻝﺨﺎﻡ ﻭﻤﺒﺭﺭ ﻭﺠﻭﺩﻫﺎ ،ﻜﻤﺎ ﺘﺸﻤل
ﻜﺫﻝﻙ ﺍﻝﻐﺭﻓﺔ ﺍﻝﺼﻔﻴﺔ ﻭﻫﻭ ﺍﻝﻤﻜﺎﻥ ﺍﻝﺘﻲ ﺘﺘﻡ ﺒﻪ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﻤﺎ ﻴﺤﺘﻭﻴﻪ ﻤـﻥ
ﺃﺜﺎﺙ ﻭﺘﺠﻬﻴﺯﺍﺕ ،ﻭﺴﺎﺤﺎﺕ ﻭﻤﺭﺍﻜﺯ ﻭﻤﺨﺘﺒﺭﺍﺕ ،ﻜﻤﺎ ﻭﺘﺸﺘﻤل ﺇﺩﺍﺭﺓ ﺍﻝﺼﻑ ﻋﻠﻰ ﺍﻷﺠﻬﺯﺓ
ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻝﻤﻭﺍﺩ ﻭﺍﻵﻻﺕ ﻭﺍﻝﻭﺴﺎﺌل ،ﻭﺍﻝﻭﻗﺕ ﺍﻝﺫﻱ ﻴﻌﺘﺒﺭ ﻋﺎﻤل ﺃﺴﺎﺴﻲ ﺘﻨﺘﻘﻰ ﺒﻭﺍﺴـﻁﺘﻪ
ﺍﻹﺠﺭﺍﺀﺍﺕ ﻭﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻝﻤﺨﺘﻠﻔﺔ ﺴﻭﺍﺀ ﺩﺍﺨل ﺤﺠﺭﺓ ﺍﻝﺼﻑ ﺃﻭ ﺨﺎﺭﺠﻬﺎ .ﻭﺘﻨﺒﻌﺙ ﺃﻫﻤﻴﺔ ﺇﺩﺍﺭﺓ
ﺍﻝﺼﻑ ﻓﻲ ﺃﻨﻬﺎ ﺘﺴﻬﻡ ﻓﻲ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻤﺴﺅﻭﻝﻴﺎﺕ ﻭﺍﻝﻭﺍﺠﺒﺎﺕ ﺩﺍﺨـل ﺍﻝﻐﺭﻓـﺔ ﺍﻝﺼـﻔﻴﺔ،
ﻭﺘﺯﻭﺩ ﺒﻤﻬﺎﺭﺍﺕ ﻨﻘل ﺍﻝﻤﻌﺭﻓﺔ ﻭﻏﺭﺱ ﺍﻝﻤﻬﺎﺭﺍﺕ ﻭﺍﻝﻘﻴﻡ ﻓﻲ ﺍﻝﻁﻼﺏ ،ﻭﺘﻌﺯﺯ ﻤـﻥ ﺃﻨﻤـﺎﻁ
ﺍﻝﺘﻔﺎﻋل ﻭﺍﻻﺘﺼﺎل ﺍﻹﻴﺠﺎﺒﻲ ،ﻜﻤﺎ ﺃﻨﻬﺎ ﺘﺴﻬﻡ ﻓﻲ ﻭﻀﻊ ﺨﻁﺔ ﻋﻤﻠﻴﺔ ﻝﺘﻘﻴﻴﻡ ﻤﺩﻯ ﺘﻘﺩﻡ ﺍﻝﻁﻠﺒﺔ
ﻨﺤﻭ ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﻭﺘﺘﻁﻠﺏ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻘﻴﻴﻡ ﺍﺴـﺘﺨﺩﺍﻡ ﺃﺴـﺎﻝﻴﺏ ﻤﺘﻨﻭﻋـﺔ ﻜﺎﻝﻤﻼﺤﻅـﺔ،
ﻭﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﺍﻝﻘﺼﻴﺭﺓ ،ﻭﺍﻷﻨﺸﻁﺔ ﺍﻝﺸﻔﻭﻴﺔ ،ﻭﺍﻷﻋﻤﺎل ﺍﻝﻜﺘﺎﺒﻴـﺔ ،ﻭﺍﻝﻨﺸـﺎﻁﺎﺕ ﺍﻝﻤﺘﻨﻭﻋـﺔ
)ﻁﺭﺒﻴﺔ.(2008 ،
ﻭﺤﺘﻰ ﻴﻜﻭﻥ ﺍﻝﻤﻌﻠﻡ ﻨﺎﺠﺤﹰﺎ ﻓﻲ ﺃﺩﺍﺀ ﺭﺴﺎﻝﺘﻪ ﻋﻠﻰ ﺃﻜﻤل ﻭﺠﻪ ﻭﻤﺘﻘﻨﹰﺎ ﻝﻌﻤﻠﻪ ﻓﻲ ﻤﺠﺎل ﺇﺩﺍﺭﺓ
ﺍﻝﺼﻑ ﻋﻠﻴﻪ ﺍﻤﺘﻼﻙ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻜﻔﺎﻴﺎﺕ ﺍﻝﺘﻲ ﺘﻌﻴﻨﻪ ﻓﻲ ﻋﻤﻠﻪ ﻭﻤﻥ ﺃﻫﻤﻬﺎ :ﺍﻝﺭﻏﺒﺔ ﺍﻷﻜﻴﺩﺓ
ﻓﻲ ﻤﻬﻨﺔ ﺍﻝﺘﺩﺭﻴﺱ ﻭﺤﺏ ﺍﻝﻌﻤل ﻤﻊ ﺍﻝﻁﻠﺒﺔ ﻭﺍﻹﺤﺴﺎﺱ ﺒﻤﻌﻨﻰ ﺍﻝﻤﺴﺅﻭﻝﻴﺔ ﺘﺠﺎﻫﻬﻡ ،ﻭﺍﻝﺘﺩﺭﺏ
ﻋﻠﻰ ﺍﻝﺼﺒﺭ ﻭﺍﻝﺠﻠﺩ ﻭﺍﻝﺘﺤﻤل ،ﻭﺒﺎﻝﺘﺎﻝﻲ ﺘﻘﺒﻠﻬﻡ ﻜﻤﺎ ﻫﻡ ،ﻭﺍﻹﻝﻤﺎﻡ ﺒﺠﻭﺍﻨﺏ ﻋﻠﻡ ﻨﻔﺱ ﺍﻝﻁﻔﻭﻝﺔ
ﻭﻋﻠﻡ ﻨﻔﺱ ﺍﻝﺘﻌﻠﻡ ،ﻭﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺠﻴﺩﺓ ﻓﻲ ﺍﺴﺘﺨﺩﺍﻡ ﺃﺴﺎﻝﻴﺏ ﻤﺘﻨﻭﻋﺔ ﻓﻲ ﺘﺩﺭﻴﺱ ﻭﺘﻘﺩﻴﻡ ﺍﻝﻤـﺎﺩﺓ
ﺍﻝﻌﻠﻤﻴﺔ ،ﻭﺍﻝﺘﻌﺭﻑ ﺇﻝﻰ ﺍﻝﻔﺭﻭﻕ ﺍﻝﻔﺭﺩﻴﺔ ﻭﺘﺤﺩﻴﺩﻫﺎ ﺩﺍﺨل ﻏﺭﻓﺔ ﺍﻝﺼﻑ )ﻜﻭﺍﻓﺤﺔ.(2003 ،
ﻭﻫﺫﻩ ﺍﻝﻜﻔﺎﻴﺎﺕ ﺘﻀﻤﻥ ﻝﻠﻤﻌﻠﻡ ﺘﺤﻘﻴﻕ ﺒﻴﺌﺔ ﺼﻔﻴﺔ ﻤﻨﺎﺴﺒﺔ ﻝﺘﻭﻓﻴﺭ ﺘﻌﻠﻡ ﻤﻨﻅﻡ ﻗـﺎﺩﺭ ﻋﻠـﻰ
ﺘﺤﻘﻴﻕ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺭﺠﻭﺓ ﻭﺍﻝﻤﺒﺘﻐﺎﺓ ﻤﻨﻪ ،ﻭﻝﻜﻲ ﻴﺘﺤﻘﻕ ﻝﻺﺩﺍﺭﺓ ﺍﻝﺼﻔﻴﺔ ﺍﻝﻨﺠﺎﺡ ﻓﻲ ﺇﻴﺠﺎﺩ ﺒﻴﺌﺔ
ﺘﻌﻠﻴﻤﺔ ﻤﺤﻔﺯﺓ ﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻝﺘﻌﻠﻡ ﻓﺈﻨﻬﺎ ﻻ ﺒﺩ ﺃﻥ ﺘﻜﻭﻥ ﻤﺼﺤﻭﺒﺔ ﺒﻌﻭﺍﻤـل ﺍﻻﻨﻀـﺒﺎﻁ
ﻭﺍﻝﻨﻅﺎﻡ ﺍﻝﺼﻔﻲ ﺍﻝﺫﻱ ﻴﻭﻓﺭ ﻤﻨﺎﺨﹰﺎ ﺘﻌﻠﻴﻤﻴﹰﺎ ﻴﺴﻬل ﻋﻠﻰ ﺍﻝﻤﻌﻠﻡ ﺘﻨﻔﻴﺫ ﺇﺠﺭﺍﺀﺍﺕ ﺍﻝﺘﺩﺭﻴﺱ ،ﻭﻤﻥ
ﺍﻝﻤﻘﺘﺭﺤﺎﺕ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻝﻠﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻻﻨﻀﺒﺎﻁ ﻭﺍﻝﻨﻅﺎﻡ ﺍﻝﺼﻔﻲ :ﺤﺭﺹ ﺍﻝﻤﻌﻠﻡ ﻋﻠﻰ ﺘﻭﺯﻴﻊ
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ﺃﺴﺌﻠﺘﻪ ﺒﻴﻥ ﺃﻜﺒﺭ ﻋﺩﺩ ﻤﻤﻜﻥ ﻤﻥ ﺍﻝﻁﻠﺒﺔ ﻭﺒﻁﺭﻴﻘﺔ ﻋﺸﻭﺍﺌﻴﺔ ،ﺩﻭﻥ ﺘﺤﺩﺩ ﺍﺴﻡ ﺍﻝﻁﺎﻝـﺏ ﻗﺒـل
ﻁﺭﺡ ﺍﻝﺴﺅﺍل ،ﺒل ﻋﻠﻴﻪ ﻁﺭﺡ ﺍﻝﺴﺅﺍل ﺜﻡ ﻴﺨﺘﺎﺭ ﺍﻝﻤﺠﻴﺏ ،ﻜﺫﻝﻙ ﻀﺭﻭﺭﺓ ﺘﻐﻴﻴـﺭ ﺃﻤـﺎﻜﻥ
ﺠﻠﻭﺱ ﺍﻝﻁﻠﺒﺔ ﻓﻲ ﺍﻝﺤﺼﺔ ﺒﺎﻝﺸﻜل ﺍﻝﺫﻱ ﻴﺭﻴﺩﻩ ﺍﻝﻤﻌﻠﻡ ﻝﻤﺼﻠﺤﺔ ﺍﻝﺤﺼﺔ ﻭﺍﻝﺼﻑ ،ﻭﺘﺠﻨـﺏ
ﺍﻝﺠﻠﻭﺱ ﻓﻲ ﺍﻝﻤﻘﻌﺩ ﻭﻜﺜﺭﺓ ﺍﻝﺤﺭﻜﺔ ﺒﻴﻥ ﺍﻝﻤﻘﺎﻋﺩ ﻓﻲ ﺃﺜﻨﺎﺀ ﺍﻝﺸﺭﺡ ،ﻷﻥ ﺍﻝﻤﻌﻠﻡ ﻝـﻪ ﺍﻝﺘـﺄﺜﻴﺭ
ﺍﻷﻜﺒﺭ ﻭﻫﻭ ﻭﺍﻗﻑ ،ﻜﺫﻝﻙ ﻀﺭﻭﺭﺓ ﺇﺘﻘﺎﻥ ﺍﻝﺘﻌﺒﻴﺭﺍﺕ ﺒﺎﻝﻭﺠﻪ ﻭﺍﻝﻴﺩﻴﻥ ،ﻜﻤﺎ ﻋﻠـﻰ ﺍﻝﻤﻌﻠـﻡ ﺍﻥ
ﻴﺘﻤﺘﻊ ﺒﺎﻝﻤﺭﻭﻨﺔ ﻭﺍﻻﺴﺘﻌﺩﺍﺩ ﻝﺘﻐﻴﻴﺭ ﻁﺭﻴﻘﺘﻪ ﻭﺃﺴﻠﻭﺒﻪ ﻋﻨﺩﻤﺎ ﻴﻜﺘﺸﻑ ﻋﺩﻡ ﺠﺩﻭﺍﻩ ،ﻜﻤﺎ ﻭﻋﻠﻴـﻪ
ﻼ
ﻻ ﻭﻴﻨﻔـﺫﻩ ﻓﻌـ ﹰ
ﺘﺠﻨﺏ ﺍﻝﺘﻬﺩﻴﺩ ﺒﺄﻤﻭﺭ ﻻ ﻴﺴﺘﻁﻊ ﺘﻨﻔﻴﺫﻫﺎ ،ﻭﺇﺫﺍ ﻫﺩﺩ ﺒـﺄﻤﺭ ﻓﻠـﻴﻜﻥ ﻤﻌﻘـﻭ ﹰ
)ﻁﺭﺒﻴﺔ.(2008 ،
ﺍﻝﺘﻘﻴﻴﻡ ﻋﻤﻠﻴﺔ ﺇﺼﺩﺍﺭ ﺍﻷﺤﻜﺎﻡ ﻝﻠﻜﺸﻑ ﻋﻥ ﻤﻭﺍﻁﻥ ﺍﻝﻘﻭﺓ ﺃﻭ ﺍﻝﻀﻌﻑ ،ﻭﺤﻭل ﺒﻠﻭﻍ ﺍﻷﻫﺩﺍﻑ،
ﻭﻴﺴﺘﻌﻴﻥ ﺍﻝﻤﻌﻠﻡ ﺒﺄﺩﻭﺍﺕ ﻤﺨﺘﻠﻔﺔ ﻝﻘﻴﺎﺱ ﺘﺤﻘﻕ ﺍﻝﻬﺩﻑ ﻭﺍﺘﺨﺎﺫ ﺍﻝﻘﺭﺍﺭ ﺍﻝﻤﻨﺎﺴﺏ ﺤﻭﻝﻪ )ﺃﺒﻭ ﺠﺎﺩﻭ،
2006؛ ﻋﻴﺩ .(2005 ،ﻭﻴﺘﻀﻤﻥ ﺍﻝﺘﻘﻴﻴﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻌﺎﻴﻴﺭ ﻭﺍﻝﻤﺴﺘﻭﻴﺎﺕ )ﻜﻭﺍﻓﺤﺔ. (2003 ،
ﻓﻲ ﻤﺠﺎل ﺍﻝﺘﺭﺒﻴﺔ ﻴﻘﺘﺭﻥ ﻤﻔﻬﻭﻡ ﺍﻝﺘﻘﻴﻴﻡ ﻝﺩﻯ ﻤﻌﻅﻡ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﺎﻻﺨﺘﺒﺎﺭﺍﺕ ﺍﻝﺘﻲ ﺘﻘﻴﺱ ﺍﻝﺠﺎﻨﺏ
ﺍﻝﻤﻌﺭﻓﻲ ﻝﻠﻁﻼﺏ ﻓﻘﻁ ﻭﺍﻝﻤﺘﻤﺜل ﻓﻲ ﺍﻝﺘﺤﺼﻴل ،ﺃﻤﺎ ﺍﻝﻨﻅﺭﻴﺎﺕ ﺍﻝﺤﺩﻴﺜﺔ ﻓﻘﺩ ﻁـﻭﺭﺕ ﻤﻔﻬـﻭﻡ
ﺍﻝﺘﻘﻴﻴﻡ ﻝﻴﺸﻤل ﺠﻤﻴﻊ ﺠﻭﺍﻨﺏ ﻭﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ،ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻭﺠﺩﺍﻨﻴﺔ
ﻤﺜل ﺍﻝﻤﻴﻭل ﻭﺍﻻﺘﺠﺎﻫﺎﺕ ﻭﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺤﺭﻜﻴﺔ )ﺃﺒﻭ ﺠﺎﺩﻭ.( 2006 ،
ﻭﻴﺘﻀﻤﻥ ﺍﻝﺘﻘﻴﻴﻡ ﺍﻹﺠﺭﺍﺀﺍﺕ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﻬﺎﺩﻓﺔ ﻝﺘﻘﺩﻴﺭ ﻤﺎ ﻴﺒﺫل ﻤﻥ ﺠﻬﺩ ﻝﺘﺤﻘﻴﻕ ﺍﻷﻫـﺩﺍﻑ
ﺍﻝﺘﺭﺒﻭﻴﺔ ﻓﻲ ﻀﻭﺀ ﻤﺎ ﺍﺘﻔﻕ ﻋﻠﻴﻪ ﻤﻥ ﻤﻌﺎﻴﻴﺭ ،ﻭﻤﺎ ﻭﻀﻊ ﻤﻥ ﺘﺨﻁﻴﻁ ﻤﺴﺒﻕ ،ﻭﺍﻝﺤﻜﻡ ﻋﻠﻰ
ﻤﺩﻯ ﻓﺎﻋﻠﻴﺔ ﻫﺫﻩ ﺍﻝﺠﻬﻭﺩ ﻭﻤﺎ ﻴﺼﺎﺩﻓﻬﺎ ﻤﻥ ﻋﻘﺒﺎﺕ ﻭﺼﻌﻭﺒﺎﺕ ﻓﻲ ﺍﻝﺘﻨﻔﻴﺫ ﺒﻬـﺩﻑ ﺘﺤﺴـﺱ
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ﻤﺴﺘﻭﻯ ﺍﻷﺩﺍﺀ ﻝﻠﻭﺼﻭل ﺇﻝﻰ ﺍﻷﻫﺩﺍﻑ ﺍﻝﻤﺄﻤﻭﻝﺔ ﻭﺍﻝﻤﻨﻭﻱ ﺘﺤﻘﻴﻘﻬﺎ .ﻭﺘﺘﻤﺜل ﺃﻫﻤﻴﺔ ﺍﻝﺘﻘﻴﻴﻡ ﻓـﻲ
ﻋﻤﻠﻴﺔ ﺍﻝﺘﺄﻜﺩ ﻤﻥ ﻤﺩﻯ ﺍﻝﻨﺠﺎﺡ ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ،ﻭﻜﺫﻝﻙ ﺘﺤﻘﻴﻕ ﺍﻝﺘﻐﺫﻴﺔ ﺍﻝﺭﺍﺠﻌﺔ ،ﻭﺇﻋﺎﺩﺓ
ﺍﻝﻨﻅﺭ ﻓﻲ ﺃﺴﻠﻭﺏ ﻋﻤل ﺍﻝﻤﻌﻠﻡ ﻓﻲ ﺤﺎل ﻋﺩﻡ ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ،ﻭﺘﻌﺩﻴل ﺍﻝﺨﻁـﻁ ،ﻭﺩﺭﺍﺴـﺔ
ﺃﺴﺒﺎﺏ ﻋﺩﻡ ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ،ﻭﺠﻠﺏ ﺍﻝﺭﺍﺤﺔ ﻭﺍﻝﻁﻤﺄﻨﻴﻨﺔ ﻝﻠﻤﻌﻠﻡ )ﻜﻭﺍﻓﺤﺔ. (2003 ،
ﻴﻌﺘﺒﺭ ﺍﻝﺘﻘﻴﻴﻡ ﻓﻲ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺫﺍ ﺃﻫﻤﻴﺔ ﺨﺎﺼﺔ ﻭﺫﻝﻙ ﻷﺴﺒﺎﺏ ﻋﺩﺓ ﻤﻨﻬﺎ :ﺇﻥ ﺍﻫﺘﻤﺎﻡ
ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺃﺴﺎﺴﹰﺎ ﻴﻨﺼﺏ ﻋﻠﻰ ﺘﻘﻴﻴﻡ ﺍﻝﻤﻌﻠﻡ ﻭﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﺒﻌﻨﺎﺼﺭﻫﺎ ﺍﻝﻤﺨﺘﻠﻔـﺔ،
ﻓﻨﺠﺎﺡ ﺍﻝﺘﻘﻴﻴﻡ ﻭﺍﺴﺘﺨﺩﺍﻤﻪ ﺒﺄﺴﺎﻝﻴﺒﻪ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺤﺩﻴﺜﺔ ﻴﻤﻜﻥ ﺃﻥ ﻴﺅﺩﻱ ﺒﻼ ﺸـﻙ ﺇﻝـﻰ ﺘﻁـﻭﻴﺭ
ﻭﺍﻀﺢ ﻓﻲ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ،ﻓﺎﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻴﻤﻜﻥ ﺃﻥ ﻴﻜﻭﻥ ﺃﻜﺜﺭ ﺍﻝﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻝﺤﻘـل
ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﺘﺼﺎﻗﺎ ﺒﺎﻝﺘﻘﻴﻴﻡ ﻭﻤﻌﺭﻓﺔ ﻤﻔﻬﻭﻤﺎﺘﻪ ﻭﺃﺴﺎﻝﻴﺒﻪ ﻭﻁﺭﻗﻪ ﺍﻝﻤﺨﺘﻠﻔﺔ ،ﻜﻤﺎ ﺍﻨﻪ ﻓـﻲ ﻨﻔـﺱ
ﺍﻝﻭﻗﺕ ﻴﻨﺒﻐﻲ ﺃﻥ ﻴﻜﻭﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻨﻔﺴﻪ ﺨﺎﻀﻌﹰﺎ ﻝﻠﺘﻘﻴﻴﻡ ﺍﻝﻤﻭﻀﻭﻋﻲ ﺍﻝﻤﺴﺘﻤﺭ ،ﻭﺫﻝﻙ
ﺃﻥ ﺃﻴﺔ ﻤﻬﻨﺔ ﺃﻭ ﻋﻤل ﻻ ﻴﻤﻜﻥ ﺃﻥ ﻴﺘﺤﻘﻕ ﺒﺼﻭﺭﺘﻪ ﺍﻝﻤﺜﻠﻰ ﻤﺎ ﻝﻡ ﺘﺼﺎﺤﺒﻪ ﻋﻤﻠﻴﺎﺕ ﺘﻘﻴﻴﻤﻴـﺔ
ﻤﺴﺘﻤﺭﺓ ﻝﺘﻁﻭﻴﺭﻩ ﻭﺍﻻﺭﺘﻘﺎﺀ ﺒﻤﺴﺘﻭﺍﻩ )ﺍﻷﺴﺩﻱ.(2003 ،
ﺇﻥ ﻤﺎ ﻜﺘﺏ ﺤﻭل ﺍﻝﺘﻘﻴﻴﻡ ﻤﻥ ﺤﻴﺙ ﺘﻁﻭﺭ ﻤﻔﻬﻭﻤﺎﺘﻪ ﻭﺃﺴﺎﻝﻴﺒﻪ ﻭﺨﻁﻭﺍﺘﻪ ﻋﺭﺒﻴـﹰﺎ ﻭﻋﺎﻝﻤﻴـﹰﺎ
ﺃﺼﺒﺢ ﻴﺸﻜل ﻤﻭﺭﺩﹰﺍ ﻀﺨﻤﹰﺎ ﻤﻥ ﺍﻷﺩﺒﻴﺎﺕ ﺒﻤﺎ ﺘﺘﻀﻤﻨﻪ ﻤﻥ ﺃﺴﺱ ﻨﻅﺭﻴﺔ ﻭﻤﻨﻬﺠﻴﺔ ﻴﻤﻜـﻥ ﺃﻥ
ﺘﺴﻬﻡ ﻓﻲ ﺘﻁﻭﻴﺭ ﻋﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻑ ﻤﻥ ﺠﻬﺔ ﻭﺘﻘﻴﻴﻡ ﻫﺫﻩ ﺍﻝﻌﻤﻠﻴﺔ ﻨﻔﺴﻬﺎ ﻤﻥ ﺠﻬﺔ ﺜﺎﻨﻴﺔ .ﻭﻝﻌـل
ﻤﻥ ﺍﺒﺭﺯ ﻤﺎ ﻴﻤﻜﻥ ﺃﻥ ﻴﺸﺎﺭ ﺇﻝﻴﻪ ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﺠﺎل ﻫﻭ ﺃﻥ ﻋﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻴﻨﺒﻐﻲ ﺃﻥ
ﺘﺴﻴﺭ ﻭﻓﻘﹰﺎ ﻝﻤﺎ ﺘﻡ ﺍﻝﺘﻭﺼل ﺇﻝﻴﻪ ﻓﻲ ﻤﻴﺩﺍﻥ ﺍﻝﺘﻘﻴﻴﻡ ،ﻭﺍﻹﻓﺎﺩﺓ ﻤﻥ ﻜل ﻤﺎ ﻜﺘﺏ ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﺠﺎل،
ﻜﻤﺎ ﻴﻤﻜﻥ ﺃﻥ ﻴﺘﻡ ﺘﻘﻴﻴﻡ ﻋﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻑ ﻨﻔﺴﻬﺎ ﻭﻓﻘﹰﺎ ﻝﻬﺫﻩ ﺍﻻﺘﺠﺎﻫﺎﺕ .ﻭﻫﻨﺎ ﻴﻤﻜﻥ ﺍﻹﺸﺎﺭﺓ ﺇﻝﻰ
ﻋﺩﺩ ﻤﻥ ﺍﻷﺴﺱ ﻭﺍﻝﻤﺒﺎﺩﺉ ﺍﻝﺨﺎﺼﺔ ﺒﺎﻝﺘﻘﻴﻴﻡ ﻭﺘﺨﺩﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻜﻌﻤﻠﻴﺔ ﺘﻘﻴﻴﻤﻴﺔ ﻭﻤـﻥ
ﻫﺫﻩ ﺍﻷﺴﺱ :ﻀﺭﻭﺭﺓ ﺃﻥ ﻴﻜﻭﻥ ﻫﺩﻑ ﺍﻝﺘﻘﻴﻴﻡ ﻓﻲ ﺍﻹﺸﺭﺍﻑ ﺘﻁﻭﻴﺭﻴ ﹰﺎ ﻭﻝﻴﺱ ﻨﻬﺎﺌﻴﹰﺎ ،ﻭﺫﻝﻙ ﺃﻥ
ﻫﺩﻑ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻓﻴﺔ ﻫﻭ ﺘﺤﺴﻴﻥ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﺘﻁﻭﻴﺭﻫﺎ ،ﻭﻫﻨﺎﻙ ﻨﻭﻋﻴﻥ ﻤﻥ ﺍﻝﺘﻘﻴﻴﻡ،
ﺍﻝﻨﻭﻉ ﺍﻝﺘﻁﻭﻴﺭﻱ؛ ﻴﺠﺭﻱ ﺒﺸﻜل ﻤﺴﺘﻤﺭ ﻭﺩﻭﻥ ﺍﻨﻘﻁﺎﻉ ،ﺃﻤﺎ ﺍﻝﻨﻭﻉ ﺍﻝﻨﻬﺎﺌﻲ ﻓﻬﻭ ﻴﺠﺭﻱ ﻓـﻲ
ﻨﻬﺎﻴﺔ ﺍﻝﺒﺭﻨﺎﻤﺞ ﺃﻭ ﺍﻝﻌﻤل ،ﻭﺤﻴﺙ ﺃﻥ ﺍﻝﻬﺩﻑ ﻤﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻫﻭ ﺍﻝﺘﻁﻭﻴﺭ ﻝﺫﻝﻙ ﻭﺠﺏ
ﺃﻥ ﺘﺘﻡ ﻫﺫﻩ ﺍﻝﻌﻤﻠﻴﺔ ﻤﻥ ﺨﻼل ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﺯﻴﺎﺭﺍﺕ ﻭﺍﻝﻠﻘﺎﺀﺍﺕ ﺍﻝﻤﻴﺩﺍﻨﻴﺔ ﻤﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﻤﺩﻴﺭﻱ
ﺍﻝﻤﺩﺍﺭﺱ ﻭﻏﻴﺭﻫﻡ ،ﻤﻤﻥ ﻝﻬﻡ ﻋﻼﻗﺔ ﺒﺎﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻻ ﺘﻘﺘﺼﺭ ﻋﻠﻰ ﺯﻴﺎﺭﺓ ﻭﺍﺤـﺩﺓ ﻴـﺘﻡ
ﺍﻝﺤﻜﻡ ﻓﻲ ﻀﻭﺌﻬﺎ )ﺍﻷﺴﺩﻱ.(2003 ،
ﻴﻌﺘﺒﺭ ﻤﻥ ﺃﻥ ﺃﻓﻀل ﺃﻨﻭﺍﻉ ﺍﻝﺘﻘﻴﻴﻡ ﻭﺃﻜﺜﺭﻫﺎ ﺨﺩﻤﺔ ﻝﻠﺘﻁﻭﻴﺭ ﺘﻠﻙ ﺍﻝﺘﻲ ﺘﻜﻭﻥ ﻓـﻲ ﻀـﻭﺀ
ﺃﻫﺩﺍﻑ ﻭﺍﻀﺤﺔ ﻭﻤﺤﺩﺩﺓ ﻭﻗﺎﺒﻠﺔ ﻝﻠﻘﻴﺎﺱ ،ﻭﻝﺫﻝﻙ ﻻ ﺒﺩ ﺃﻥ ﻴﻬﺘﻡ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒـﻭﻱ ﺒﻭﻀـﻊ
ﺃﻫﺩﺍﻑ ﻤﺤﺩﺩﺓ ﻝﻌﻤﻠﻪ ﺍﻹﺸﺭﺍﻓﻲ ،ﻜﻤﺎ ﻴﻤﻜﻥ ﺍﺘﺒﺎﻉ ﻤﺎ ﻴﺴﻤﻰ ﺒﺎﻝﺘﻘﻴﻴﻡ ﺍﻝﺫﺍﺘﻲ ﻭﺘﺤﺩﻴﺩ ﺍﻷﻫـﺩﺍﻑ
ﺍﻝﺘﻲ ﻴﺘﻡ ﺒﻤﻭﺠﺒﻬﺎ ﻤﺜل ﻫﺫﺍ ﺍﻝﺘﻘﻴﻴﻡ ﻭﺫﻝﻙ ﻭﻓﻘﹰﺎ ﻝﻁﺒﻴﻌﺔ ﺍﻝﻌﻨﺼﺭ ﺍﻝﺫﻱ ﻴـﺘﻡ ﺘﻘﻴﻴﻤـﻪ ﻭﻨﻭﻋـﻪ،
ﻭﺍﻝﺘﻘﻴﻴﻡ ﻫﻭ ﺍﻝﺠﻬﻭﺩ ﺍﻝﻤﻨﻅﻤﺔ ﺍﻝﺘﻲ ﺘﺒﺫل ﻝﻠﺘﺄﻜﻴﺩ ﻤﻥ ﻤﺩﻯ ﺍﻝﻨﺠﺎﺡ ﻓﻲ ﺒﻠﻭﻍ ﺍﻷﻫـﺩﺍﻑ ﺍﻝﺘـﻲ
ﺤﺩﺩﻫﺎ ﺒﺭﻨﺎﻤﺞ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ،ﻭﻫﻭ ﺩﺭﺍﺴﺔ ﻤﺩﻯ ﻨﺠـﺎﺡ ﺍﻷﺴـﺎﻝﻴﺏ ﻭﺍﻝﻭﺴـﺎﺌل ﺍﻝﺘـﻲ
ﺍﺴﺘﺨﺩﻤﻬﺎ ﺠﻬﺎﺯ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﻫﺫﻩ ﺍﻝﻌﻤﻠﻴﺔ ،ﻭﺫﻝﻙ ﻤﻥ ﺃﺠل ﺇﻋﻁﺎﺀ ﺍﻝﻘﺎﺌﻤﻴﻥ ﻋﻠـﻰ
ﺒﺭﻨﺎﻤﺞ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺼﻭﺭﺓ ﻭﺍﻗﻌﻴﺔ ﻋﻥ ﻫﺫﻩ ﺍﻝﻌﻤﻠﻴﺔ ،ﻭﺘﺴﺎﻋﺩﻫﻡ ﻓﻲ ﺍﻝﺘﻁﻠﻊ ﻝﻠﻤﺴﺘﻘﺒل،
ﻭﻭﻀﻊ ﺨﻁﻁ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺠﺩﻴﺩﺓ .ﻭﺍﻝﺘﻘﻴﻴﻡ ﻋﻤﻠﻴﺔ ﻤﺘﻤﻤﺔ ﻝﻌﻤﻠﻴﺘﻲ ﺍﻝﺘﺨﻁﻴﻁ ﻭﺍﻝﺘﻨﻔﻴﺫ ﻓﺈﺫﺍ ﺤﻘﻕ
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ﺒﺭﻨﺎﻤﺞ ﺍﻹﺸﺭﺍﻑ ﺃﻫﺩﺍﻓﻪ ﻓﺎﻥ ﺫﻝﻙ ﻴﺒﻌﺙ ﺍﻝﺭﺍﺤﺔ ﻭﺍﻝﻁﻤﺄﻨﻴﻨﺔ ﻓـﻲ ﻨﻔـﻭﺱ ﺍﻝﻘـﺎﺌﻤﻴﻥ ﻋﻠﻴـﻪ
ﻭﻴﺤﻔﺯﻫﻡ ﻝﻠﻌﻤل ،ﻭﺃﻤﺎ ﺇﺫﺍ ﻝﻡ ﻴﺤﻘﻕ ﺃﻫﺩﺍﻓﻪ ﻓﺎﻥ ﺫﻝﻙ ﻴﻌﻁﻲ ﺍﻝﻔﺭﺼﺔ ﻝﻠﻘﺎﺌﻤﻴﻥ ﻋﻠﻴﻪ ﻝﻤﺭﺍﺠﻌـﺔ
ﻭﺴﺎﺌﻠﻬﻡ ﻭﺃﺴﺎﻝﻴﺒﻬﻡ ﻭﺘﻌﺩﻴل ﺒﻌﻀﻬﺎ ﻭﺘﻐﻴﻴﺭ ﻭﺘﻁﻭﻴﺭ ﺍﻝﺒﻌﺽ ﺍﻷﺨﺭ )ﻀﻤﺭﺓ.(2002 ،
ﻭﻴﻨﻅﺭ ﺍﻝﻰ ﺍﻝﺘﻘﻴﻴﻡ ﻋﻠﻰ ﺃﻨﻪ ﻋﻤﻠﻴﺔ ﺘﻌﺎﻭﻨﻴﺔ ﻴﺸﺘﺭﻙ ﻓﻴﻬﺎ ﺠﻤﻴﻊ ﺍﻝﻤﻌﻨﻴﻴﻥ ﺒﻬﺩﻑ ﺍﻝﻭﺼـﻭل
ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﺃﻓﻀل ،ﻜﻤﺎ ﻴﺘﺴﻡ ﺍﻝﺘﻘﻴﻴﻡ ﺒﺎﻨﻪ ﻋﻤﻠﻴﺔ ﺸـﺎﻤﻠﺔ ﻝﻜﺎﻓـﺔ ﺃﺒﻌـﺎﺩ ﺒﺭﻨـﺎﻤﺞ ﺍﻹﺸـﺭﺍﻑ
ﻭﻋﻨﺎﺼﺭﻩ ،ﻭﻫﻭ ﻋﻤﻠﻴﺔ ﺘﺸﺨﻴﺼﻴﺔ ﺘﺴﺘﻬﺩﻑ ﺩﺭﺍﺴﺔ ﺠﻭﺍﻨﺏ ﺍﻝﻘﻭﺓ ﻭﺍﻝﻀﻌﻑ ﻓـﻲ ﺒﺭﻨـﺎﻤﺞ
ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺒﻘﺼﺩ ﺍﻹﻓﺎﺩﺓ ﻤﻥ ﺍﻝﻘﻭﺓ ﻭﻋﻼﺝ ﺍﻝﻀﻌﻑ.
ﻴﺘﻡ ﺍﻝﺘﻘﻴﻴﻡ ﻋﻠﻰ ﺃﺴﺎﺱ ﺠﻤﻊ ﻭﺩﺭﺍﺴﺔ ﻤﻌﻠﻭﻤﺎﺕ ﺼﺤﻴﺤﺔ ﻭﻜﺎﻤﻨـﺔ ﺒﺤﻴـﺙ ﺘﺘﺨـﺫ ﻫـﺫﻩ
ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻤﻌﻴﺎﺭﺍ ﻝﻠﺤﻜﻡ ﻋﻠﻰ ﺍﻝﺒﺭﻨﺎﻤﺞ ﺍﻹﺸﺭﺍﻓﻲ ،ﻭﺍﻝﺘﻘﻴﻴﻡ ﻭﺴﻴﻠﺔ ﻭﻝﻴﺱ ﻏﺎﻴﺔ ،ﻓﻬﻭ ﻭﺴـﻴﻠﺔ
ﻝﺘﺤﺴﻴﻥ ﻋﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﻀﻭﺀ ﺍﻷﻫﺩﺍﻑ ﺍﻝﻤﺤﺩﺩﺓ ﻝﻬﺫﻩ ﺍﻝﻌﻤﻠﻴﺔ ﻭﻋﻼﺝ ﺍﻝﻀﻌﻑ
ﻭﺍﻝﻌﻴﻭﺏ ﻓﻴﻬﺎ )ﺍﻷﺴﺩﻱ.(2003 ،
ﻭﻋﻤﻠﻴﺔ ﺍﻝﺘﻘﻴﻴﻡ ﻀﺭﻭﺭﻴﺔ ﻓﻲ ﺤﺎﻝﺘﻲ ﺍﻝﻨﺠﺎﺡ ﺃﻭ ﺍﻝﻔﺸل ﻓﻲ ﺒﻠﻭﻍ ﺍﻝﻐﺎﻴﺔ ﺍﻝﺘﻲ ﻴﺴـﻌﻰ ﺇﻝـﻰ
ﺘﺤﻘﻴﻘﻬﺎ ﺠﻬﺎﺯ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻝﻠﺘﺄﻜﺩ ﺒﻁﺭﻕ ﻤﻭﺜﻭﻗﺔ ﻭﺴﻠﻴﻤﺔ – ﺒﻘﺩﺭ ﺍﻹﻤﻜـﺎﻥ – ﻤـﻥ
ﺍﻝﻤﺩﻯ ﺍﻝﺫﻱ ﻭﺼﻠﺕ ﺇﻝﻴﻪ ﺍﻝﺠﻬﻭﺩ ﺍﻝﻤﺒﺫﻭﻝﺔ ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻝﻤﻭﻀﻭﻋﺔ ،ﻭﻜﻤﺎ ﻨﻌﺭﻑ ﻓﺎﻥ
ﻋﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻻ ﺘﺴﻌﻰ ﺇﻝﻰ ﺘﺤﻘﻴﻕ ﻫﺩﻑ ﻭﺍﺤﺩ ،ﻭﻜﺫﻝﻙ ﻓﺎﻥ ﻁﺭﻕ ﺍﻝﺘﻘﻴﻴﻡ ﻤﺘﻨﻭﻋﺔ
ﻏﻴﺭ ﻤﺤﺩﺩﺓ ﻝﻜﻲ ﺘﺘﻨﺎﺴﺏ ﻭﺃﻫﺩﺍﻑ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ .ﻭﻴﺠﺏ ﺃﻻ ﻴﻘﻴﺩ ﺍﻝﻤﺸـﺭﻑ ﺍﻝﺘﺭﺒـﻭﻱ
ﻨﻔﺴﻪ ﺒﻭﺴﻴﻠﺔ ﻭﺍﺤﺩﺓ ﺃﻭ ﻭﺴﺎﺌل ﻤﺤﺩﻭﺩﺓ ﻤﻥ ﻭﺴﺎﺌل ﺍﻝﺘﻘﻴﻴﻡ ﻝﻠﺤﻜﻡ ﻋﻠﻰ ﺒﺭﻨـﺎﻤﺞ ﺍﻹﺸـﺭﺍﻑ
ﺍﻝﺘﺭﺒﻭﻱ ،ﻓﻭﺴﺎﺌل ﺍﻝﺘﻘﻴﻴﻡ ﻋﺩﻴﺩﺓ ﻭﻤﺘﻨﻭﻋﺔ ﻤﻨﻬﺎ :ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻭﺴﺎﺌل ﺍﻝﻤﻭﻀﻭﻋﻴﺔ ،ﺤﻴﺙ ﻴﻘـ ﻴﻡ
ﺍﻝﻤﺸﺭﻑ ﻫﻨﺎ ﺍﻝﺠﺎﻨﺏ ﺍﻝﺫﻱ ﻴﺭﻴﺩ ﺘﻘﻴﻴﻤﻪ ﻤﻥ ﻋﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻋﻥ ﻁﺭﻴﻕ ﺍﻝﺘﺠـﺎﺭﺏ
ﻭﺍﻻﺨﺘﺒﺎﺭﺍﺕ ،ﻭﻫﺫﻩ ﺍﻝﻁﺭﻕ ﻤﻘﻨﻌﺔ ﻝﻪ ﻭﻝﺯﻤﻼﺌﻪ ﻭﻝﻠﻌﺎﻤﻠﻴﻥ ﻤﻌﻪ ﻭﻷﻭﻝﻴﺎﺀ ﺍﻷﻤـﻭﺭ .ﻭﻜـﺫﻝﻙ
ﻴﻤﻜﻥ ﺃﻥ ﻴﺴﺘﺨﺩﻡ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺫﺍﺘﻴﺔ ﻤﻥ ﺨﻼل ﺍﻹﺴﺘﻌﺎﻨﺔ ﺒﺎﻹﺴﺘﻔﺘﺎﺀ ﻭﺍﻝﺘﻘـﺎﺭﻴﺭ ﻭﺍﻝﻤﻨﺎﻗﺸـﺎﺕ
ﻭﺍﻝﻨﻘﺩ ﺍﻝﺸﻔﻭﻱ ،ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺘﻲ ﻴﺤﺼل ﻋﻠﻴﻬﺎ ،ﻓﻬﺫﻩ ﺍﻝﻭﺴﺎﺌل ﻴﺠﺏ ﺃﻥ ﺘﺠﻤﻊ ﻤﻥ ﺃﻜﺒﺭ ﻋﺩﺩ
36
ﻤﻤﻜﻥ ﻤﻥ ﺍﻝﻤﺸﺎﺭﻜﻴﻥ ﻓﻲ ﺘﻨﻔﻴﺫ ﺍﻝﺒﺭﻨﺎﻤﺞ ،ﻤﻥ ﺍﻝﻁﻠﺒﺔ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﺃﻭﻝﻴﺎﺀ ﺍﻷﻤﻭﺭ
ﻭﻏﻴﺭﻫﻡ )ﻀﻤﺭﺓ.(2002 ،
ﻭﻴﺠﺏ ﻋﻠﻰ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺃﻥ ﻴﻀﻌﻭﺍ ﺒﺭﻨﺎﻤﺠﹰﺎ ﻝﻠﺘﻘﻴﻴﻡ ﻭﻴﻨﻔﺫﻭﻩ ،ﺒﺤﻴﺙ ﻴﻜﻭﻥ ﻜـل
ﻼ ﻝﻸﺨﺭ ﻓﻲ ﺇﻋﺩﺍﺩﻩ ﻭﺘﺨﺼﺼﻪ ،ﻭﺒﺤﻴﺙ ﺘﺘﻭﺍﻓﺭ ﻓﻴﻬﻡ ﺍﻝﻜﻔﺎﻴﺎﺕ ﺍﻝﻼﺯﻤﺔ ﻝﻠﻘﻴﺎﻡ
ﻭﺍﺤﺩ ﻤﻨﻬﻡ ﻤﻜﻤ ﹰ
ﺒﺎﻝﺠﻭﺍﻨﺏ ﺍﻝﻔﻨﻴﺔ ﻤﻥ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻘﻴﻴﻡ ،ﻭﻻ ﺒﺄﺱ ﻤﻥ ﺍﻻﺴﺘﻌﺎﻨﺔ ﺒﺨﺒﺭﺍﺕ ﺨﺎﺭﺠﻴﺔ ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﻴﺩﺍﻥ.
ﺘﻡ ﺴﺎﺒﻘﺎ ﻋﺭﺽ ﺍﻝﻤﺭﺍﺤل ﺍﻝﺘﻲ ﺘﻡ ﺘﻁﻭﺭ ﻤﻔﻬﻭﻡ ﺍﻻﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺨﻼﻝﻬـﺎ ،ﺒـﺩﺀﺍ ﻤـﻥ
ﻤﺭﺤﻠﺔ ﺍﻝﺘﻔﺘﻴﺵ ﻭﻤﻥ ﺜﻡ ﺍﻝﻰ ﻤﺭﺤﻠﺔ ﺍﻝﺘﻭﺠﻴﻪ ﻭﺼﻭﻻ ﺍﻝﻰ ﻤﺭﺤﻠﺔ ﺍﻻﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ،ﻭﺴﻴﺘﻡ
ﺍﻝﺘﻁﺭﻕ ﺍﻵﻥ ﺍﻝﻰ ﻤﺭﺍﺤل ﺍﻝﺘﻁﻭﺭ ﻓﻲ ﻤﻔﻬﻭﻡ ﺍﻻﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﻓﻠﺴﻁﻴﻥ.
ﻭﺒﺩﺍﺌل ﻝﻠﻤﺸﻜﻼﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﺍﻝﺘﻲ ﻴﻭﺍﺠﻬﻬﺎ ﺍﻝﻤﻌﻠﻡ ﻭﻗﺩ ﺍﺘﺴﻤﺕ ﻫﺫﻩ ﺍﻝﻤﺭﺤﻠﺔ ﺒـﺎﻥ ﺍﻝﻤﻌﻠﻤـﻴﻥ
ﺃﺼﺒﺤﻭﺍ ﻴﻬﺘﻤﻭﻥ ﺒﺸﻜل ﻜﺒﻴﺭ ﺒﺘﺤﻘﻴﻕ ﺍﻝﺭﻀﺎ ﻭﺍﻝﺘﻌﺎﻭﻥ ﻤﻊ ﺍﻝﻤﺸﺭﻓﻴﻥ ،ﻭﻜﺫﻝﻙ ﺃﺼﺒﺢ ﻫﻨـﺎﻙ
ﺍﻫﺘﻤﺎﻡ ﻝﺩﻯ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﺘﻨﻔﻴﺫ ﺍﻝﻘﻭﺍﻨﻴﻥ ﻭﺍﻝﺘﻌﻠﻴﻤﺎﺕ ﺒﺤﺭﻓﻴﺘﻬﺎ ،ﻭﻋﺩﻡ ﺍﻝﺜﻘﺔ ﺒﻴﻥ ﺍﻝﻤﻌﻠﻡ ﻭﺍﻝﻤﺸﺭﻑ
ﺍﻝﺘﺭﺒﻭﻱ ،ﻤﻤﺎ ﻴﺠﻌل ﺍﻝﻤﻌﻠﻡ ﻴﺨﻔﻲ ﻋﻴﻭﺒﻪ ﻋﻥ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ،ﻭﻜﺫﻝﻙ ﻏﻴﺎﺏ ﺍﻝﺩﺭﺍﺴـﺎﺕ
ﻭﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ ﻭﺍﻹﺤﺼﺎﺌﻴﺎﺕ ،ﻭﺘﻭﺯﻴﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﻓﻕ ﺤﺎﺠﺎﺕ ﺍﻝﻤﺩﺍﺭﺱ ﻤﻥ ﺍﻝﺘﺨﺼﺼﺎﺕ
)ﺍﻻﺩﺍﺭﺓ ﺍﻝﻌﺎﻤﺔ ﻝﻼﺸﺭﺍﻑ ﻭﺍﻝﺘﺄﻫﻴل ﺍﻝﺘﺭﺒﻭﻱ2013 ،؛ ﺍﻝﺯﺭﻋـﻲ2011 ،؛ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴـﺔ
ﻭﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻔﻠﺴﻁﻴﻨﻴﺔ.(2011 ،
ﻭﺍﻝﻌﻤل ﻋﻠﻰ ﺍﻝﺤﺩ ﻤﻥ ﺨﺭﻭﺝ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻤﻥ ﺍﻝﻤﺩﺍﺭﺱ ﺒﻐـﺭﺽ ﺤﻀـﻭﺭ ﻝﻘـﺎﺀﺍﺕ ﻭﻭﺭﺵ
ﺘﺩﺭﻴﺒﻴﺔ ﻋﻥ ﻁﺭﻴﻕ ﻋﻘﺩﻫﺎ ﻓﻲ ﺍﻝﻤﺩﺭﺴﺔ ﺃﻭ ﺩﺍﺨل ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻝﻌﻨﻘﻭﺩﻴﺔ ،ﻤﻤﺎ ﻴﻨﻌﻜﺱ ﺇﻴﺠﺎﺒـﹰﺎ
ﻋﻠﻰ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻤﻴﺔ ،ﻭﺫﻝﻙ ﻤﻥ ﺸﺄﻨﻪ ﺘﺨﻔﻴﻑ ﺘﻜﺎﻝﻴﻑ ﻤﺎﻝﻴﺔ ﻝﻠـﺩﻭﺭﺍﺕ ،ﻭﻋـﺩﻡ
ﻜﻔﺎﻴﺔ ﺍﻝﺯﻴﺎﺭﺓ ﺍﻝﺼﻔﻴﺔ ﻝﻠﺤﻜﻡ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻡ .ﻭﻤﻊ ﺫﻝﻙ ﻻ ﺘﺯﺍل ﺍﻝﺘﺤﺩﻴﺎﺕ ﻗﺎﺌﻤـﺔ ﻓﻬﻨـﺎﻙ
ﺘﻤﺴﻙ ﺒﺎﻷﺴﺎﻝﻴﺏ ﺍﻝﺘﻘﻠﻴﺩﻴﺔ ،ﻭﻏﻴﺎﺏ ﺍﻝﺘﻌﺯﻴﺯ ﺒﺼﻭﺭﺓ ﻋﺎﻤﺔ )ﺍﻻﺩﺍﺭﺓ ﺍﻝﻌﺎﻤﺔ ﻝﻼﺸﺭﺍﻑ ﻭﺍﻝﺘﺄﻫﻴل
ﺍﻝﺘﺭﺒﻭﻱ.(2013 ،
ﺘﻡ ﻓﻲ ﻫﺫﺍ ﺍﻝﻘﺴﻡ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻨﺎﻗﺸﺔ ﻤﻔﻬﻭﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ،ﻭﻤﻘﻭﻤﺎﺘﻪ ،ﻭﻋﻨﺎﺼﺭﻩ،
ﻭﺃﻨﻭﺍﻋﻪ ،ﻜﻤﺎ ﺘﻡ ﻤﻨﺎﻗﺸﺔ ﻋﻨﺎﺼﺭ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﺍﻝﻤﺘﻤﺜﻠﺔ ﻓﻲ ﺍﻝﺘﺨﻁﻴﻁ ﻭﺍﻝﺘﻨﻔﻴﺫ ﻭﺍﻝﺘﻘﻴﻴﻡ،
ﻭﺫﻝﻙ ﻨﻅﺭﹰﺍ ﻝﻤﺎ ﻝﻬﺫﻩ ﺍﻝﻌﻤﻠﻴﺔ ﻤﻥ ﺃﻫﻤﻴﺔ ﻜﺒﻴﺭﺓ ﻓﻲ ﺘﺤﺴﻴﻥ ﻭﺘﻁﻭﻴﺭ ﺁﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ.
ﻭﻓﻲ ﺍﻝﻘﺴﻡ ﺍﻝﺘﺎﻝﻲ ﻤﻥ ﺍﻝﻔﺼل ﺴﻴﺘﻡ ﻤﺭﺍﺠﻌﺔ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺍﻝﺘﻲ ﺃﺠﺭﻴﺕ
ﻓﻲ ﺒﻴﺌﺎﺕ ﻤﺨﺘﻠﻔﺔ ﻤﻥ ﺍﻝﻌﺎﻝﻡ ﺤﻭل ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﻁـﻭﻴﺭ
ﻭﺘﺤﺴﻴﻥ ﺁﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ.
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ﻫﺩﻓﺕ ﺩﺭﺍﺴﺔ ﺍﺤﻤﻴﺩﺓ ) (2012ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ
ﻤﻌﻠﻤﺎﺕ ﺭﻴﺎﺽ ﺍﻷﻁﻔﺎل ﻓﻲ ﺘﻨﻤﻴﺔ ﻤﻬﺎﺭﺍﺕ ﺍﻷﻁﻔﺎل ﺍﻝﻠﻐﻭﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﻤﻌﻠﻤﺎﺕ ﺭﻴﺎﺽ
ﺍﻷﻁﻔﺎل ﻓﻲ ﺍﻷﺭﺩﻥ ،ﻭﻗﺩ ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ) (213ﻤﻌﻠﻤﺔ ﺭﻴﺎﺽ ﺃﻁﻔﺎل ﻤﻥ
ﻤﺩﻴﺭﻴﺎﺕ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﺨﺎﺹ ﻓﻲ ﻤﺤﺎﻓﻅﺎﺕ ﻋﻤﺎﻥ ﻭﺍﻝﻤﻔﺭﻕ ﻭﺇﺭﺒﺩ ،ﻭﺘﻡ ﺒﻨﺎﺀ ﺍﺴﺘﺒﺎﻨﺔ ﺘﻜﻭﻨﺕ ﻤﻥ
) (36ﻓﻘﺭﺓ ﻤﻭﺯﻋﺔ ﻋﻠﻰ ﺨﻤﺴﺔ ﻤﺠﺎﻻﺕ ،ﻭﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﺃﻥ ﺩﺭﺠﺔ ﻗﻴﺎﻡ ﺍﻝﻤﺸﺭﻑ
ﺍﻝﺘﺭﺒﻭﻱ ﺒﺩﻭﺭﻩ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﻤﻌﻠﻤﺎﺕ ﺭﻴﺎﺽ ﺍﻷﻁﻔﺎل ﺠﺎﺀﺕ ﻤﺘﺩﻨﻴﺔ ﻋﻠﻰ ﻤﻌﻅﻡ
ﺍﻝﻤﺠﺎﻻﺕ ،ﻭﻋﻠﻰ ﺍﻝﻤﺠﺎﻻﺕ ﻤﺠﺘﻤﻌﺔ .ﻜﻤﺎ ﺃﻅﻬﺭﺕ ﺍﻝﻨﺘﺎﺌﺞ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺩﺍﻝﺔ ﺇﺤﺼﺎﺌﻴﹰﺎ
ﺒﻴﻥ ﺭﺃﻱ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﻤﻌﻠﻤﺎﺕ ﺭﻴﺎﺽ ﺍﻷﻁﻔﺎل ﻓﻲ ﺘﻨﻤﻴﺔ
ﻤﻬﺎﺭﺍﺕ ﺍﻷﻁﻔﺎل ﺍﻝﻠﻐﻭﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﺎﺕ ﻓﻲ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ،ﻭﺘﻌﺯﻯ
ﻝﻠﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ ﻭﺴﻨﻭﺍﺕ ﺍﻝﺨﺒﺭﺓ ،ﻭﺍﻝﻤﻭﻗﻊ ،ﻭﺒﻨﺎﺀ ﻋﻠﻰ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﺘﻡ ﺘﻘﺩﻴﻡ ﺘﻭﺼﻴﺎﺕ
ﺨﺎﺼﺔ ﻝﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﺎﺕ ﻓﻲ ﺘﻨﻤﻴﺔ ﻤﻬﺎﺭﺍﺕ ﺍﻷﻁﻔﺎل ﺍﻝﻠﻐﻭﻴﺔ.
ﻫﺩﻓﺕ ﺩﺭﺍﺴﺔ ﺍﻝﻠﻭﺡ ) (2012ﺍﻝﺘﻌﺭﻑ ﺇﻝﻰ ﺩﺭﺠﺔ ﺘﺤﺴﻴﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﺘﻁﻭﺭﻱ
ﻝﻠﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﺘﺩﺭﻴﺴﻴﺔ ﻝﻤﻌﻠﻤﻲ ﺍﻝﻠﻐﺔ ﺍﻝﻌﺭﺒﻴﺔ ﻓﻲ ﻤﺩﺍﺭﺱ ﻭﻜﺎﻝﺔ ﺍﻝﻐﻭﺙ ﺍﻝﺩﻭﻝﻴﺔ ،ﻤﻊ ﺍﻝﻜﺸﻑ
ﻋﻥ ﺃﺜﺭ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻋﻠﻰ ﺁﺭﺍﺀ ﻤﻌﻠﻤﻲ ﺍﻝﻠﻐﺔ ﺍﻝﻌﺭﺒﻴﺔ ﻓﻲ ﺩﺭﺠﺔ ﺍﻝﺘﺤﺴﻥ ﻨﺘﻴﺠﺔ
ﻝﻺﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﺘﻁﻭﺭﻱ ،ﻭﻝﺘﺤﻘﻴﻕ ﻫﺩﻑ ﺍﻝﺩﺭﺍﺴﺔ؛ ﺘﻡ ﺒﻨﺎﺀ ﻤﻘﻴﺎﺱ ﻤﻜﻭﻥ ﻤﻥ )(62
ﻋﺒﺎﺭﺓ ﻭﺯﻋﺕ ﻋﻠﻰ ﺜﻼﺜﺔ ﻤﺤﺎﻭﺭ :ﺍﻷﻭل :ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﻁﻭﺭﻱ ﻭﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﺘﺨﻁﻴﻁ
ﻝﻠﺘﺩﺭﻴﺱ ،ﻭﺍﻝﺜﺎﻨﻲ :ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﻁﻭﺭﻱ ﻭﻤﻤﺎﺭﺴﺎﺕ ﺘﻁﺒﻴﻕ ﺍﻝﺘﺩﺭﻴﺱ ،ﻭﺍﻝﺜﺎﻝﺙ :ﺍﻹﺸﺭﺍﻑ
ﺍﻝﺘﻁﻭﺭﻱ ﻭﻤﻤﺎﺭﺴﺎﺕ ﺘﻘﻴﻴﻡ ﺍﻝﺘﺩﺭﻴﺱ ،ﻭﻗﺩ ﺍﺴﺘﺨﺩﻡ ﺍﻝﺒﺎﺤﺙ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻭﺼﻔﻲ ،ﺤﻴﺙ ﺒﻠﻐﺕ
ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ) (164ﻤﻌﻠﻤﹰﺎ ﻭﻤﻌﻠﻤﺔ ﻤﻥ ﻤﻌﻠﻤﻲ ﻭﻜﺎﻝﺔ ﺍﻝﻐﻭﺙ ﺍﻝﺩﻭﻝﻴﺔ ،ﺘﻡ ﺍﺨﺘﻴﺎﺭﻫﻡ ﺒﺎﻝﻁﺭﻴﻘﺔ
ﺍﻝﻌﺸﻭﺍﺌﻴﺔ ،ﻭﻗﺩ ﺘﻭﺼﻠﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﻤﻥ ﺃﻫﻤﻬﺎ :ﺃﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﺘﻁﻭﺭﻱ
ﻴﺤﺴﻥ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﺘﺩﺭﻴﺴﻴﺔ ﻝﻤﻌﻠﻤﻲ ﺍﻝﻠﻐﺔ ﺍﻝﻌﺭﺒﻴﺔ ﺒﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ ﺠﺩﺍﹰ ،ﻭﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ
ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺩﺭﺠﺔ ﺍﻝﺘﺤﺴﻴﻥ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ :ﺍﻝﺠﻨﺱ ﻭﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ،ﺒﻴﻨﻤﺎ ﺘﻭﺠﺩ
ﻓﺭﻭﻕ ﺩﺍﻝﺔ ﺇﺤﺼﺎﺌﻴﹰﺎ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺴﻨﻭﺍﺕ ﺍﻝﺨﺩﻤﺔ ،ﻭﻤﻥ ﺃﻫﻡ ﺘﻭﺼﻴﺎﺕ ﺍﻝﺩﺭﺍﺴﺔ :ﻋﻘﺩ
43
ﻤﻬﺎﺭﺓ ﺍﻝﺘﺨﻁﻴﻁ ﻝﻠﺘﺩﺭﻴﺱ ،ﻤﻬﺎﺭﺓ ﺘﻁﺒﻴﻕ ﻁﺭﺍﺌﻕ ﺍﻝﺘﺩﺭﻴﺱ ﺍﻝﻤﻨﺎﺴﺒﺔ ،ﻤﻬﺎﺭﺓ ﺍﻝﻤﻬﻨﻲ ﺍﻝﺘﺎﻝﻴﺔ:
ﺍﺴﺘﺨﺩﺍﻡ ﺘﻘﻨﻴﺎﺕ ﺍﻝﺘﻌﻠﻴﻡ ،ﻤﻬﺎﺭﺓ ﺇﺩﺍﺭﺓ ﺍﻝﺼﻑ ﺍﻝﺩﺭﺍﺴﻲ ،ﻤﻬﺎﺭﺓ ﺘﻘﻴﻴﻡ ﺍﻝﺘﻼﻤﻴﺫ ﻭﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ
ﺁﺭﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺘﺠﺎﻩ ﻤﺴﺎﻫﻤﺔ ﺍﻝﻤﻭﺠﻬﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﻨﻤﻭﻫﻡ ﺍﻝﻤﻬﻨﻲ ﻭﺃﺜﺭ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﺎﻝﻴﺔ:
44
ﺍﻝﺠﻨﺱ ،ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ ﻭﺍﻝﺘﺭﺒﻭﻱ ،ﺍﻝﺨﺒﺭﺓ ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ ،ﻭﺘﻘﺩﻴﻡ ﻤﻘﺘﺭﺤﺎﺕ ﻴﻤﻜﻥ ﺃﻥ ﺘﺯﻴﺩ ﻤﻥ
ﻤﺴﺎﻫﻤﺔ ﺍﻝﻤﻭﺠﻬﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺍﻝﻨﻤﻭ ﺍﻝﻤﻬﻨﻲ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ،ﺘﻜﻭﻨﺕ
ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ) (173ﻤﻌﻠﻤﹰﺎ ﻭﻤﻌﻠﻤﺔ؛ ) (138ﻤﻌﻠﻤﺔ ،ﻭ ) (35ﻤﻌﻠﻡ ﺒﻨﺴﺒﺔ ) (9%ﻤﻥ
ل ﻤﻨﻬﻤﺎ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺍﻝﻘﻨﻴﻁﺭﺓ ،ﻁﺒﻘﺕ ﻋﻠﻴﻬﻡ ﺍﺴﺘﺒﺎﻨﺔ ﻤﺅﻝﻔﺔ ﻤﻥ )(60
ﺍﻝﻤﺠﺘﻤﻊ ﺍﻷﺼﻠﻲ ﻝﻜ ﱢ
ﺒﻨﺩﺍﹰ ،ﻭﺍﺴﺘﺨﺩﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻭﺼﻔﻲ ﺍﻝﺘﺤﻠﻴﻠﻲ ﻝﻺﺠﺎﺒﺔ ﻋﻥ ﺃﺴﺌﻠﺔ ﺍﻝﺒﺤﺙ ،ﻭﺃﺴﻔﺭﺕ
ﺍﻝﺩﺭﺍﺴﺔ ﻋﻥ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻵﺘﻴﺔ :ﺃﻥ ﺩﺭﺠﺔ ﻤﺴﺎﻫﻤﺔ ﺍﻝﻤﻭﺠﻪ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺍﻝﻨﻤﻭ ﺍﻝﻤﻬﻨﻲ ﻝﻠﻤﻌﻠﻤﻴﻥ
ﻋﻠﻰ ﻤﺠﺎﻻﺕ ﺍﻻﺴﺘﺒﺎﻨﺔ ﻜﻜل ﻤﺘﻭﺴﻁﺔ ،ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ
ﺍﻝﺩﻻﻝﺔ ﺍﻝﻤﺤﺩﺩ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺔ ﻓﻲ ﻤﺘﻭﺴﻁﺎﺕ ﺇﺠﺎﺒﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﺎﺕ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﻤﺩﻯ
ﻤﺴﺎﻫﻤﺔ ﺍﻝﻤﻭﺠﻬﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺍﻝﻨﻤﻭ ﺍﻝﻤﻬﻨﻲ ﻝﻠﻤﻌﻠﻤﻴﻥ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﺠﻨﺱ ،ﻭﻜﺫﻝﻙ
ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ ﺇﺠﺎﺒﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﺎﺕ ﻝﺼﺎﻝﺢ
ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻝﺫﻴﻥ ﻴﺤﻤﻠﻭﻥ ﺃﻫﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻻﺒﺘﺩﺍﺌﻲ ،ﻭﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ
ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ ﺇﺠﺎﺒﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﺎﺕ ﻋﻥ ﻤﺠﺎﻻﺕ ﺍﻻﺴﺘﺒﺎﻨﺔ ﺠﻤﻴﻌﻬﺎ ﻤﺘﻌﻠﻘﺔ ﺒﻤﺩﻯ
ﻤﺴﺎﻫﻤﺔ ﺍﻝﻤﻭﺠﻬﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺍﻝﻨﻤﻭ ﺍﻝﻤﻬﻨﻲ ﻝﻠﻤﻌﻠﻤﻴﻥ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﺨﺒﺭﺓ ﻝﺼﺎﻝﺢ
ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﺎﺕ ﺍﻝﺫﻴﻥ ﻝﺩﻴﻬﻡ ﺨﺩﻤﺔ ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ ﻋﺸﺭ ﺴﻨﻭﺍﺕ ﻓﺄﻜﺜﺭ ،ﻭﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﺨﺘﺒﺎﺭ
ﺸﻴﻔﻴﻪ ﻝﻤﺘﻐﻴﺭ ﺍﻝﺨﺒﺭﺓ ﺘﺒﻴﻥ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻝﻤﺠﺎل ﻤﻬﺎﺭﺓ ﺍﻝﺘﺨﻁﻴﻁ
ﻝﻠﺘﺩﺭﻴﺱ ﺃﻴﻀﹰﺎ ،ﻜﻤﺎ ﻗﺩﻡ ﺍﻝﻤﻌﻠﻤﻭﻥ ﻤﺠﻤﻭﻋﺔ ﺍﻗﺘﺭﺍﺤﺎﺕ ﻴﻤﻜﻥ ﺃﻥ ﺘﺯﻴﺩ ﻤﻥ ﻤﺴﺎﻫﻤﺔ ﺍﻝﻤﻭﺠﻬﻴﻥ
ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺍﻝﻨﻤﻭ ﺍﻝﻤﻬﻨﻲ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭﻫﻡ ،ﺘﺘﻌﻠﻕ ﺒﺘﻘﻨﻴﺎﺕ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﺤﺩﻴﺜﺔ
ﻭﻁﺭﺍﺌﻕ ﺍﻝﺘﺩﺭﻴﺱ ،ﻭﻤﺠﺎل ﺘﻘﻴﻴﻡ ﻋﻤل ﺍﻝﻤﻌﻠﻤﻴﻥ ،ﻭﺍﻝﻌﻼﻗﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ ،ﻭﻜﻔﺎﺀﺓ ﺍﻝﻤﻭﺠﻪ
ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﻋﻤﻠﻪ ﻭﻗﺩﺭﺘﻪ ﻋﻠﻰ ﻤﺴﺎﻋﺩﺓ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺍﻝﻨﻤﻭ ﺍﻝﻤﻬﻨﻲ ﻝﻬﻡ.
ﻫﺩﻓﺕ ﺩﺭﺍﺴﺔ ﺍﻝﻨﺨﺎﻝﺔ ) (2009ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺩﻯ ﺍﻤﺘﻼﻙ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻝﺨﺼﺎﺌﺹ ﺍﻝﻤﻌﻠﻡ
ﺍﻝﻌﺼﺭﻱ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﻤﺩﻴﺭﻱ ﺍﻝﻤﺩﺍﺭﺱ ﻭﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﻤﺤﺎﻓﻅﺎﺕ ﻏﺯﺓ .ﻭﻗﺩ
ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ) (103ﻤﺩﻴﺭ ﻭﻤﺩﻴﺭﺓ (52) ،ﻤﺸﺭﻓﹰﺎ ﻭﻤﺸﺭﻓﺔ ﻤﻥ ﺍﻝﻌﺎﻤﻠﻴﻥ ﻓﻲ
ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻔﻠﺴﻁﻴﻨﻴﺔ ﺒﻤﺤﺎﻓﻅﺎﺕ ﻏﺯﺓ ،ﻭﺍﺴﺘﺨﺩﻡ ﺍﻝﺒﺎﺤﺜﺎﻥ ﻝﺠﻤﻊ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ
45
ﺍﺴﺘﺒﺎﻨﺔ ﺨﺎﺼﺔ ﺘﻜﻭﻨﺕ ﻤﻥ ) (49ﻓﻘﺭﺓ ﻤﻭﺯﻋﺔ ﻋﻠﻰ ﺨﻤﺴﺔ ﺃﺒﻌﺎﺩ ﺭﺒﺎﻋﻴﺔ ﺍﻝﺘﺩﺭﺝ ﻫﻲ:
ﺍﻝﺨﺼﺎﺌﺹ ﺍﻝﻤﻬﻨﻴﺔ ﻭﺍﻝﻌﻘﻠﻴﺔ ﻭﺍﻝﺸﺨﺼﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻝﺜﻘﺎﻓﻴﺔ ،ﻭﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ :ﺃﻥ
ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻤﺩﻯ ﺍﻤﺘﻼﻙ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻝﺨﺼﺎﺌﺹ ﺍﻝﻤﻌﻠﻡ ﺍﻝﻌﺼﺭﻱ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ
ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ) (67.5%ﻜﺎﻨﺕ ﺘﺭﺘﻴﺒﻬﺎ ﻜﺎﻝﺘﺎﻝﻲ :ﺍﻝﺨﺼﺎﺌﺹ ﺍﻝﺸﺨﺼﻴﺔ ،ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ،ﺍﻝﻌﻘﻠﻴﺔ،
ﺍﻝﺜﻘﺎﻓﻴﺔ ﻭﺍﻝﻤﻬﻨﻴﺔ ،ﻜﻤﺎ ﺩﻝﺕ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﺃﻨﻪ ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺘﻐﺭﻯ
ﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﻤﻰ ﺍﻝﻭﻅﻴﻔﻲ )ﻤﺸﺭﻑ – ﻤﺩﻴﺭ( ﻋﺩﺍ ﺍﻝﺒﻌﺩ ﺍﻝﺭﺍﺒﻊ ﻓﻘﺩ ﻜﺎﻨﺕ ﺍﻝﻔﺭﻭﻕ ﻝﺼﺎﻝﺢ ﻤﺩﻴﺭ
ﺍﻝﻤﺩﺭﺴﺔ .ﻭﻤﻥ ﺘﻭﺼﻴﺎﺕ ﺍﻝﺩﺭﺍﺴﺔ :ﺘﻀﻤﻴﻥ ﺍﻝﻤﻘﺭﺭﺍﺕ ﺍﻝﺩﺭﺍﺴﻴﺔ ﻓﻲ ﻤﺅﺴﺴﺎﺕ ﺇﻋﺩﺍﺩ
ﺍﻝﻤﻌﻠﻤﻴﻥ )ﺍﻝﺠﺎﻤﻌﺎﺕ( ﻋﻠﻰ ﻤﺴﺎﻗﺎﺕ ﺩﺭﺍﺴﻴﺔ ﺘﻌﺎﻝﺞ ﻓﻴﻬﺎ ﺍﻝﻘﻀﺎﻴﺎ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺨﺼﺎﺌﺹ ﺍﻝﻤﻌﻠﻡ
ﺍﻝﻌﺼﺭﻱ.
ﺃﺜﻨﺎﺀ ﺍﻻﺠﺘﻤﺎﻋﺎﺕ ﻭﺍﻝﻤﻨﺎﻗﺸﺎﺕ ﺒﻴﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺸﺭﻓﻴﻥ ،ﻭﺍﻝﻌﻤل ﻋﻠﻰ ﺍﻝﺘﻨﻭﻴﻊ ﻓﻲ ﺍﺴﺘﺨﺩﺍﻡ
ﺃﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﺤﺩﻴﺜﺔ.
ﻫﺩﻓﺕ ﺩﺭﺍﺴﺔ ﺘﻴﻡ ) (2009ﺍﻝﺘﻌﺭﻑ ﺇﻝﻰ ﻭﺍﻗﻊ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻹﺸﺭﺍﻓﻴﺔ ﻝﺩﻯ ﺍﻝﻤﺸﺭﻑ
ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﻤﺤﺎﻓﻅﺎﺕ ﺸﻤﺎل ﻓﻠﺴﻁﻴﻥ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﺎﺕ ،ﻭﻗﺩ ﺘﻜﻭﻨﺕ
ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ) (391ﻤﻌﻠﻤﹰﺎ ﻭﻤﻌﻠﻤﺔ ،ﻤﻭﺯﻋﻴﻥ ﻋﻠﻰ ﺃﺭﺒﻊ ﻤﺤﺎﻓﻅﺎﺕ ﻫﻲ )ﻨﺎﺒﻠﺱ،
ﻁﻭﻝﻜﺭﻡ ،ﻗﻠﻘﻴﻠﻴﺔ ،ﺠﻨﻴﻥ( ﺼﻤﻤﺕ ﺍﺴﺘﺒﺎﻨﺔ ﻏﻁﺕ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻹﺸﺭﺍﻓﻴﺔ ،ﻭﻗﺩ ﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ
ﺍﻝﺩﺭﺍﺴﺔ ﺒﺼﻭﺭﺓ ﻋﺎﻤﺔ ﺇﻝﻰ ﺃﻥ ﻭﺍﻗﻊ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻹﺸﺭﺍﻓﻴﺔ ﻝﺩﻯ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ
ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺎﺕ ﺸﻤﺎل ﻓﻠﺴﻁﻴﻥ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻜﺎﻨﺕ ﻀﻌﻴﻔﺔ،
ﻭﺍﻥ ﻭﺍﻗﻊ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻹﺸﺭﺍﻓﻴﺔ ﻴﺨﺘﻠﻑ ﺒﺎﺨﺘﻼﻑ ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ ﻭﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﻤﻜﺎﻥ
ﺍﻝﺴﻜﻥ.
ﻫﺩﻓﺕ ﺩﺭﺍﺴﺔ ﺍﻝﺠﺭﺠﺎﻭﻱ ﻭﺍﻝﻨﺨﺎﻝﺔ ) (2009ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻭﺍﻗﻊ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ
ﻤﺭﺤﻠﺔ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﺜﺎﻨﻭﻱ ﺒﻤﺤﺎﻓﻅﺎﺕ ﻏﺯﺓ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ،
ﻭﺒﻴﺎﻥ ﺃﺜﺭ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤـﻲ ﻭﺴـﻨﻭﺍﺕ ﺍﻝﺨﺒﺭﺓ ﻋﻠﻰ ﻭﺍﻗﻊ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ،ﻭﻗﺩ
ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ) (300ﻤﻌﻠﻡﹴ ﻭﻤﻌﻠﻤﺔ (90) ،ﻤﺸﺭﻓﺎﹰ ﻭﻤﺸﺭﻓﺔ ﺍﺨﺘﻴـﺭﻭﺍ
ﺒﺎﻝﻁﺭﻴﻘﺔ ﺍﻝﻌﺸﻭﺍﺌﻴﺔ ،ﻭﺍﺴﺘﺨﺩﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ ﻝﺠﻤﻊ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﺴﺘﺒﺎﻨﺔ ﺘﻜﻭﻨﺕ ﻤﻥ ) (53ﻓﻘﺭﺓ
ﺨﻤﺎﺴﻴﺔ ﺍﻝﺘﺩﺭﺝ ،ﻭﻗﺩ ﺤﻠﻠﺕ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺘﺤﻠﻴل ﺍﻝﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ ،ﺍﺨﺘﺒﺎﺭ ﺕ،
ﺍﻝﺘﻜﺭﺍﺭﺍﺕ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴـﺔ ،ﻤﻌﺎﻤل ﺍﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ .ﻭﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﺃﻥ ﻭﺍﻗﻊ
ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻝﻡ ﻴﺭﺘﻕ ﺇﻝﻲ ﺍﻝﺩﺭﺠـﺔ ﺍﻝﻤﻁﻠﻭﺒـﺔ ،ﻭﺭﺘﺒـﺕ ﻤﺠﺎﻻﺕ ﺍﻻﺴﺘﺒﺎﻨﺔ ﺍﻝﺴﺘﺔ
ﺤﺴﺏ ﺍﻷﻫﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻜﻤﺎ ﻴﻠﻲ :ﺍﻝﺘﻜﻴﻑ ﺍﻝﻭﻅﻴﻔﻲ ،ﺍﻝﻤﻨﻬﺎﺝ ،ﺍﻝﻌﻼﻗﺎﺕ
ﺍﻹﻨﺴﺎﻨﻴﺔ ،ﻁﺭﺍﺌﻕ ﻭﺃﺴﺎﻝﻴﺏ ﺍﻝﺘﺩﺭﻴﺱ ،ﺍﻝﺘﻘﻴﻴﻡ ،ﺤﺎﺠﺎﺕ ﺍﻝﻁﻠﺒﺔ ﻭﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﻴﻥ
ﻜﺎﻝﺘﺎﻝﻲ :ﺍﻝﺘﻘﻴﻴﻡ ،ﺍﻝﻤﻨﻬﺎﺝ ،ﺍﻝﺘﻜﻴﻑ ﺍﻝﻭﻅﻴﻔﻲ ،ﺤﺎﺠﺎﺕ ﺍﻝﺘﻼﻤﻴﺫ ،ﻁﺭﺍﺌﻕ ﻭﺃﺴﺎﻝﻴﺏ ﺍﻝﺘﺩﺭﻴﺱ،
ﺍﻝﻌﻼﻗﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ ،ﻜﻤﺎ ﺩﻝﺕ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﺃﻨﻪ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺁﺭﺍﺀ
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ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤـﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺍﺴﺘﺒﺎﻨﺔ ﻭﺍﻗﻊ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﻭﻅﻴﻔﺔ
ﻝﺼﺎﻝﺢ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ،ﻜﻤﺎ ﻭﺠﺩﺕ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺁﺭﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ
ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ ﻝﺼﺎﻝﺢ ﺤﻤﻠﺔ ﺍﻝﺸﻬﺎﺩﺍﺕ ﺍﻝﻌﻠﻴﺎ ﺍﻝﺒﻜﺎﻝﻭﺭﻴﻭﺱ ﻭﺍﻝﻤﺎﺠﺴﺘﻴﺭ
ﻭﻝﻤﺘﻐﻴﺭ ﺴﻨﻭﺍﺕ ﺍﻝﺨﺒﺭﺓ ﻝﺼﺎﻝﺢ ﻤﻥ ) (10-5ﺴﻨﻭﺍﺕ ،ﻜﻤﺎ ﺩﻝﺕ ﺍﻝﻨﺘﺎﺌﺞ ﻋﻥ ﻋﺩﻡ ﻭﺠﻭﺩ
ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﺭﺍﺀ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺘﻌـﺯﻯ ﻝﻤﺘﻐﻴـﺭﻱ ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ ﻭﺴﻨﻭﺍﺕ
ﺍﻝﺨﺒﺭﺓ.
ﻫﺩﻓﺕ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﺭﺜﻲ ) (2009ﺇﻝﻰ ﺘﺤﺩﻴﺩ ﻤﻌﺎﻴﻴﺭ ﺠﻭﺩﺓ ﺃﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ
ﻋﻠﻰ ﺘﻌﻠﻴﻡ ﺍﻝﻠﻐﺔ ﺍﻝﻌﺭﺒﻴﺔ ،ﻭﺍﻝﻭﻗﻭﻑ ﻋﻠﻰ ﺩﺭﺠﺔ ﺘﺤﻘﻴﻕ ﺃﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻝﻤﻌﺎﻴﻴﺭ
ﺍﻝﺠﻭﺩﺓ ﺍﻝﺸﺎﻤﻠﺔ ،ﻓﻲ ﺩﻭﻝﺔ ﺍﻝﺴﻌﻭﺩﻴﺔ ،ﻭﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻭﺼﻔﻲ ،ﻭﻗﺩ ﺃﻋﺩ ﺍﻝﺒﺎﺤﺙ ﺃﺩﺍﺘﻴﻥ
ﻝﻠﺩﺭﺍﺴﺔ ﻁﺒﻘﺘﺎ ﻋﻠﻰ ﻋﻴﻨﺔ ﺘﻜﻭﻨﺕ ﻤﻥ ) (18ﻤﺸﺭﻓﺔ ﺘﺭﺒﻭﻴﺔ ،ﻭ ) (158ﻤﻌﻠﻤﺔ ،ﻭﺘﻡ ﺍﻝﺘﻭﺼل
ﺇﻝﻰ ﻗﺎﺌﻤﺔ ﻤﻥ ﺍﻝﻤﻌﺎﻴﻴﺭ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺄﻫﺩﺍﻑ ﺘﻠﻙ ﺍﻝﺩﺭﺍﺴﺔ ،ﻭﺃﻥ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻓﻴﺔ ﻻ ﺘﺤﻘﻕ
ﻤﻌﺎﻴﻴﺭ ﺍﻝﺠﻭﺩﺓ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﺎﺕ ،ﻭﺃﻥ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻓﻴﺔ ﺘﺤﻘﻕ ﻤﻌﺎﻴﻴﺭ ﺍﻝﺠﻭﺩﺓ ﻤﻥ
ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺸﺭﻓﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺎﺕ ،ﻭﻭﺠﻭﺩ ﻤﻌﻭﻗﺎﺕ ﺘﺤﺩ ﻤﻥ ﺘﺤﻘﻴﻕ ﺃﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻑ
ﺍﻝﺘﺭﺒﻭﻱ ﻝﻤﻌﺎﻴﻴﺭ ﺍﻝﺠﻭﺩﺓ.
ﻫﺩﻓﺕ ﺩﺭﺍﺴﺔ ﺍﻝﺩﻭﺴﺭﻱ ) (2008ﻤﻌﺭﻓﺔ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺭﻓﻊ ﻜﻔﺎﺀﺓ ﺍﻷﺩﺍﺀ
ﺍﻝﻭﻅﻴﻔﻲ ﻝﻤﻌﻠﻤﻲ ﺍﻝﺘﺭﺒﻴﺔ ﺍﻝﻔﻨﻴﺔ ،ﻭﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ) (45ﻤﻌﻠﻤﺎﹰ ،ﻭﺍﺴﺘﺨﺩﻤﺕ
ﺍﻝﺩﺭﺍﺴﺔ ﺍﻻﺴﺘﺒﺎﻨﺔ ﻜﺄﺩﺍﺓ ﻝﺠﻤﻊ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺘﻲ ﺘﺨﺩﻡ ﺃﻫﺩﺍﻑ ﺍﻝﺩﺭﺍﺴﺔ ،ﻭﺃﻅﻬﺭﺕ ﺍﻝﻨﺘﺎﺌﺞ ﺃﻥ
ﻫﻨﺎﻙ ﻗﺼﻭﺭ ﻝﺒﻌﺽ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻓﻲ ﺘﻭﺠﻴﻪ ﻤﻌﻠﻤﻲ ﺍﻝﺘﺭﺒﻴﺔ ﺍﻝﻔﻨﻴﺔ ﺇﻝﻰ ﻓﺼل ﻜل ﺼﻑ ﺩﺭﺍﺴﻲ
ﻝﻭﺤﺩﻩ ﻓﻲ ﺩﻓﺘﺭ ﺍﻝﺘﺤﻀﻴﺭ ،ﻭﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ،ﻭﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﺘﻘﻴﻴﻡ ﺍﻝﻤﺴﺘﻤﺭ ،ﻭﻋﺩﻡ
ﺍﻫﺘﻤﺎﻡ ﺍﻝﻤﺴﺅﻭﻝﻴﻥ ﺒﺘﻘﺭﻴﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ.
ﻫﺩﻓﺕ ﺩﺭﺍﺴﺔ ﺃﺒﻭ ﺴﺎﻝﻡ ) (2008ﺇﻝﻰ ﺒﻴﺎﻥ ﺩﺭﺠﺔ ﺍﻝﺘﻌﺎﻭﻥ ﺒﻴﻥ ﺍﻹﺩﺍﺭﺓ ﺍﻝﻤﺩﺭﺴﻴﺔ
ﻭﻤﺸﺭﻓﻲ ﺍﻝﻠﻐﺔ ﺍﻻﻨﺠﻠﻴﺯﻴﺔ ﻓﻲ ﺘﻁﻭﻴﺭ ﺍﻷﺩﺍﺀ ﺍﻝﻤﻬﻨﻲ ﻝﻤﻌﻠﻤﻴﻬﻡ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺜﺎﻨﻭﻴﺔ ﻓﻲ
ﻤﺤﺎﻓﻅﺔ ﻏﺯﺓ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﻤﻌﻠﻤﻴﻬﻡ ،ﻭﻜﺫﻝﻙ ﺍﻝﻜﺸﻑ ﻋﻥ ﺃﺜﺭ ﻜل ﻤﻥ )ﺍﻝﺠﻨﺱ ،ﺍﻝﻤﺅﻫل
ﺍﻝﻌﻠﻤﻲ ،ﺴﻨﻭﺍﺕ ﺍﻝﺨﺩﻤﺔ ،ﺍﻝﻤﻨﻁﻘﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ( ﻋﻠﻰ ﻤﺘﻭﺴﻁ ﺘﻘﺩﻴﺭﺍﺕ ﻤﻌﻠﻤﻲ ﺍﻝﻠﻐﺔ ﺍﻻﻨﺠﻠﻴﺯﻴﺔ
ﻝﺩﺭﺠﺔ ﺍﻝﺘﻌﺎﻭﻥ ﺒﻴﻥ ﺍﻹﺩﺍﺭﺓ ﺍﻝﻤﺩﺭﺴﻴﺔ ﻭﻤﺸﺭﻓﻴﻬﻡ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺜﺎﻨﻭﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺎﺕ ﻏﺯﺓ،
ﻭﻗﺩ ﺍﺴﺘﺨﺩﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻭﺼﻔﻲ ﺍﻝﺘﺤﻠﻴﻠﻲ ،ﻭﻗﺩ ﺘﻜﻭﻥ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ﺠﻤﻴﻊ
ﻤﻌﻠﻤﻲ ﻭﻤﻌﻠﻤﺎﺕ ﺍﻝﻠﻐﺔ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺜﺎﻨﻭﻴﺔ ﺍﻝﺤﻜﻭﻤﻴﺔ ﺒﻤﺤﺎﻓﻅﺎﺕ ﻏﺯﺓ ،ﻭﺍﻝﺒﺎﻝﻎ
ﻋﺩﺩﻫﻡ ) (469ﻤﻌﻠﻤﹰﺎ ﻭﻤﻌﻠﻤﺔ ،ﻭﻗﺩ ﻗﺎﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺒﺎﺨﺘﻴﺎﺭ ﺍﻝﻌﻴﻨﺔ ﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﺎﺕ
ﺍﻝﺫﻴﻥ ﻴﺩﺭﺴﻭﻥ ﻤﺴﺎﻕ ﺍﻝﻠﻐﺔ ﺍﻻﻨﺠﻠﻴﺯﻴﺔ ﻓﻲ ﻤﺩﺍﺭﺱ ﻤﺤﺎﻓﻅﺎﺕ ﻏﺯﺓ ﺍﻝﺤﻜﻭﻤﻴﺔ ﺍﻝﺜﺎﻨﻭﻴﺔ ،ﻭﺫﻝﻙ
ﺒﺎﺴﺘﺨﺩﺍﻡ ﻋﻴﻨﺔ ﻋﺸﻭﺍﺌﻴﺔ ﻁﺒﻘﻴﺔ ﻭﺒﻨﺴﺒﺔ ) (55.86%ﻭﺍﻝﺒﺎﻝﻎ ﻋﺩﺩﻫﻡ ) (262ﻤﻌﻠﻤﹰﺎ ﻭﻤﻌﻠﻤﺔ
49
ﻤﻥ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻷﺼﻠﻲ ،ﻭﻗﺩ ﻗﺎﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺒﺘﺼﻤﻴﻡ ﺍﺴﺘﺒﺎﻨﺔ ﻤﻜﻭﻨﺔ ﻤﻥ ) (80ﻓﻘﺭﺓ ﻤﻭﺯﻋﺔ
ﻋﻠﻰ ﺨﻤﺴﺔ ﻤﺠﺎﻻﺕ ،ﻭﻗﺩ ﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﺃﻥ ﺍﻝﻤﺠﺎل ﺍﻝﺜﺎﻨﻲ "ﺘﻌﺎﻭﻥ ﺍﻹﺩﺍﺭﺓ
ﺍﻝﻤﺩﺭﺴﻴﺔ ﻭﻤﺸﺭﻓﻲ ﺍﻝﻠﻐﺔ ﺍﻻﻨﺠﻠﻴﺯﻴﺔ ﻓﻲ ﺘﻁﻭﻴﺭ ﺍﻷﺩﺍﺀ ﺍﻝﻤﻬﻨﻲ ﻝﻤﻌﻠﻤﻴﻬﻡ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﻓﻲ ﺍﻝﻤﺎﺩﺓ
ﺍﻝﺘﻌﻠﻴﻤﻴﺔ" ﻗﺩ ﺍﺤﺘل ﺍﻝﻤﺭﺘﺒﺔ ﺍﻷﻭﻝﻰ ﺒﻤﻌﺩل ﻨﺴﺒﻲ ) (70.49%ﻴﻠﻴﻪ ﺍﻝﻤﺠﺎل ﺍﻝﺜﺎﻝﺙ "ﺘﻌﺎﻭﻥ
ﺍﻹﺩﺍﺭﺓ ﺍﻝﻤﺩﺭﺴﻴﺔ ﻭﻤﺸﺭﻓﻲ ﺍﻝﻠﻐﺔ ﺍﻻﻨﺠﻠﻴﺯﻴﺔ ﻓﻲ ﺘﻁﻭﻴﺭ ﺍﻻﺩﺍﺀ ﺍﻝﻤﻬﻨﻲ ﻝﻤﻌﻠﻤﻴﻬﻡ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ
ﺒﻁﺭﺍﺌﻕ ﻭﺴﺒل ﺍﻝﺘﺩﺭﻴﺱ" ﻗﺩ ﺍﺤﺘل ﺍﻝﻤﺭﺘﺒﺔ ﺍﻝﺜﺎﻨﻴﺔ ﺒﻭﺯﻥ ﻨﺴﺒﻲ ) (69.76%ﺜﻡ ﺠﺎﺀ ﺍﻝﻤﺠﺎل
ﺍﻝﺨﺎﻤﺱ "ﺘﻌﺎﻭﻥ ﺍﻹﺩﺍﺭﺓ ﺍﻝﻤﺩﺭﺴﻴﺔ ﻭﻤﺸﺭﻓﻲ ﺍﻝﻠﻐﺔ ﺍﻻﻨﺠﻠﻴﺯﻴﺔ ﻓﻲ ﺘﻁﻭﻴﺭ ﺍﻷﺩﺍﺀ ﺍﻝﻤﻬﻨﻲ
ﻝﻤﻌﻠﻤﻴﻬﻡ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻝﺘﻘﻴﻴﻡ" ﻭﻗﺩ ﺍﺤﺘل ﺍﻝﻤﺭﺘﺒﺔ ﺍﻝﺜﺎﻝﺜﺔ ﺒﻭﺯﻥ ﻨﺴﺒﻲ 68.97%ﻭﺠﺎﺀ ﺍﻝﻤﺠﺎل
ﺍﻷﻭل "ﺘﻌﺎﻭﻥ ﺍﻹﺩﺍﺭﺓ ﺍﻝﻤﺩﺭﺴﻴﺔ ﻭﻤﺸﺭﻓﻲ ﺍﻝﻠﻐﺔ ﺍﻻﻨﺠﻠﻴﺯﻴﺔ ﻓﻲ ﺘﻁﻭﻴﺭ ﺍﻷﺩﺍﺀ ﺍﻝﻤﻬﻨﻲ
ﻝﻤﻌﻠﻤﻴﻬﻡ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻝﺘﺨﻁﻴﻁ ﻝﻠﻌﻤﻠﻴﺔ ﺍﻝﺘﺩﺭﻴﺴﻴﺔ.
ﻤﺠﺎل ﻤﻥ ﻤﺠﺎﻻﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺨﻤﺱ ،ﺤﻴﺙ ﺠﺎﺀﺕ ﻤﺠﺎﻻﺕ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻤﺭﺘﺒﺔ ﺘﻨﺎﺯﻝﻴﹰﺎ
ﻜﻤﺎ ﻴﻠﻲ :ﺍﺨﺘﻴﺎﺭ ﻭﺘﻌﻴﻴﻥ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ،ﻤﻬﺎﺭﺍﺕ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ،ﺃﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻑ
ﺍﻝﺘﺭﺒﻭﻱ ،ﺘﺩﺭﻴﺏ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ،ﺃﻫﺩﺍﻑ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ،ﻭﺒﻨﺎ ﺀ ﻋﻠﻰ ﺍﻝﻨﺘﺎﺌﺞ ﻗﺩﻤﺕ
ﺍﻝﺩﺭﺍﺴﺔ ﺘﻭﺼﻴﺎﺕ ﺃﻫﻤﻬﺎ :ﺘﺩﺭﻴﺏ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺃﺴﺎﻝﻴﺏ ﺇﺸﺭﺍﻓﻴﺔ
ﻤﻌﺎﺼﺭﺓ ،ﻭﻜﺫﻝﻙ ﻗﻴﺎﻡ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺒﺘﺭﺘﻴﺏ ﺯﻴﺎﺭﺍﺕ ﻝﺒﻌﺽ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ
ﻝﺩﻭل ﺃﺨﺭﻯ ﻝﻺﻁﻼﻉ ﻋﻠﻰ ﺘﺠﺭﺒﺘﻬﺎ ﻓﻲ ﻤﺠﺎل ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻨﻪ.
ﻫﺩﻓﺕ ﺩﺭﺍﺴﺔ ﺼﻴﺎﻡ ) (2007ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺩﻭﺭ ﺃﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﻁﻭﻴﺭ
ﺍﻷﺩﺍﺀ ﺍﻝﻤﻬﻨﻲ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺜﺎﻨﻭﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﻏﺯﺓ ،ﻭﻝﻘﺩ ﺍﺴﺘﺨﺩﻡ ﺍﻝﺒﺎﺤﺙ
ﺍﻝﻤﻨﻬﺞ ﺍﻝﻭﺼﻔﻲ ﺍﻝﺘﺤﻠﻴﻠﻲ ،ﻭﺘﻡ ﺘﻁﺒﻴﻕ ﺍﻻﺴﺘﺒﺎﻨﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﺅﻝﻔﺔ ﻤﻥ )(226
ﻤﻌﻠﻤﹰﺎ ﻭﻤﻌﻠﻤﺔ ،ﺍﻝﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺜﺎﻨﻭﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﻏﺯﺓ ،ﻭﻝﻘﺩ ﺘﻭﺼﻠﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ
ﺃﻥ ﻤﻤﺎﺭﺴﺔ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺘﺨﻁﻴﻁ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﻤﻬﺎﺭﺍﺕ ﺘﻨﻔﻴﺫ ﺍﻝﺩﺭﻭﺱ ﻭﻤﻬﺎﺭﺍﺕ
ﺍﻹﺩﺍﺭﺓ ﺍﻝﺼﻔﻴﺔ ﻭﻤﻬﺎﺭﺍﺕ ﺍﻝﺘﻘﻴﻴﻡ ﻤﺘﻭﺴﻁﺔ ،ﻭﺃﻥ ﻫﻨﺎﻙ ﻓﺭﻭﻗﹰﺎ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻓﻲ
ﺍﻝﺘﻘﺩﻴﺭﺍﺕ ﺍﻝﻤﺘﻭﻗﻌﺔ ﻝﺩﻭﺭ ﺃﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻑ ﻓﻲ ﺘﻁﻭﻴﺭ ﺍﻷﺩﺍﺀ ﺍﻝﻤﻬﻨﻲ ﻝﻠﻤﻌﻠﻤﻴﻥ ،ﺘﻌﺯﻯ
ﻝﻤﺘﻐﻴﺭ ﺍﻝﺠﻨﺱ ﻭﺍﻝﻤﺅﻫل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻝﺘﺨﺼﺹ ﻭﺫﻝﻙ ﻓﻲ ﻤﺠﺎل ﺍﻝﺘﺨﻁﻴﻁ ﻭﺘﻨﻔﻴﺫ ﺍﻝﺘﺩﺭﻴﺱ
ﻭﺍﻝﺘﻘﻴﻴﻡ ،ﺒﻴﻨﻤﺎ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺩﺍﻝﺔ ﺇﺤﺼﺎﺌﻴﹰﺎ ﺘﻌﺯﻯ ﻝﺴﻨﻭﺍﺕ ﺍﻝﺨﺩﻤﺔ ﻓﻲ ﻤﺠﺎل ﺍﻹﺩﺍﺭﺓ ﺍﻝﺼﻔﻴﺔ.
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ﻫﺩﻓﺕ ﺩﺭﺍﺴﺔ ﺼﺒﺢ ) (2005ﺍﻝﺘﻌﺭﻑ ﺇﻝﻰ ﺩﺭﺠﺔ ﺘﻗﻴﻴﻡ ﺍﻝﺘﺨﻁﻴﻁ ﻝﻺﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ
ﻝﺩﻯ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ،ﻜﻤﺎ ﻴﺭﺍﻫﺎ ﻤﺩﻴﺭﻭ ﻭﻤﻌﻠﻤﻭ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺜﺎﻨﻭﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺎﺕ
ﺸﻤﺎل ﻓﻠﺴﻁﻴﻥ ،ﻭﺴﻌﺕ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﻝﻺﺠﺎﺒﺔ ﻋﻥ ﺍﻷﺴﺌﻠﺔ ﺍﻝﺘﺎﻝﻴﺔ :ﻤﺎ ﻭﺍﻗﻊ ﺍﻝﺘﺨﻁﻴﻁ
ﻝﻺﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻝﺩﻯ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﻤﺤﺎﻓﻅﺎﺕ ﺸﻤﺎل ﻓﻠﺴﻁﻴﻥ ﻤﻥ ﺤﻴﺙ:
ﺍﻝﻤﺩﺨﻼﺕ ﻭﺍﻝﻌﻤﻠﻴﺎﺕ ﻭﺍﻝﻤﺨﺭﺠﺎﺕ ﻭﺍﻝﺘﻐﺫﻴﺔ ﺍﻝﺭﺍﺠﻌﺔ ،ﻭﻫل ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ
ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ ) (α= 0.05ﺒـﻴﻥ ﺃﺒﻌـﺎﺩ ﻤﺠـﺎل ﺍﻝﻤﺩﺨﻼﺕ ﻝﺘﻘﻴﻴﻡ ﺍﻝﺘﺨﻁﻴﻁ
ﻝﻺﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻝﺩﻯ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ،ﻜﻤﺎ ﻴﺭﺍﻫـﺎ ﻤـﺩﻴﺭﻭ ﻭﻤﻌﻠﻤﻭ ﺍﻝﻤﺩﺍﺭﺱ
ﺍﻝﺜﺎﻨﻭﻴﺔ؟ ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ) (127ﻤﺩﻴﺭﺍً ﻭﻤﺩﻴﺭﺓ ﺒﻨﺴﺒﺔ ) (20%ﻤﻥ ﻤﺠﺘﻤﻊ
ﺍﻝﻤـﺩﻴﺭﻴﻥ ،ﻭﺒﻠﻎ ﻋﺩﺩ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﺎﺕ ) (481ﺒﻨﺴﺒﺔ ) (5%ﻤﻥ ﻤﺠﺘﻤﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ
ﻭﺍﻝﻤﻌﻠﻤـﺎﺕ ،ﺤﻴـﺙ ﺃﻥ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﺒﻠﻐﺕ ) (589ﻤﺩﻴﺭﺍ ﻭﻤﻌﻠﻤﺎ )ﺫﻜﻭﺭﺍ ﻭﺇﻨﺎﺜﺎ( ،ﻭﻗﺩ
ﺘﺒﻴﻥ ﺒﺄﻥ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻘﻴﺎﻡ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺒﺩﻭﺭﻩ ﻭﻓﻘﺎ ﻝﻤﺠـﺎﻻﺕ ﺃﺩﺍﺓ ﺍﻝﺩﺭﺍﺴـﺔ
ﺍﻝﻤﺘﻤﺜﻠـﺔ ﺒﺎﻝﻤﺩﺨﻼﺕ ﻭﺍﻝﻌﻤﻠﻴﺎﺕ ﻭﺍﻝﻤﺨﺭﺠﺎﺕ ﻭﺍﻝﺘﻐﺫﻴﺔ ﺍﻝﺭﺍﺠﻌﺔ ﻜﺎﻨﺕ ﺒﺩﺭﺠـﺔ ﻤﺘﻭﺴـﻁﺔ،
ﻭﺒﻤﺘﻭﺴـﻁ ﺤﺴﺎﺒﻲ ) ،(3.32ﺒﻴﻨﻤﺎ ﻜﺎﻨﺕ ﺒﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ ﻝﻤﺠﺎل ﺍﻝﺘﻐﺫﻴـﺔ ﺍﻝﺭﺍﺠﻌـﺔ ،ﻭﻜﺎﻥ
ﺘﺭﺘﻴﺏ ﺍﻷﺒﻌﺎﺩ ﺍﻝﺘﺎﺒﻌﺔ ﻝﻤﺠﺎل ﺍﻝﻤﺩﺨﻼﺕ ﻜﻤﺎ ﻴﻠﻲ :ﺍﻝﻤﻌﻠﻤـﻴﻥ ﻓـﻲ ﺍﻝﻤﺭﺘﺒـﺔ ﺍﻷﻭﻝـﻰ،
ﻭﺍﻝﻤﻨﺎﻫﺞ ﻓﻲ ﺍﻝﻤﺭﺘﺒﺔ ﺍﻝﺜﺎﻨﻴﺔ ﻭﺍﻝﺘﻼﻤﻴﺫ ﻓﻲ ﺍﻝﻤﺭﺘﺒﺔ ﺍﻝﺜﺎﻝﺜﺔ ،ﻭﺃﺨﻴﺭﺍ ﺍﻹﻤﻜﺎﻨﻴﺎﺕ ﺍﻝﻤﺎﺩﻴﺔ
ﻭﺍﻝﻌﻼﻗﺔ ﻤﻊ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻤﺤﻠﻲ ﻓﻲ ﺍﻝﻤﺭﺘﺒﺔ ﺍﻝﺭﺍﺒﻌﺔ ،ﻭﻓﻲ ﻀﻭﺀ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﻓﺎﻥ ﺍﻝﺒﺎﺤﺙ
ﻴﻭﺼﻲ ﺒﻀﺭﻭﺭﺓ ﺯﻴﺎﺩﺓ ﺇﺸﺭﺍﻙ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺍﺘﺨﺎﺫ ﺍﻝﻘﺭﺍﺭﺍﺕ ﺍﻝﻤﺭﺘﺒﻁﺔ ﺒﻌﻤﻠﻬﻡ ،ﻭﺘﺤﻔﻴﺯ
ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺇﻨﺘﺎﺝ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﻓﻕ ﺇﻤﻜﺎﻨﺎﺘﻬﻡ ﺍﻝﺸﺨﺼﻴﺔ ،ﻭﺘﻘﺩﻴﺭ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﻤﻥ
ﺍﻷﺒﻨﻴﺔ ﺍﻝﻤﺩﺭﺴﻴﺔ ﻋﻠﻰ ﺃﺴﺎﺱ ﺍﻝﻨﻤﻭ ﺍﻝﻤﻨﺘﻅﺭ ﻓﻲ ﺃﻋﺩﺍﺩ ﺍﻝﺘﻼﻤﻴﺫ ،ﻭﻀﺭﻭﺭﺓ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻜﺘﺒﺎﺕ
ﻭﺍﻝﻤﺨﺘﺒﺭﺍﺕ ﻭﺍﻝﻤﻌﺩﺍﺕ ﻭﺼﻴﺎﻨﺘﻬﺎ ،ﻭﺘﻨﻔﻴﺫ ﺍﻹﺠﺭﺍﺀﺍﺕ ،ﻝﺘﺤﺴـﻴﻥ ﺼـﻴﺎﻨﺘﻬﺎ ﻭﺍﺴﺘﺨﺩﺍﻤﻬﺎ
ﺩﻭﺭﻴﺎً ،ﻭﻜﺫﻝﻙ ﻀﺭﻭﺭﺓ ﺍﻝﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻝﻤﻭﺍﺼﻔﺎﺕ ﻭﺍﻝﺸﺭﻭﻁ ﺍﻝﻭﺍﺠﺏ ﺘﻭﻓﺭﻫﺎ ﻓﻲ
ﺍﻷﺒﻨﻴﺔ ﺍﻝﻤﺩﺭﺴـﻴﺔ ،ﻭﻭﻀـﻊ ﺍﻝﻨﻤﺎﺫﺝ ﺍﻝﺨﺎﺼﺔ ﺒﺫﻝﻙ ،ﻭﺍﻝﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻝﺘﺨﻁﻴﻁ ﻝﻠﻘﺎﻋﺎﺕ
ﻭﺍﻝﺴﺎﺤﺎﺕ ﻭﺍﻝﻤﻼﻋﺏ ﻭﺍﻝﻤﺨﺘﺒﺭﺍﺕ ﻭﺍﻝﻤﺭﺍﻓﻕ ﺍﻝﺼﺤﻴﺔ ،ﺒﺤﻴﺙ ﺘﺘﻭﺍﻓﻕ ﻤﻊ ﺍﻝﻤﻌﺎﻴﻴﺭ ﺍﻝﺼﺤﻴﺔ
ﺍﻝﻤﺤﺩﺩﺓ ،ﻭﺍﻝﻤﺴﺎﻫﻤﺔ ﻓﻲ ﺘﺩﺭﻴﺏ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻘﻨﻴﺎﺕ ﺍﻝﺤﺩﻴﺜﺔ ﻤـﻥ ﺤﺎﺴـﻭﺏ
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ﻫﺩﻓﺕ ﺩﺭﺍﺴﺔ ﺸﺩﻴﻔﺎﺕ ﻭﺴﻠﻴﻤﺎﻥ ) (2005ﺘﺤﺩﻴﺩ ﺃﺜﺭ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﺘﻁﻭﺭﻱ ﻓﻲ
ﺘﺤﺴﻴﻥ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﺘﺩﺭﻴﺴﻴﺔ ﻝﻤﻌﻠﻤﻲ ﺍﻝﻌﻠﻭﻡ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺍﻝﻤﻔﺭﻕ ﻓﻲ ﺍﻷﺭﺩﻥ ،ﺘﻜﻭﻥ
ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ﺠﻤﻴﻊ ﻤﻌﻠﻤﻲ ﻭﻤﻌﻠﻤﺎﺕ ﺍﻝﻌﻠﻭﻡ ﻓﻲ ﻤﺩﻴﺭﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻝﻤﺤﺎﻓﻅﺔ
ﺍﻝﻤﻔﺭﻕ ﻝﻠﻌﺎﻡ ﺍﻝﺩﺭﺍﺴﻲ ،2003 – 2002ﻭﺘﻡ ﺍﺨﺘﻴﺎﺭ ﻋﻴﻨﺔ ﻋﺸﻭﺍﺌﻴﺔ ﺒﺴﻴﻁﺔ ،ﻭﺘﻤﺜﻠﺕ ﻓﻲ
%44ﻤﻥ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ،ﻭﻝﺘﺤﻘﻴﻕ ﻫﺩﻑ ﺍﻝﺩﺭﺍﺴﺔ ﺘﻡ ﺒﻨﺎﺀ ﺍﺴﺘﺒﺎﻨﺔ ،ﻁﺒﻘﺕ ﻋﻠﻰ )(122
ﻤﻌﻠﻤﹰﺎ ﻭﻤﻌﻠﻤﺔ ﻝﻠﻌﻠﻭﻡ ،ﺤﻴﺙ ﺘﻡ ﺘﻭﺯﻴﻌﻬﻡ ﻋﻠﻰ ﻤﺠﻤﻭﻋﺘﻴﻥ :ﻀﺎﺒﻁﺔ ﻭﺘﺠﺭﻴﺒﻴﺔ ،ﻭﻗﺩ ﺩﻝﺕ
ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﻋﻠﻰ ﺃﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﺘﻁﻭﺭﻱ ﺃﻜﺜﺭ ﻓﻌﺎﻝﻴﺔ ﻓﻲ ﺘﺤﺴﻴﻥ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ
ﺍﻝﺘﺩﺭﻴﺴﻴﺔ ﻝﻤﻌﻠﻤﻲ ﺍﻝﻌﻠﻭﻡ ﻤﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﻘﻠﻴﺩﻱ ﻋﻠﻰ ﺍﻷﺩﺍﺓ ﻜﻜل ،ﻭﻋﻠﻰ ﻤﺠﺎﻻﺘﻬﺎ ﺍﻝﺨﻤﺱ:
ﺍﻫﺩﺍﻑ ﺍﻝﺘﺩﺭﻴﺱ ،ﻭﺍﻝﻤﺤﺘﻭﻯ ،ﻭﺍﻻﻨﺸﻁﺔ ،ﻭﻁﺭﻕ ﺍﻝﺘﺩﺭﻴﺱ ،ﻭﺍﻝﺘﻘﻴﻴﻡ ،ﻭﺒﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ
ﻤﺭﺘﻔﻌﺔ ).( p<0,001
ﻫﺩﻓﺕ ﺩﺭﺍﺴﺔ ﺍﻝﺒﻨﺎ ) (2003ﺍﻝﺘﻌﺭﻑ ﺇﻝﻰ ﺍﻝﺩﻭﺭ ﺍﻝﻤﻬﻨﻲ ﺍﻝﺫﻱ ﻴﺠﺏ ﺃﻥ ﻴﻤﺎﺭﺴﻪ
ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻝﺘﺤﺴﻴﻥ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﺘﻌﻠﻤﻴﺔ ،ﻭﺫﻝﻙ ﻤﻥ ﺨﻼل ﺩﻭﺭﻩ ﺘﺠﺎﻩ
ﻋﻨﺎﺼﺭﻫﺎ ﻭﻫﻡ :ﺍﻝﻤﻌﻠﻤﻭﻥ ،ﻭﺍﻝﻤﺘﻌﻠﻤﻭﻥ ،ﻭﺍﻝﻤﻨﺎﻫﺞ ،ﻭﺒﻴﺌﺔ ﺍﻝﺘﻌﻠﻡ ،ﻭﺍﻹﻤﻜﺎﻨﺎﺕ ﺍﻝﻤﺎﺩﻴﺔ،
ﻭﺍﻝﺒﻴﺌﺔ ﺍﻝﻤﺤﻠﻴﺔ ،ﻭﺫﻝﻙ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻝﺫﻴﻥ ﻴﺸﺭﻑ ﻋﻠﻴﻬﻡ ﻓﻲ ﻤﺩﺍﺭﺱ ﻤﺤﺎﻓﻅﺔ
ﻏﺯﺓ ،ﺍﺴﺘﺨﺩﻡ ﺍﻝﺒﺎﺤﺙ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻭﺼﻔﻲ ﺍﻝﺘﺤﻠﻴﻠﻲ ،ﻭﺘﻡ ﺘﻁﺒﻴﻕ ﺍﻻﺴﺘﺒﺎﻨﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ
ﺍﻝﻤﺅﻝﻔﺔ ﻤﻥ ) (422ﻤﻌﻠﻤﹰﺎ ﻭﻤﻌﻠﻤﺔ ،ﺍﻝﻌﺎﻤﻠﻴﻥ ﻓﻲ ﻤﺩﺍﺭﺱ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻔﻠﺴﻁﻴﻨﻴﺔ
ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﻏﺯﺓ ،ﻭﻝﻘﺩ ﺘﻭﺼﻠﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺃﻥ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻴﻤﺎﺭﺱ ﺩﻭﺭﻩ ﺍﻝﻤﻬﻨﻲ
ﺒﺩﺭﺠﺔ ﻋﺎﻝﻴﺔ ﻤﻥ ﺍﻝﻤﻤﺎﺭﺴﺔ ،ﻭﺃﻥ ﻫﻨﺎﻙ ﻓﺭﻭﻗﹰﺎ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻝﻤﺩﻯ ﻤﻤﺎﺭﺴﺔ ﺍﻝﻤﺸﺭﻑ
ﺍﻝﺘﺭﺒﻭﻱ ﻝﺩﻭﺭﻩ ﺍﻝﻤﻬﻨﻲ ،ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﺠﻨﺱ ،ﻭﻤﺘﻐﻴﺭ ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ ﻝﻠﻤﻌﻠﻡ ،ﻭﻤﺘﻐﻴﺭ
ﺴﻨﻭﺍﺕ ﺍﻝﺨﺩﻤﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ ،ﻭﻤﺘﻐﻴﺭ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﺘﻲ ﻴﺘﻌﺎﻤل ﻤﻌﻬﺎ ﺍﻝﻤﻌﻠﻤﻭﻥ.
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ﻫﺩﻓﺕ ﺩﺭﺍﺴﺔ ﺍﻝﺨﻭﺍﻝﺩﺓ ) (2002ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺩﻭﺭ ﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻴﺔ ﺍﻹﺴﻼﻤﻴﺔ ﻓﻲ
ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﻤﻌﻠﻤﻲ ﻤﺎﺩﺓ ﺍﻝﺘﺭﺒﻴﺔ ﺍﻹﺴﻼﻤﻴﺔ ﻓﻲ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻷﺴﺎﺴﻴﺔ .ﻭﺃﺠﺭﻴﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻋﻠﻰ
ﻋﻴﻨﺔ ﺸﻤﻠﺕ ﺠﻤﻴﻊ ﻤﻌﻠﻤﻲ ﻤﺎﺩﺓ ﺍﻝﺘﺭﺒﻴﺔ ﺍﻹﺴﻼﻤﻴﺔ ﻓﻲ ﻤﺩﻴﺭﻴﺔ ﻋﻤﺎﻥ ﺍﻝﺜﺎﻨﻴﺔ ﻭﺍﻝﺒﺎﻝﻎ ﻋﺩﺩﻫﻡ
) (65ﻤﻌﻠﻤﹰﺎ ﻭﻤﻌﻠﻤﺔ ،ﻭﻗﺎﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺈﻋﺩﺍﺩ ﺍﺴﺘﺒﺎﻨﺎﺕ ﺨﺎﺼﺔ ﻝﺘﺤﻘﻴﻕ ﻏﺭﺽ ﺩﺭﺍﺴﺘﻪ ،ﻭﻗﺩ
ﺘﺒﻴﻥ ﺒﺄﻥ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻘﻴﺎﻡ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺒﺩﻭﺭﻩ ﻭﻓﻘﺎ ﻝﻤﺠـﺎﻻﺕ ﺃﺩﺍﺓ ﺍﻝﺩﺭﺍﺴـﺔ
ﺍﻝﻤﺘﻤﺜﻠـﺔ ﺒﺎﻝﻤﺩﺨﻼﺕ ﻭﺍﻝﻌﻤﻠﻴﺎﺕ ﻭﺍﻝﻤﺨﺭﺠﺎﺕ ﻭﺍﻝﺘﻐﺫﻴﺔ ﺍﻝﺭﺍﺠﻌﺔ ﻜﺎﻨﺕ ﺒﺩﺭﺠـﺔ ﻤﺘﻭﺴـﻁﺔ،
ﻭﺒﻤﺘﻭﺴـﻁ ﺤﺴﺎﺒﻲ ) ،(3.32ﻭﻝﻡ ﺘﺸﺭ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺇﺤﺼﺎﺌﻴﺔ ﺒﺭﺃﻱ ﺍﻝﻤﻌﻠﻤﻴﻥ
ﻓﻲ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺘﻌﺯﻯ ﻝﻠﺠﻨﺱ ﻭﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ ﻭﺍﻝﺨﺒﺭﺓ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ.
ﻫﺩﻓﺕ ﺩﺭﺍﺴﺔ ﺯﺍﻤل ) (2000ﺘﻘﻴﻴﻡ ﻨﻅﺎﻡ ﺍﻻﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻝﻠﻤﺭﺤﻠﺔ ﺍﻻﺴﺎﺴﻴﺔ ﻓﻲ
ﻤﺩﺍﺭﺱ ﻭﻜﺎﻝﺔ ﺍﻝﻐﻭﺙ ﺍﻝﺩﻭﻝﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺎﺕ ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺩﻴﺭﻴﻥ
ﻭﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺇﻝﻰ ﺩﻭﺭ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺠﻨﺱ ﻭﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ ﻭﻁﺒﻴﻌﺔ ﺍﻝﻌﻤل ﻭﺴﻨﻭﺍﺕ
ﺍﻝﺨﺒﺭﺓ ﺩﺍﺨـل ﺍﻝﻭﻅﻴﻔﺔ ،ﺃﻤﺎ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﻓﺘﻜﻭﻥ ﻤﻥ ﺠﻤﻴﻊ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒـﻭﻴﻴﻥ
ﻭﻤـﺩﻴﺭﻱ ﻭﻤـﺩﻴﺭﺍﺕ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻷﺴﺎﺴﻴﺔ ﻝﻭﻜﺎﻝﺔ ﺍﻝﻐﻭﺙ ﺍﻝﺩﻭﻝﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺎﺕ ﺍﻝﻀﻔﺔ
ﺍﻝﻐﺭﺒﻴﺔ ﻝﻠﻌﺎﻡ ﺍﻝﺩﺭﺍﺴﻲ ) ،(1999 - 2000ﻭﺍﻝﺒﺎﻝﻎ ﻋﺩﺩﻫﻡ ) (19ﻤﺸﺭﻓﺎً ﻭﻤﺸﺭﻓﺔ ﻭ)(96
ﻤﺩﻴﺭﺍً ﻭﻤﺩﻴﺭﺓ ،ﻭﻗﺎﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺒﻨﺎﺀ ﻭﺘﻁﻭﻴﺭ ﺃﺩﺍﺓ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺘﻲ ﺍﺸﺘﻤﻠﺕ ﻋﻠﻰ ) (68ﻓﻘﺭﺓ
ﻤﻭﺯﻋﺔ ﻋﻠﻰ ﺜﻼﺙ ﻤﺠﺎﻻﺕ ﺭﺌﻴﺴﻴﺔ ﻫﻲ :ﻤﺩﺨﻼﺕ ﻨﻅﺎﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ،ﻭﺍﻝﻌﻤﻠﻴﺎﺕ ﻓﻲ
ﻨﻅﺎﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒـﻭﻱ ،ﻭﻤﺨﺭﺠﺎﺕ ﻨﻅﺎﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ .ﻭﻗﺩ ﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ
ﻤﺎ ﻴﻠﻲ :ﺃﻥ ﻫﻨﺎﻙ ﺩﺭﺠﺔ ﻋﺎﻝﻴﺔ ﻝﻤﺠﺎل ﻤﺩﺨﻼﺕ ﻨﻅﺎﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ،ﺤﻴﺙ ﻭﺼـﻠﺕ
ﺍﻝﻨﺴـﺒﺔ ﺍﻝﻤﺌﻭﻴﺔ ﻝﻼﺴﺘﺠﺎﺒﺔ ﺇﻝﻰ ) ،(71.1%ﻭﺩﺭﺠﺔ ﻤﺘﻭﺴﻁﺔ ﻝﻤﺠﺎل ﻋﻤﻠﻴﺎﺕ ﻨﻅـﺎﻡ
ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒـﻭﻱ ﻭﺒﻨﺴﺒﺔ ﻤﺌﻭﻴﺔ ﻭﺼﻠﺕ ﺇﻝﻰ ) ،(69.8%ﺒﻴﻨﻤﺎ ﻤﺠﺎل ﺍﻝﻤﺨﺭﺠﺎﺕ ،ﻓﻘﺩ
ﺤﺼل ﻋﻠـﻰ ﻨﺴـﺒﺔ ﻤﺌﻭﻴـﺔ ﻝﻼﺴﺘﺠﺎﺒﺔ ﻭﺼﻠﺕ ﺇﻝﻰ ) (74%ﻭﻫﺫﺍ ﻴﻌﺒﺭ ﻋﻥ ﺩﺭﺠﺔ ﻭﺍﻗﻊ
ﻋﺎﻝﻴﺔ ﻝﻤﺠﺎل ﺍﻝﻤﺨﺭﺠﺎﺕ ﻓـﻲ ﻨﻅـﺎﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ .ﻭﺠﻭﺩ ﺍﺨﺘﻼﻑ ﻓﻲ ﺍﺴﺘﺠﺎﺒﺔ ﺃﻓﺭﺍﺩ
ﺍﻝﻤﺠﺘﻤﻊ ﻋﻠﻰ ﺍﺴﺘﺒﺎﻨﺔ ﻭﺍﻗﻊ ﻨﻅﺎﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺒﻴﻥ ﺍﻝﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻴﻌﺯﻯ ﻝﺼﺎﻝﺢ
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ﺍﻹﻨﺎﺙ ،ﻭﺠﻭﺩ ﺍﺨﺘﻼﻑ ﻓﻲ ﺍﺴﺘﺠﺎﺒﺔ ﺃﻓﺭﺍﺩ ﺍﻝﻤﺠﺘﻤﻊ ﻋﻠﻰ ﺍﺴﺘﺒﺎﻨﺔ ﻭﺍﻗﻊ ﻨﻅﺎﻡ ﺍﻹﺸﺭﺍﻑ
ﺍﻝﺘﺭﺒﻭﻱ ﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ ﻴﻌﺯﻯ ﻝﺼﺎﻝﺢ ﺤﻤﻠﺔ ﺍﻝﺸﻬﺎﺩﺓ )ﺃﻗل ﻤﻥ ﺒﻜﺎﻝﻭﺭﻴﻭﺱ(. ،ﻭﺠﻭﺩ
ﺍﺨﺘﻼﻑ ﻓﻲ ﺍﺴﺘﺠﺎﺒﺔ ﺃﻓﺭﺍﺩ ﺍﻝﻤﺠﺘﻤﻊ ﻋﻠﻰ ﺍﺴﺘﺒﺎﻨﺔ ﻭﺍﻗﻊ ﻨﻅﺎﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺒﻴﻥ ﺍﻷﻓﺭﺍﺩ
ﻝﻤﺘﻐﻴﺭ ﺍﻝﺨﺒﺭﺓ ﻴﻌﺯﻯ ﻝﺼﺎﻝﺢ ﺍﻷﻓﺭﺍﺩ ﺫﻭﻱ ﺍﻝﺨﺒﺭﺓ )ﺃﻗل ﻤﻥ 6ﺴﻨﻭﺍﺕ( .ﻭﻗﺩ ﺃﻭﺼﻰ ﺍﻝﺒﺎﺤﺙ
ﺇﻝﻰ ﻀﺭﻭﺭﺓ ﺯﻴﺎﺩﺓ ﻋﺩﺩ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺍﻝﻤﻨﺎﻁﻕ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﺜﻼﺙ :ﺍﻝﻘﺩﺱ ،ﻭﻨﺎﺒﻠﺱ،
ﻭﺍﻝﺨﻠﻴل .ﻭﻀﺭﻭﺭﺓ ﻗﻴﺎﻡ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺒﺎﻝﺘﻨﺴﻴﻕ ﻤﻊ ﺍﻝﻤﺴﺅﻭﻝﻴﻥ ﻓﻲ ﻤﺭﻜﺯ ﺍﻝﺘﻁﻭﻴﺭ
ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﺘﺎﺒﻊ ﻝﻭﻜﺎﻝﺔ ﺍﻝﻐﻭﺙ ﺍﻝﺩﻭﻝﻴﺔ ﺒﻭﻀﻊ ﺨﻁﻁ ﻝﻤﻌﺎﻝﺠﺔ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺘﻲ ﺘﻭﺍﺠﻪ ﺍﻝﻤﻌﻠﻤﻴﻥ.
ﻭﺠﻌل ﺍﻝﺘﻘﻴﻴﻡ ﻓﻲ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻓﻴﺔ ﺠﻬﺩﺍ ﺠﻤﺎﻋﻴﺎ ﻴﺸﺘﺭﻙ ﻓﻴﻪ ﻜل ﻤﻥ ﻝﻪ ﺼﻠﺔ ﺒﺎﻝﻌﻤﻠﻴﺔ
ﺍﻝﺘﻌﻠﻴﻤﻴﺔ.
ﺒﺎﻹﺸﺭﺍﻑ ﺍﻝﻤﺴﺘﻤﺭ ﻭﺍﻝﺒﻨﺎﺀ؛ ﻏﺎﻝﺒﹰﺎ ﻜﺎﻥ ﻴﻌﻬﺩ ﺒﺎﻹﺸﺭﺍﻑ ﺇﻝﻰ ﺍﺸﺨﺎﺹ ﻏﻴﺭ ﻤﺩﺭﺒﻴﻥ ﻭﻝﻴﺱ ﻝﻬﻡ
ﺍﻝﺴﻠﻁﺔ ﺍﻝﻤﺅﺴﺴﺎﺘﻴﺔ ﻝﻌﻤل ﺍﻹﺼﻼﺤﺎﺕ ﺍﻝﻼﺯﻤﺔ ﻤﻥ ﺃﺠل ﻀﻤﺎﻥ ﺍﻝﺘﺩﺭﻴﺱ ﺍﻝﺠﻴﺩ ،ﻭﺃﻭﻀـﺢ
ﺍﻝﻤﻌﻠﻤﻭﻥ ﺃﻨﻪ ﻓﻲ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﺤﺎﻻﺕ ﻜﺎﻥ ﺍﻹﺸﺭﺍﻑ ﺘﻘﻴﻴﻤﻴﹰﺎ ،ﻭﺍﺴﺘﻨﺘﺞ ﺍﻝﺒﺎﺤﺜﻭﻥ ﺃﻥ ﺍﻝﻨﻅـﺎﻡ
ﻋﺎﻝﻲ ﺍﻝﻤﺭﻜﺯﻴﺔ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﻭﺍﻝﺫﻱ ﺃﻋﻁﻰ ﺍﻝﻤﻨﺎﻫﺞ ﺍﻹﻝﺯﺍﻤﻴﺔ ﻗﺩ ﺃﻀﺎﻑ ﻤﺴﺅﻭﻝﻴﺎﺕ ﺇﻝـﻰ
ﺍﻝﻤﺸﺭﻓﻴﻥ ،ﻭﺘﻡ ﺍﻜﺘﺸﺎﻑ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺃﻤﺜﻠﺔ ﺍﻝﺘﻁﻭﻴﺭ ﺍﻹﺸﺭﺍﻓﻲ ﻭﺍﻝﻤﻬﻨﻲ.
ﻝﺘﻜﺎﻤل ﺘﻠﻙ ﺍﻝﻤﺴﺅﻭﻝﻴﺎﺕ ،ﻭﺃﻭﻀﺤﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻀﺭﻭﺭﺓ ﺘﺒﻨﻲ ﻨﻤـﻭﺫﺝ ﺍﻹﺸـﺭﺍﻑ ﺍﻝﺘﺤﻠﻴﻠـﻲ
ﻭﺍﻝﺘﺩﺭﻴﺏ ﺍﻹﺩﺭﺍﻜﻲ ﻝﺠﻌل ﺍﻝﻌﻤﻠﻴﺔ ﻨﺎﺠﺤﺔ.
ﻫﺩﻓﺕ ﺩﺭﺍﺴﺔ ﻭﺍﻴﺕ ﻭﻜﻭﻴﻨﺭ) (White & Queener,2003ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ
ﻜﻔﺎﻴﺔ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻝﺸﺨﺼﻴﺔ ﻭﻤﺩﻯ ﻤﻘﺩﺭﺘﻬﻡ ﻋﻠﻰ ﺍﻝﺘﻔﺎﻋـل ﻤـﻊ
ﺍﻝﻁﻠﺒﺔ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ،ﻭﻗﺩ ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ) (67ﻤﺸﺭﻓﹰﺎ ﻭﻤﺸﺭﻓﺔ ﺘﺭﺒﻭﻴﺔ ﺒﺎﻝﻭﻻﻴﺎﺕ
ﺍﻝﻤﺘﺤﺩﺓ ﺍﻷﻤﺭﻴﻜﻴﺔ ،ﻴﻌﻤﻠﻭﻥ ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ ﻓﻲ ﻤﻨﻁﻘﺔ ﻴﻨﻐﺴﺘﻭﻥ ) (Youngstownﻭﻗﺩ ﺍﻋﺘﻤﺩﺕ
ﺍﻝﺒﺎﺤﺜﺔ ﺃﺴﻠﻭﺏ ﺍﻝﻤﻘﺎﺒﻼﺕ ﻭﺘﻭﺠﻴﻪ ﺍﻷﺴﺌﻠﺔ ﺇﻝﻰ ﺍﻝﻤﺸﺭﻓﻴﻥ .ﻭﺘﻭﺼﻠﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﻭﺠـﻭﺩ
ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻝﺼﺎﻝﺢ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺫﻜﻭﺭ ،ﺇﺫ ﺃﺜﺒﺘﻭﺍ ﺃﻨﻬﻡ ﻋﻠﻰ ﻤﻘﺩﺭﺓ ﻭﻜﻔﺎﻴﺔ ﻋﻠﻰ
ﺍﻝﺘﻔﺎﻋل ﻤﻊ ﺍﻝﻁﻠﺒﺔ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﺼﻭﺭﺓ ﺠﻴﺩﺓ ﺃﻜﺜﺭ ﻤﻥ ﺍﻝﻤﺸﺭﻓﺎﺕ ﺍﻹﻨﺎﺙ.
ﻫﺩﻓﺕ ﺩﺭﺍﺴﺔ ﻋﻠﻲ ) (Ali, 2000ﺇﻝﻰ ﺇﻴﺠﺎﺩ ﻨﻤﻭﺫﺝ ﺇﺸﺭﺍﻓﻲ ﻴﺴﺎﻋﺩ ﻓﻲ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻌﻠﻡ
ﻓﻲ ﺒﺎﻜﺴﺘﺎﻥ ،ﻭﻴﻐﻴﺭ ﻤﻥ ﻨﻭﻋﻴﺔ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻤﻘﺩﻤﺔ ﻝﻠﻁﻠﺒﺔ ،ﻭﻗﺎﺭﻨﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺒﻴﻥ ﻨﻤـﻭﺫﺠﻴﻥ
ﻤﻥ ﺍﻹﺸﺭﺍﻑ ﺤﺘﻰ ﻴﺘﻡ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻌﻠﻡ ،ﻭﺃﻭﻀﺤﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺃﻥ ﻨﻅﺎﻡ ﺍﻹﺸﺭﺍﻑ ﻓﻲ ﺒﺎﻜﺴﺘﺎﻥ
ﻜﻤﺎ ﻴﺭﺍﻩ ﺍﻝﻤﻌﻠﻤﻭﻥ :ﻨﻅﺎﻡ ﺘﻔﺘﻴﺸﻲ ،ﻭﺭﻗﺎﺒﻲ ﺃﻜﺜﺭ ﻤﻥ ﻜﻭﻨﻪ ﻤﻴﺴﺭﺍ ﻝﻠﺘﻌﻠﻴﻡ ،ﻭﻜﺫﻝﻙ ﺍﻋﺘﻤﺎﺩ
ﺍﻝﻤﺸﺭﻓﻴﻥ ﺃﺴﺎﻝﻴﺏ ﺘﺩﺭﻴﺱ ﻭﺍﺤﺩﺓ ،ﻭﻻ ﻴﺠﻭﺯ ﻝﻠﻤﻌﻠﻡ ﺘﻐﻴﻴﺭﻫﺎ ﺃﻭ ﺘﺠﺭﻴﺏ ﺃﺴﺎﻝﻴﺏ ﺃﺨﺭﻯ،
ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﺭﺼﺩ ﺃﺨﻁﺍﺀ ﺍﻝﻤﻌﻠﻡ ﺃﺜﻨﺍﺀ ﻋﺭﻀﻬﻡ ﻝﻠﺩﺭﻭﺱ ،ﻭﻋﺩﻡ ﻗﺩﺭﺓ ﺍﻝﻤﺸﺭﻑ ﻋﻠﻰ ﺘﺯﻭﻴﺩ
ﺍﻝﻤﻌﻠﻡ ﺒﺎﻝﺨﺒﺭﺓ ﻓﻲ ﻅل ﺩﻭﺭﻩ ﺍﻝﺘﻘﻠﻴﺩﻱ .ﺃﻤﺎ ﺍﻝﻤﺸﺭﻓﻭﻥ ﻓﻘﺩ ﺭﺃﻭﺍ ﺃﻥ :ﻜﺜﺭﺓ ﺍﻷﻋﻤﺎل ﺍﻝﻜﺘﺎﺒﻴﺔ
ﺍﻝﻤﻁﻠﻭﺒﺔ ﻤﻨﻬﻡ ﻭﻋﺩﻡ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﺘﺨﺎﺫ ﻗﺭﺍﺭ ﺇﺩﺍﺭﻱ ﺘﺠﺎﻩ ﺍﻝﻤﻌﻠﻡ ﻭﻜﺜﺭﺓ ﻋﺩﺩ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺘﻲ
ﻴﺸﺭﻑ ﻋﻠﻴﻬﺎ ﺍﻝﻤﺸﺭﻑ ﺘﻌﻴﻕ ﻭﺘﺤﺩ ﻤﻥ ﻤﻤﺎﺭﺴﺎﺕ ﻭﺍﺘﺼﺎﻻﺕ ﺃﻜﺜﺭ ﻤﻊ ﺍﻝﻤﻌﻠﻡ ،ﻭﺃﻋﻁﺕ
ﺍﻝﺩﺭﺍﺴﺔ ﻨﻤﻭﺫﺠﺎً ﻝﻺﺸﺭﺍﻑ ﻤﻘﺴﻤﺎً ﺇﻝﻰ ﺜﻼﺙ :ﺇﺸـﺭﺍﻑ ﺨـﺎﺭﺠﻲ ،ﺇﺸﺭﺍﻑ ﺩﺍﺨﻠﻲ،
ﺇﺸﺭﺍﻑ ﻤﻌﻠﻡ ﻋﻠﻰ ﻤﻌﻠﻡ.
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ﺒﻴﻨﻤﺎ ﻓﻲ ﺒﻌﺽ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻷﺨﺭﻯ ﺃﺸﺎﺭﺕ ﺍﻝﻨﺘﺎﺌﺞ ﺃﻥ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻴﺴﺎﻋﺩ ﻤﺩﻴﺭ
ﺍﻝﻤﺩﺭﺴﺔ ﻓﻲ ﻭﻀﻊ ﺨﻁﻁ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ ﺒﺩﺭﺠﺔ ﻤﻨﺨﻔﻀﺔ ،ﻭﺃﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ
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ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻝﺨﺎﺼﺔ ،ﻭﺃﻥ ﺘﻘﺎﺭﻴﺭ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺘﻌﻜﺱ ﺃﻫﻤﻴﺔ ﺍﻝﺘﻘﻴﻴﻡ ﻭﻝﻜﻨﻬﺎ ﻻ ﺘﻌﻜﺱ
ﺒﻁﺒﻴﻌﺔ ﺍﻝﺤﺎل ﻫﺫﺍ ﺍﻝﻭﻋﻲ )ﺍﻝﺠﺭﺠﺎﻭﻱ ﻭﺍﻝﻨﺨﺎﻝﺔ2009 ،؛ ﻤﻨﺎﺼﺭﺓ. (2005 ،
ﺒﻌﺽ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺘﻨﺎﻭﻝﺕ ﻤﻭﻀﻭﻉ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﻋﻼﻗﺘﻪ ﺒﻤﺘﻐﻴﺭ ﺍﻝﺠﻨﺱ
ﻝﻠﻤﻌﻠﻤﻴﻥ ،ﻤﺜل ﺩﺭﺍﺴﺔ ﺍﻝﻴﺎﻓﻌﻲ ﻭﺍﻝﺸﻴﺦ ) (2005ﺍﻝﺘﻲ ﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺠﻬﺎ ﺍﻥ ﺘﻘﺩﻴﺭ ﺍﻝﺫﻜﻭﺭ ﺃﻋﻠﻰ
ﻤﻥ ﺘﻘﺩﻴﺭ ﺍﻹﻨﺎﺙ ﻷﺩﺍﺀ ﺍﻝﻤﻭﺠﻪ ﻝﻤﻬﺎﻤﻪ .ﺒﻴﻨﻤﺎ ﺒﻌﺽ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻷﺨﺭﻯ ﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺠﻬﺎ ﺇﻝﻰ
ﺃﻨﻪ ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻠﻰ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻨﺤﻭ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ
ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﺠﻨﺱ )ﺃﺒﻭ ﺴﻤﺭﺓ ،ﺯﻴﺩﺍﻥ ﻭﺍﻝﻌﻭﺍﻭﺩﺓ2006 ،؛ ﺘﻴﻡ. (2009 ،
ﺒﻴﻨﻤﺎ ﺍﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ ﺒﻌﺽ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﺨﺭﻯ ﺒﺄﻥ ﺍﻝﻤﻌﻠﻡ ﻻ ﻴﺘﻠﻘﻰ ﺍﻝﺩﻋﻡ ﺍﻝﻜﺎﻓﻲ ﻤﻥ
ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ،ﻭﺃﻥ ﺍﻻﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻤﺎ ﺯﺍل ﻴﺤﻤل ﺍﻝﻁﺎﺒﻊ ﺍﻝﺘﻘﻴﻴﻤﻲ ﻭﺍﻝﺘﻔﺘﻴﺸﻲ ﻝﻠﻤﻌﻠﻡ،
ﺤﺘﻰ ﺃﻥ ﻜﻔﺎﺀﺓ ﺍﻝﻤﻌﻠﻡ ﺘﺭﺘﺒﻁ ﺒﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭﺍﺕ ﺍﻝﻁﻠﺒﺔ
ﺍﻫﺘﻡ ﺍﻝﺒﻌﺽ ﺍﻻﺨﺭ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺒﺘﻭﻀﻴﺢ ﺍﻻﺴﺎﻝﻴﺏ ﺍﻻﺸﺭﺍﻓﻴﺔ ﺍﻝﺘﻲ ﺘﺯﻴﺩ ﻤﻥ ﻓﻌﺎﻝﻴﺔ
ﻋﻤﻠﻴﺔ ﺍﻻﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ،ﺤﻴﺙ ﻴﻌﺘﺒﺭ ﻓﻴﻬﺎ ﺍﻝﻤﺸﺭﻑ ﺩﺍﻋﻡ ،ﻭﻤﻭﺠﻪ ،ﻭﻤﺴﺘﺸﺎﺭ ،ﻭﺨﺒﻴﺭ،
ﻭﻤﻴﺴﺭ ،ﺍﻀﺎﻓﺔ ﺍﻝﻰ ﻨﻤﻭﺫﺝ ﺍﺸﺭﺍﻑ ﺍﻝﻤﻌﻠﻡ ﻋﻠﻰ ﺍﻝﻤﻌﻠﻡ ،ﻭﺍﻻﺸﺭﺍﻑ ﻏﻴﺭ ﺍﻝﻤﺒﺎﺸﺭ ،ﻭﻀﺭﻭﺭﺓ
ﺩﻤﺞ ﺍﻻﺴﺎﻝﻴﺏ ﺍﻻﺸﺭﺍﻓﻴﺔ ﻤﻊ ﺒﻌﻀﻬﺎ ﺍﻝﺒﻌﺽ
)(Ali, 2000; Gorden, 2000; Hart, 2003; Ovando & Huckestein, 2003
ﺃﻭﻀﺤﺕ ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴﺔ ﻜﻭﻻﻨﺩﻭﻨﻭ ) (Collantnio ,2004ﺍﻝﻰ ﺍﻫﻤﻴﺔ ﺍﻝﺘﻜﺎﻤل ﺒﻴﻥ ﺩﻭﺭ
ﺍﻝﻤﺸﺭﻑ ﻭﺍﻝﻤﺩﻴﺭ ﻝﻠﻤﺴﺎﻋﺩﺓ ﻓﻲ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻌﻠﻡ ،ﻭﺘﺤﻘﻴﻕ ﺍﻫﺩﺍﻑ ﺍﻝﻤﺩﺭﺴﺔ.
ﺍﻝﻠﻭﺡ2012 ،؛ .(Bean, 2001 ; Ovando & Huckestein , 2003ﺒﻴﻨﻤﺎ ﺒﻌﺽ ﺍﻝﻨﺘﺎﺌﺞ
ﺍﻷﺨﺭﻯ ﺃﺸﺎﺭﺕ ﺇﻝﻰ ﻜﻭﻥ ﺍﻻﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻤﺎ ﺯﺍل ﻻ ﻴﻘﺩﻡ ﺍﻝﺩﻋﻡ ﺍﻝﻜﺎﻓﻲ ﻝﻠﻤﻌﻠﻡ ،ﻭﻤﺎ ﺯﺍل
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ﻴﺘﺴﻡ ﺒﺎﻝﻁﺎﺒﻊ ﺍﻝﺘﻔﺘﻴﺸﻲ ﻭﺘﺼﻴﻴﺩ ﺍﺨﻁﺎﺀ ﺍﻝﻤﻌﻠﻡ )ﺍﺤﻤﻴﺩﺓ2012 ،؛ ﺘﻴﻡ2009 ،؛ ﺍﻝﺠﺭﺠﺎﻭﻱ2007 ،؛
ﺍﻝﺩﻭﺴﺭﻱ2008 ،؛ Glanz, Suman & Sullivan, 2007; Kapusuzoglu & Balaban, 2010
. (Ali, 2000; Eady & Zepeda, 2007
ﺍﻀﺎﻓﺕ ﺒﻌﺽ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻰ ﺍﻫﻤﻴﺔ ﺍﻻﺴﺎﻝﻴﺏ ﺍﻻﺸﺭﺍﻓﻴﺔ ﺍﻝﻤﺘﺒﻌﺔ ﻻﻨﺠﺎﺡ ﻋﻤﻠﻴﺔ ﺍﻻﺸﺭﺍﻑ
ﺍﻝﺘﺭﺒﻭﻱ )ﺍﻝﺤﺎﺭﺜﻲ2009 ،؛ & Ali, 2000; Gorden, 2000; Hart, 2003; Ovando
.(Huckestein, 2003
ﺍﻝﻔﺼل ﺍﻝﺜﺎﻝﺙ
ﻤﻨﻬﺠﻴﺔ ﺍﻝﺩﺭﺍﺴﺔ
ﻓﻲ ﻫﺫﺍ ﺍﻝﻔﺼل ﻤﻥ ﺍﻝﺩﺭﺍﺴﺔ ﺴﻴﺘﻡ ﻋﺭﺽ ﺍﻝﺨﻁﻭﺍﺕ ﻭﺍﻝﻤﺭﺍﺤل ﻭﻓﻘﺎ ﻝﻠﻤﻨﻬﺞ ﺍﻝﻌﻠﻤﻲ ،ﻤﻥ
ﺨﻼل ﺘﺤﺩﻴﺩ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﻭﻋﻴﻨﺘﻬﺎ ،ﻭﺍﻷﺩﻭﺍﺕ ﺍﻝﻤﺴﺘﺨﺩﻤﺔ ﻭﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﺴﺘﻘﻠﺔ،
ﻭﺇﺠﺭﺍﺀﺍﺕ ﺍﻝﺘﺤﻘﻕ ﻤﻥ ﺼﺩﻕ ﺍﻷﺩﺍﺓ ﻭﺜﺒﺎﺘﻬﺎ ،ﻭﺍﻝﻭﺴﺎﺌل ﺍﻹﺤﺼﺎﺌﻴﺔ ﺍﻝﻤﺴﺘﺨﺩﻤﺔ ﻓﻲ ﻤﻌﺎﻝﺠﺔ
ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﺴﺘﺠﺎﺒﺔ ﺃﻓﺭﺍﺩ ﺍﻝﻌﻴﻨﺔ ﻋﻠﻰ ﺃﺴﺌﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻭﺍﺨﺘﺒﺎﺭ ﻓﺭﻀﻴﺎﺘﻬﺎ.
• ﻤﻨﻬﺠﻴﺔ ﺍﻝﺩﺭﺍﺴﺔ:
ﺍﻋﺘﻤﺩﺕ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻭﺼﻔﻲ ﺍﻝﻤﺴﺤﻲ ﺍﻝﺘﺭﺒﻭﻱ – ﺍﻝﻜﻤﻲ ،ﻝﻤﻌﺭﻓﺔ ﺩﻭﺭ ﺍﻝﻤﺸـﺭﻑ
ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﻤﺩﺍﺭﺱ ﺍﻝﻘﺩﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤـﻴﻥ
ﻭﺍﻝﻤﺩﻴﺭﻴﻥ.
• ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ:
ﺘﻜﻭﻥ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ﺠﻤﻴﻊ ﻤﻌﻠﻤﻲ ﻭﻤﻌﻠﻤﺎﺕ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﺍﻝﺘﺎﺒﻌﺔ ﻝـﻭﺯﺍﺭﺓ
ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻔﻠﺴﻁﻴﻨﻴﺔ ﻓﻲ ﻤﺩﻴﻨﺔ ﺍﻝﻘﺩﺱ ،ﻭﺍﻝﺒﺎﻝﻎ ﻋﺩﺩﻫﻡ ) (727ﻤﻌﻠﻤﹰﺎ ﻭﻤﻌﻠﻤﺔ ﻤﻭﺯﻋﻴﻥ
ﻋﻠﻰ ) (39ﻤﺩﺭﺴﺔ ﺤﻜﻭﻤﻴﺔ ،ﺇﻀﺎﻓﺔ ﺇﻝﻰ ﻤﺩﻴﺭﻱ ﻭﻤﺩﻴﺭﺍﺕ ﺘﻠﻙ ﺍﻝﻤﺩﺍﺭﺱ ،ﺍﻝﺒﺎﻝﻎ ﻋـﺩﺩﻫﻡ
) (39ﻤﺩﻴﺭﹰﺍ ﻭﻤﺩﻴﺭﺓ ،ﻭﺫﻝﻙ ﺤﺴﺏ ﺍﻹﺤﺼـﺎﺀﺍﺕ ﺍﻷﺨﻴـﺭﺓ ﻓـﻲ ﺍﻝﻌـﺎﻡ2010- 2011
)ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻔﻠﺴﻁﻴﻨﻴﺔ (2011 ،ﻭﺍﻝﺠﺩﻭل ﺭﻗﻡ ) (1ﻴﻭﻀﺢ ﺫﻝﻙ.
69
• ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ:
ﺘﻡ ﺘﻭﺯﻴﻊ 400ﺍﺴﺘﺒﺎﻨﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﺨﺘﺎﺭﺓ ﺒﻁﺭﻴﻘﺔ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻁﺒﻘﻴﺔ ﺍﻝﻌﺸﻭﺍﺌﻴﺔ ﺃﻱ ﺤـﻭﺍﻝﻲ
) (%50ﻤﻥ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ،ﺤﻴﺙ ﺃﺨﺫ ﺒﻌﻴﻥ ﺍﻻﻋﺘﺒﺎﺭ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﺴﺘﻘﻠﺔ :ﺍﻝﺠﻨﺱ،
ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ ،ﻋﺩﺩ ﺴﻨﻭﺍﺕ ﺍﻝﺨﺒﺭﺓ .ﻭﻗﺩ ﺘﻡ ﻤﺭﺍﻋﺎﺓ ﺍﻥ ﺘﻜﻭﻥ ﺍﻝﻌﻴﻨﺔ ﻤﻤﺜﻠﺔ ﻝﻠﻤﺠﺘﻤـﻊ ﻤـﻥ
ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﺎﺕ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻓﻲ ﻤﺩﻴﻨﺔ ﺍﻝﻘﺩﺱ ،ﻭﻗـﺩ ﺍﺴـﺘﻁﺎﻋﺕ ﺍﻝﺒﺎﺤﺜـﺔ
ﺍﺴﺘﻌﺎﺩﺓ ) 386ﺍﺴﺘﺒﺎﻨﺔ ﻤﻜﺘﻤﻠﺔ( ،ﺇﻀﺎﻓ ﹰﺔ ﺇﻝﻰ 39ﺍﺴﺘﺒﺎﻨﺔ ﻝﺠﻤﻴﻊ ﻤﺩﻴﺭﻱ ﻭﻤﺩﻴﺭﺍﺕ ﺍﻝﻤﺩﺍﺭﺱ
ﺍﻝﺤﻜﻭﻤﻴﺔ ﻓﻲ ﻤﺩﻴﻨﺔ ﺍﻝﻘﺩﺱ ،ﻭﻗﺩ ﺘﻡ ﺠﻤﻌﻬﺎ ﺒﺎﻝﻜﺎﻤل ،ﻭﻗﺩ ﺘﻡ ﺘﺤﺩﻴﺩ ﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ ﻤـﻥ ﺨـﻼل
ﺍﺴﺘﺨﺩﺍﻡ ) (Sample Size Calaculatorﺒﺩﺭﺠﺔ ﺜﻘﺔ %95ﻭﻓﺘﺭﺓ ﺜﻘﺔ )ﻨﺴﺒﺔ ﺨﻁﺄ( .4
70
ﺠﺩﻭل ﺭﻗﻡ ) :(2ﺘﻭﺯﻴﻊ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﺤﺴﺏ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺠﻨﺱ ﻭﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ ﻭﺴﻨﻭﺍﺕ
ﺍﻝﺨﺒﺭﺓ
اون ان ا
ا ات ا
ا ا اد اد
ا
%38.5 15 %20.1 78 ذآر
%61.5 24 %79.9 308 إ!ث ا
%100 39 %100 386 اع
%10.3 4 %16.4 63 د(م
%41.0 16 %74.4 288 (*رس ا%ه
(*رس + ا&
%25.6 10 %3.4 13
د(م
%23.1 9 %5.8 22 ,-
%100 39 %100 386 اع
%10.3 4 %3.6 14 أ. 1-
2 .ات
%25.6 10 %34.7 134 5 - 1 1- ا0ة
%23.1 9 %30.1 116 6 1-ا10 8
%10.3 4 %13.8 52 15 – 11 1-
%30.8 12 %18.3 70 أآ; 15 1-
%100 39 %100 386 اع
• ﺃﺩﺍﺓ ﺍﻝﺩﺭﺍﺴﺔ:
ﺍﺴﺘﺨﺩﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺍﻻﺴﺘﺒﺎﻨﺔ ﺃﺩﺍﺓ ﻝﺩﺭﺍﺴﺘﻬﺎ ،ﻭﺘﻀﻤﻨﺕ ﺍﻻﺴﺘﺒﺎﻨﺔ ﺜﻼﺙ ﻤﺠﺎﻻﺕ ﻫﻲ
ﺍﻝﺘﺨﻁﻴﻁ ،ﺍﻝﺘﻨﻔﻴﺫ ،ﺍﻝﺘﻘﻴﻴﻡ ،ﻭﺘﻡ ﺘﻁﻭﻴﺭﻫﺎ ﻭﻓﻘﺎ ﻝﻠﺨﻁﻭﺍﺕ ﺍﻵﺘﻴﺔ:
.1ﻤﺭﺍﺠﻌﺔ ﺍﻷﺩﺏ ﺍﻝﻨﻅﺭﻱ ﺍﻝﻤﺘﻌﻠﻕ ﺒﺎﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ،ﻭﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻡ ،ﻭﺍﻝﻌﻼﻗﺔ ﺍﻝﺘﻲ ﺘﺭﺒﻁ
ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺒﺄﺩﺍﺀ ﺍﻝﻤﻌﻠﻡ.
.2ﻤﺭﺍﺠﻌﺔ ﺍﻷﺒﺤﺎﺙ ﻭﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺍﻝﺘﻲ ﺩﺭﺴﺕ ﻋﻼﻗﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺒﺘﺤﺴـﻴﻥ
ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻡ ﻭﻤﻨﻬﺎ ﺩﺭﺍﺴﺔ ﺘﻴﻡ ) (2009ﺤﻴﺙ ﺃﺨﺫﺕ ﻤﻨﻬـﺎ ﺍﻝﻔﻘـﺭﺓ ﺍﻝﺜﺎﻨﻴـﺔ ﻭﺍﻝﺭﺍﺒﻌـﺔ
ﻭﺍﻝﺘﺎﺴﻌﺔ ﻓﻲ ﺍﻝﻤﺠﺎل ﺍﻷﻭل ﻭﺍﻝﻔﻘﺭﺓ ﺍﻷﻭﻝﻰ ﻭﺍﻝﺜﺎﻝﺜﺔ ﻓـﻲ ﺍﻝﻤﺠـﺎل ﺍﻝﺜـﺎﻨﻲ ،ﻭﺩﺭﺍﺴـﺔ
ﺍﻝﺠﺭﺠﺎﻭﻱ ﻭﺍﻝﻨﺨﺎﻝﺔ ) (2009ﺤﻴﺙ ﺃﺨﺫﺕ ﻤﻨﻬﺎ ﺍﻝﻔﻘﺭﺓ ﺍﻝﺜﺎﻤﻨﺔ ﻭﺍﻝﺘﺎﺴﻌﺔ ﻓـﻲ ﺍﻝﻤﺠـﺎل
ﺍﻝﺜﺎﻝﺙ ،ﻭﺩﺭﺍﺴﺔ ﺤﺴﻥ ) (2003ﺤﻴﺙ ﺃﺨﺫﺕ ﻤﻨﻬﺎ ﺍﻝﻔﻘﺭﺓ ﺍﻝﺜﺎﻨﻴﺔ ﻓﻲ ﺍﻝﻤﺠـﺎل ﺍﻝﺜـﺎﻨﻲ،
71
ﻭﺩﺭﺍﺴﺔ ﺍﻝﻁﺭﺍﻭﻨﺔ ) (1998ﺤﻴﺙ ﺃﺨﺫﺕ ﻤﻨﻬﺎ ﺍﻝﻔﻘﺭﺓ ﺍﻝﺜﺎﻤﻨﺔ ﻭﺍﻝﺘﺎﺴـﻌﺔ ﻓـﻲ ﺍﻝﻤﺠـﺎل
ﺍﻝﺜﺎﻨﻲ.
• ﺼﺩﻕ ﺍﻷﺩﺍﺓ:
ﺘﻡ ﺍﻝﺘﺤﻘﻕ ﻤﻥ ﺍﻝﺼﺩﻕ ﺍﻝﻅﺎﻫﺭﻱ ﻝﻸﺩﺍﺓ ﻤﻥ ﺨﻼل ﺍﻝﺒﺎﺤﺜﺔ ﻨﻔﺴﻬﺎ ،ﺇﻀﺎﻓﺔ ﺇﻝﻰ ﺼﺩﻕ
ﺍﻝﻤﺤﺘﻭﻯ ﺤﻴﺙ ﺘﻡ ﻋﺭﻀﻬﺎ ﻋﻠﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻤﺤﻜﻤﻴﻥ ﻤﻥ ﺍﻷﺴﺎﺘﺫﺓ ﺍﻝﺠﺎﻤﻌﻴﻴﻥ ﻓﻲ ﻜﻠﻴﺔ
ﺍﻝﺘﺭﺒﻴﺔ ﻤﻥ ﺍﻝﺠﺎﻤﻌﺎﺕ ﺍﻝﻔﻠﺴﻁﻴﻨﻴﺔ ،ﻭﻁﻠﺏ ﻤﻨﻬﻡ ﺇﺒﺩﺍﺀ ﺭﺃﻴﻬﻡ ﻓﻲ ﻓﻘﺭﺍﺕ ﺃﺩﺍﺓ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ﺤﻴﺙ
ﺼﻴﺎﻏﺔ ﺍﻝﻔﻘﺭﺍﺕ ،ﻭﻤﺩﻯ ﻤﻨﺎﺴﺒﺘﻬﺎ ﻝﻠﻤﺠﺎل ﺍﻝﺫﻱ ﻭﻀﻌﺕ ﻓﻴﻪ ،ﺇﻤﺎ ﺒﺎﻝﻤﻭﺍﻓﻘﺔ ﻋﻠﻴﻬﺎ ﺃﻭ ﺘﻌﺩﻴل
ﺼﻴﺎﻏﺘﻬﺎ ﺃﻭ ﺤﺫﻓﻬﺎ ﻝﻌﺩﻡ ﺃﻫﻤﻴﺘﻬﺎ ،ﻭﻗﺩ ﺘﻡ ﺍﺨﺫ ﺃﺭﺍﺌﻬﻡ ﻓﻲ ﺍﻻﺴﺘﺒﺎﻨﺔ ﻭﺃﻗﺴﺎﻤﻬﺎ ﻭﺼﻴﺎﻏﺘﻬﺎ
ﻭﻤﻌﺎﻴﻴﺭﻫﺎ ﻭﻭﻀﻭﺤﻬﺎ ﻭﺘﻡ ﺇﺠﺭﺍﺀ ﺍﻝﺘﻌﺩﻴﻼﺕ ﺍﻝﻼﺯﻤﺔ ،ﻭﺘﻐﻴﻴﺭ ﻭﺇﻋﺎﺩﺓ ﺼﻴﺎﻏﺔ ﺍﻝﻔﻘﺭﺍﺕ ﺤﺴﺏ
72
ﻤﺎ ﺃﺸﺎﺭﻭﺍ ﺇﻝﻴﻪ ،ﺤﻴﺙ ﺘﻡ ﺤﺫﻑ ﺃﺭﺒﻊ ﻓﻘﺭﺍﺕ ،ﻝﺘﻅﻬﺭ ﺒﺼﻭﺭﺘﻬﺎ ﺍﻝﻨﻬﺎﺌﻴﺔ ﻓﻲ ) (43ﻓﻘﺭﺓ،
ﻤﻠﺤﻕ ﺭﻗﻡ ).(1
• ﺜﺒﺎﺕ ﺍﻷﺩﺍﺓ:
ﺘﻡ ﺍﻝﺘﺄﻜﺩ ﻤﻥ ﺜﺒﺎﺕ ﺍﻷﺩﺍﺓ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﻌﺎﻤل ﻜﺭﻭﻨﺒﺎﺥ ﺃﻝﻔﺎ ،Cronbach's Alphaﻭﻗﺩ ﻜﺎﻥ
ﻤﺴﺘﻭﻯ ﺍﻝﺜﺒﺎﺕ ﻋﻠﻰ ﺍﻝﻨﺤﻭ ﺍﻝﺘﺎﻝﻲ:
ﺠﺩﻭل ﺭﻗﻡ ) : (3ﻴﺒﻴﻥ ﺍﻝﺠﺩﻭل ﻤﻌﺎﻤل ﺍﻝﺜﺒﺎﺕ ﻝﻤﺠﺎﻻﺕ ﺍﻻﺴﺘﺒﺎﻨﺔ ﻭﺍﻝﻤﺠﺎل ﺍﻝﻜﻠﻲ
ﻤﺴﺘﻭﻯ ﺍﻝﺜﺒﺎﺕ ﺍﻝﻤﺠﺎل
86.2 ﺍﻝﺘﺨﻁﻴﻁ
84.5 ﺍﻝﺘﻨﻔﻴﺫ
85.2 ﺍﻝﺘﻘﻴﻴﻡ
91.5 ﻜﺎﻓﺔ ﻓﻘﺭﺍﺕ ﻭﻤﺠﺎﻻﺕ ﺍﻻﺴﺘﺒﺎﻨﺔ
• ﺇﺠﺭﺍﺀﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ:
ﺘﻡ ﺇﺠﺭﺍﺀ ﺍﻝﺩﺭﺍﺴﺔ ﻭﻓﻕ ﺍﻝﺨﻁﻭﺍﺕ ﺍﻵﺘﻴﺔ:
ﻤﺭﺍﺠﻌﺔ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺩﺒﻴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺍﻝﺘﻲ ﺘﻨﺎﻭﻝـﺕ ﻤﻭﻀـﻭﻉ ﻭﺍﻗـﻊ ﺩﻭﺭ ﺍﻝﻤﺸـﺭﻑ
ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ.
ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﻤﻭﺍﻓﻘﺔ ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻔﻠﺴﻁﻴﻨﻴﺔ ﻹﺠﺭﺍﺀ ﺍﻝﺩﺭﺍﺴﺔ.
ﺇﻋﺩﺍﺩ ﺃﺩﺍﺓ ﺍﻝﺩﺭﺍﺴﺔ ﺒﺼﻭﺭﺘﻬﺎ ﺍﻷﻭﻝﻴﺔ ﻭﻋﺭﻀﻬﺎ ﻋﻠﻰ ﻋﺩﺩ ﻤﻥ ﺍﻝﻤﺤﻜﻤـﻴﻥ ﺤﺘـﻰ ﺘـﻡ
ﺍﻝﺨﺭﻭﺝ ﺒﺎﻻﺴﺘﺒﺎﻨﺔ ﺒﻌﺩ ﺘﻌﺩﻴﻠﻬﺎ ﻭﺇﺠﺭﺍﺀ ﺍﻷﻤﻭﺭ ﺍﻝﻼﺯﻤﺔ ﺒﺼﻭﺭﺘﻬﺎ ﺍﻝﻨﻬﺎﺌﻴﺔ.
ﺘﺤﺩﻴﺩ ﻤﺠﺘﻤﻊ ﻭﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻭﻁﺭﻴﻘﺔ ﺍﻝﻤﻌﺎﻴﻨﺔ ﺍﻝﻤﻼﺌﻤﺔ ﻝﻠﺩﺭﺍﺴﺔ ﺤﻴﺙ ﺘﻡ ﺍﺨﺘﻴﺎﺭ ﻋﻴﻨﺔ
ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ﻤﺠﺘﻤﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﺎﺕ ﺒﻁﺭﻴﻘﺔ ﻁﺒﻘﻴﺔ ﻋﺸﻭﺍﺌﻴﺔ.
ﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺠﻤﻴﻊ ﻤﺠﺘﻤﻊ ﺍﻝﻤﺩﻴﺭﻴﻥ ﺍﻝﻤﻜﻭﻥ ﻤﻥ ) (39ﻤﺩﻴﺭﹰﺍ ﻭﻤﺩﻴﺭﺓ ،ﻭﺘﻡ ﺘﻭﺯﻴﻊ )(400
ﺍﺴﺘﺒﺎﻨﺔ ﻭﺫﻝﻙ ﺨﻼل ﺸﻬﺭﻱ ﻨﻴﺴﺎﻥ ﻭﺃﻴﺎﺭ ﻤﻥ ﻋﺎﻡ ،2012ﻭﻗﺩ ﻭﺯﻋﺕ ﺍﻻﺴﺘﺒﺎﻨﺎﺕ ﻋﻠﻰ
73
ﻜل ﻤﺩﺭﺴﺔ ﺒﺸﻜل ﺸﺨﺼﻲ ،ﻭﻗﺩ ﺍﺴﺘﻁﺎﻋﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺍﺴﺘﻌﺎﺩﺓ ) (386ﺍﺴﺘﺒﺎﻨﺔ ﻤﻜﺘﻤﻠﺔ ،ﻭﻗﺩ
ﺘﻡ ﺍﺴﺘﺜﻨﺎﺀ ﻋﺩﺩ ﻤﻥ ﺍﻻﺴﺘﺒﺎﻨﺎﺕ ﻏﻴﺭ ﺍﻝﻤﻜﺘﻤﻠﺔ ﻭﻋﺩﺩﻫﺎ ) (14ﺍﺴﺘﺒﺎﻨﺔ ﻭﺒﺫﻝﻙ ﻜﺎﻨﺕ ﻨﺴﺒﺔ
ﺍﻻﺴﺘﺠﺎﺒﺔ ) (%96.5ﻭﻫﻲ ﻨﺴﺒﺔ ﻤﺭﺘﻔﻌﺔ ﺘﻌﻜﺱ ﺍﻫﺘﻤﺎﻡ ﺍﻝﻤﺴﺘﺠﻴﺒﻴﻥ ﺒﻤﻭﻀﻭﻉ ﺍﻝﺩﺭﺍﺴﺔ،
ﻭﻗﺩ ﺘﻡ ﺍﺴﺘﺭﺠﺎﻉ ﻜﺎﻓﺔ ﺍﻻﺴﺘﺒﺎﻨﺎﺕ ﺍﻝﺘﻲ ﺘﻡ ﺘﻭﺯﻴﻌﻬﺎ ﻋﻠﻰ ﻤﺩﻴﺭﻱ ﺍﻝﻤﺩﺍﺭﺱ ﻭﺍﻝﺒﺎﻝﻎ ﻋﺩﺩﻫﻡ
) (39ﻤﺩﻴﺭﹰﺍ ﻭﻤﺩﻴﺭ ﹰﺓ.
ﺇﺩﺨﺎل ﺍﻝﺒﻴﺎﻨﺎﺕ ﺇﻝﻰ ﺍﻝﺤﺎﺴﺏ ﻭﻤﻌﺎﻝﺠﺘﻬﺎ ﺇﺤﺼﺎﺌﻴﹰﺎ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻝﺭﺯﻤﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ ﻝﻠﻌﻠـﻭﻡ
ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ).(SPSS
• ﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ:
ﺘﻀﻤﻨﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻵﺘﻴﺔ:
ﺃ .ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺴﺘﻘﻠﺔ ﻭﺘﺸﻤل:
ﺍﻝﺠﻨﺱ :ﻭﻝﻪ ﻤﺴﺘﻭﻴﺎﻥ) :ﺫﻜﺭ ،ﺃﻨﺜﻰ(.
ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ :ﻭﻝﻪ ﺃﺭﺒﻊ ﻤﺴﺘﻭﻴﺎﺕ) :ﺩﺒﻠﻭﻡ ،ﺒﻜﺎﻝﻭﺭﻴﻭﺱ ،ﺒﻜﺎﻝﻭﺭﻴﻭﺱ ﻤﻊ ﺩﺒﻠﻭﻡ
ﺘﺭﺒﻴﺔ ،ﺩﺭﺍﺴﺎﺕ ﻋﻠﻴﺎ(.
ﺴﻨﻭﺍﺕ ﺍﻝﺨﺒﺭﺓ :ﻭﻝﻪ ﺨﻤﺱ ﻤﺴﺘﻭﻴﺎﺕ) :ﺃﻗل ﻤﻥ ﺴﻨﺔ ،ﻤﻥ ﺴﻨﺔ ﺇﻝﻰ 5ﺴﻨﻭﺍﺕ ،ﻤﻥ
6ﺴﻨﻭﺍﺕ ﺇﻝﻰ 10ﺴﻨﻭﺍﺕ ،ﻤﻥ 11ﺴﻨﺔ ﺇﻝﻰ 15ﺴﻨﺔ ،ﺃﻜﺜﺭ ﻤﻥ 15ﺴﻨﺔ(.
• ﺍﻝﻤﻌﺎﻝﺠﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ
ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺒﺭﻨﺎﻤﺞ ﺍﻝﺤﺯﻤﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ ﻝﻠﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ SPSSﻝﺘﺤﻠﻴل ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﺘـﻲ
ﺠﻤﻌﺘﻬﺎ ﺍﻝﺒﺎﺤﺜﺔ ﺴﻭﺍﺀ ﻤﻥ ﺨﻼل ﺍﺴﺘﺨﺩﺍﻡ ﺃﺴﺎﻝﻴﺏ ﺍﻝﺘﺤﻠﻴل ﺍﻹﺤﺼﺎﺌﻲ ﺍﻝﻭﺼﻔﻲ ،ﺃﻭ ﻤﻥ ﺨﻼل
ﺍﻝﺘﺤﻠﻴل ﺍﻻﺴﺘﺩﻻﻝﻲ ﻻﺨﺘﺒﺎﺭ ﻓﺭﻀﻴﺎﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻭﻜﻤﺎ ﻴﻠﻲ:
• ﺃﺴﻠﻭﺏ ﺍﻹﺤﺼﺎﺀ ﺍﻝﻭﺼﻔﻲ ﺍﻝﺫﻱ ﻴﺘﻀﻤﻥ ﺍﻝﺠﺩﺍﻭل ﺍﻝﺘﻜﺭﺍﺭﺍﺕ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻹﺠﺎﺒﺎﺕ
ﺃﻓﺭﺍﺩ ﺍﻝﻌﻴﻨﺔ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻝﺨﺼﺎﺌﺹ ﺍﻝﺸﺨﺼﻴﺔ ،ﻭﻤﻘﺎﻴﻴﺱ ﺍﻝﻨﺯﻋﺔ ﺍﻝﻤﺭﻜﺯﻴﺔ ﻭﺍﻝﺘﺸـﺘﺕ
ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺩﻯ ﺘﺸﺘﺕ ﺇﺠﺎﺒﺎﺕ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻋﻥ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﺤﺴﺎﺒﻲ.
ﺃﺴﻠﻭﺏ ﺍﻹﺤﺼﺎﺀ ﺍﻻﺴﺘﺩﻻﻝﻲ ﻻﺨﺘﺒﺎﺭ ﺍﻝﻔﺭﻀﻴﺎﺕ ﻤﻥ ﺨﻼل ﺍﺴﺘﺨﺩﺍﻡ ﺘﺤﻠﻴل ﺍﻝﺘﺒﺎﻴﻥ •
ﺍﻻﺤﺎﺩﻱ ) (ANOVAﻻﺨﺘﺒﺎﺭ ﻓﺭﻭﻕ ﺍﻝﻔﺭﻀﻴﺎﺕ.
ﺤﻴﺙ ﺘﻡ ﺍﻹﺠﺎﺒﺔ ﻋﻥ ﺍﻝﺴﺅﺍل ﺍﻷﻭل ﻭﺍﻝﺜﺎﻨﻲ ﻭﺍﻝﺜﺎﻝﺙ ﻭﺍﻝﺭﺍﺒﻊ ﻤﻥ ﺃﺴﺌﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ﺨﻼل
ﺇﻴﺠﺎﺩ ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻝﻤﻌﻴﺎﺭﻴﺔ ﻭﺍﻝﺘﻜﺭﺍﺭﺍﺕ.
ﺒﻴﻨﻤﺎ ﺘﻡ ﺍﻹﺠﺎﺒﺔ ﻋﻥ ﺍﻝﺴﺅﺍل ﺍﻝﺨﺎﻤﺱ ﻤﻥ ﺨﻼل ﺍﺨﺘﺒﺎﺭ ﻓﺭﻀﻴﺎﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ﺨﻼل
ﺍﺴﺘﺨﺩﺍﻡ ﺍﺨﺘﺒﺎﺭ )ﺕ( ﻭﻜﺫﻝﻙ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺨﺘﺒﺎﺭ ﺘﺤﻠﻴل ﺍﻝﺘﺒﺎﻴﻥ ﺍﻻﺤﺎﺩﻱ ). (ANOVA
• ﻤﻌﻴﺎﺭ ﺍﻝﺘﻘﻴﻴﻡ
ﺘﻡ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻝﻤﻌﻴﺎﺭ ﺍﻝﺘﺎﻝﻲ ﻓﻲ ﺘﻘﻴﻴﻡ ﺍﺠﺎﺒﺎﺕ ﺍﻝﻤﺴﺘﺠﻴﺒﻴﻥ ﻋﻠﻰ ﻓﻘﺭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ:
4ﻓﻤﺎ ﻓﻭﻕ ﻤﺭﺘﻔﻊ.
3,9 – 3ﻤﺘﻭﺴﻁ.
ﺃﻗل ﻤﻥ 3ﻤﻨﺨﻔﺽ.
ﻭﺘﻡ ﺍﺘﺒﺎﻉ ﻫﺫﺍ ﺍﻝﻤﻌﻴﺎﺭ ﺒﻨﺎﺀ ﻋﻠﻰ ﺩﺭﺍﺴﺔ ﺍﻝﻘﺎﺴﻡ ) (2009ﺤﻴﺙ ﺍﻋﺘﻤﺩ ﻫﻭ ﻋﻠﻰ ﻫﺫﺍ ﺍﻝﻤﻌﻴﺎﺭ.
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ﺍﻝﻔﺼل ﺍﻝﺭﺍﺒﻊ
ﺍﻝﻨﺘﺎﺌﺞ
ﺘﻀﻤﻥ ﻫﺫﺍ ﺍﻝﻔﺼل ﻋﺭﻀﹰﺎ ﻝﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ،ﺍﻝﺘﻲ ﺘﻡ ﺍﻝﺘﻭﺼل ﺇﻝﻴﻬﺎ ﻋﻥ ﻤﻭﻀﻭﻉ ﺍﻝﺩﺭﺍﺴﺔ
ﻭﻫﻭ "ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﻤﺩﺍﺭﺱ ﺍﻝﻘﺩﺱ ﺍﻝﺤﻜﻭﻤﻴـﺔ ﻤـﻥ
ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ" ﻭﺒﻴﺎﻥ ﺃﺜﺭ ﻜل ﻤﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻤﻥ ﺨﻼل ﺍﺴـﺘﺠﺎﺒﺔ ﺃﻓـﺭﺍﺩ
ﺍﻝﻌﻴﻨﺔ ﻋﻠﻰ ﺃﺩﺍﺓ ﺍﻝﺩﺭﺍﺴﺔ ،ﻭﺘﺤﻠﻴل ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻹﺤﺼﺎﺌﻴﺔ ﺍﻝﺘﻲ ﺘﻡ ﺍﻝﺤﺼﻭل ﻋﻠﻴﻬﺎ.
ﻭﺘﻨﺎﻭل ﻫﺫﺍ ﺍﻝﻔﺼل ﺍﺴﺘﻌﺭﺍﻀﹰﺎ ﻝﻠﻨﺘﺎﺌﺞ ﺍﻹﺤﺼﺎﺌﻴﺔ ﺍﻝﺘﻲ ﺘﻡ ﺍﻝﺘﻭﺼل ﺇﻝﻴﻬﺎ ﻝﻺﺠﺎﺒﺔ ﻋﻠﻰ
ﺃﺴﺌﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ ،ﻭﻓﺤﺹ ﺍﻝﻔﺭﻀﻴﺎﺕ ﺍﻝﻤﻨﺒﺜﻘﺔ ﻋﻥ ﻫﺫﻩ ﺍﻷﺴﺌﻠﺔ.
ﺃﺴﺌﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ:
ﺴﻌﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻝﻺﺠﺎﺒﺔ ﻋﻥ ﺍﻷﺴﺌﻠﺔ ﺍﻵﺘﻴﺔ:
.1ﻤﺎ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﻤﺩﺍﺭﺱ ﺍﻝﻘﺩﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤـﻥ
ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ؟
.2ﻤﺎ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﻝﺘﺨﻁﻴﻁ ﻓﻲ ﻤﺩﺍﺭﺱ ﺍﻝﻘـﺩﺱ
ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ؟
.3ﻤﺎ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﻝﺘﻨﻔﻴﺫ ﻓﻲ ﻤـﺩﺍﺭﺱ ﺍﻝﻘـﺩﺱ
ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ؟
.4ﻤﺎ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﻝﺘﻘﻴﻴﻡ ﻓﻲ ﻤـﺩﺍﺭﺱ ﺍﻝﻘـﺩﺱ
ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ؟
.5ﻫل ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺍﺤﺼﺎﺌﻴﺔ ﻷﺭﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻨﺤﻭ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓـﻲ
ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻴﻌﺯﻯ ﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﺴﺘﻘﻠﺔ )ﺍﻝﺠـﻨﺱ ،ﺍﻝﻤﺅﻫـل ﺍﻝﻌﻠﻤـﻲ،
ﺴﻨﻭﺍﺕ ﺍﻝﺨﺒﺭﺓ(؟
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-1ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﺴﺅﺍل ﺍﻷﻭل :ﻤﺎ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ
ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﻤﺩﺍﺭﺱ ﺍﻝﻘﺩﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ؟
ﺘﻤﺕ ﺍﻹﺠﺎﺒﺔ ﻋﻥ ﻫﺫﺍ ﺍﻝﺴﺅﺍل ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻜﻤﻲ ﻭﺫﻝﻙ ﻤﻥ ﺨﻼل ﺤﺴﺎﺏ ﺍﻝﻤﺘﻭﺴﻁﺎﺕ
ﺍﻝﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻝﻤﻌﻴﺎﺭﻴﺔ ﻻﺴﺘﺠﺎﺒﺎﺕ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻋﻠﻰ ﺠﻤﻴﻊ ﻤﺠﺎﻻﺕ ﺍﻻﺴﺘﺒﺎﻨﺔ
ﺍﻝﺜﻼﺜﺔ) :ﺍﻝﺘﺨﻁﻴﻁ ،ﺍﻝﺘﻨﻔﻴﺫ ،ﺍﻝﺘﻘﻴﻴﻡ( ﻭﺍﻝﺠﺩﻭل ﺭﻗﻡ ) (4ﻴﻭﻀﺢ ﺫﻝﻙ ،ﺇﻀﺎﻓﺔ ﺇﻝﻰ ﺘﺭﺘﻴﺏ ﻭﺭﻭﺩ
ﺘﻠﻙ ﺍﻝﻤﺠﺎﻻﺕ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ ﺒﻨﺎﺀ ﻋﻠﻰ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﺤﺴﺎﺒﻲ.
ﺠﺩﻭل ﺭﻗﻡ ) (4ﻤﺘﻭﺴﻁ ﺍﺴﺘﺠﺎﺒﺔ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ ﻨﺤﻭ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ
ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﻤﺩﺍﺭﺱ ﺍﻝﻘﺩﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ
ﺍﻝﻤﺩﻴﺭﻭﻥ ﺍﻝﻤﻌﻠﻤﻭﻥ
ﺍﻻﻨﺤﺭﺍﻑ ﺍﻝﺘﺭﺘﻴﺏ ﺍﻻﻨﺤﺭﺍﻑ ﺍﻝﺘﺭﺘﻴﺏ ﺍﻝﻌﺩﺩ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﻌﺩﺩ ﺍﻝﻤﺠﺎﻻﺕ
ﺍﻝﻤﻌﻴﺎﺭﻱ ﺍﻝﺤﺴﺎﺒﻲ ﺍﻝﻤﻌﻴﺎﺭﻱ ﺍﻝﺤﺴﺎﺒﻲ
3 0.90 3.67 39 3 1.13 3.26 386 ﺍﻝﻤﺠﺎل ﺍﻷﻭل )ﺍﻝﺘﺨﻁﻴﻁ(
1 0.88 3.86 39 2 1.09 3.45 386 ﺍﻝﻤﺠﺎل ﺍﻝﺜﺎﻨﻲ )ﺍﻝﺘﻨﻔﻴﺫ(
2 0.88 3.81 39 1 1.03 3.46 386 ﺍﻝﻤﺠﺎل ﺍﻝﺜﺎﻝﺙ )ﺍﻝﺘﻘﻴﻴﻡ(
0.89 3.78 39 1.08 3.39 386 ﺠﻤﻴﻊ ﺍﻝﻔﻘﺭﺍﺕ
77
ﻴﻼﺤﻅ ﻤﻥ ﺍﻝﺠﺩﻭل ﺭﻗﻡ ) (4ﺃﻥ ﻤﺘﻭﺴﻁ ﺍﺭﺍﺀ ﺍﻝﻤﺩﻴﺭﻴﻥ ﺃﻋﻠﻰ ﻤﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺭﺍﺀ
ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﻜﺎﻓﺔ ﺍﻝﻤﺠﺎﻻﺕ ،ﺤﻴﺕ ﻜﺎﻨﺕ ﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﻜﺎﻓﺔ ﺍﻝﻤﺠﺎﻻﺕ ﻤﺘﻭﺴﻁﺔ
ﻭﺘﺭﺍﻭﺤﺕ ﻤﺎ ﺒﻴﻥ ) (3.46ﻭ ) (3.26ﻭﻗﺩ ﻜﺎﻨﺕ ﺃﻋﻠﻰ ﺍﻝﻤﺠﺎﻻﺕ ﻤﻭﺍﻓﻘﺔ ﻤﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻝﻤﺠﺎل
ﺍﻝﺜﺎﻝﺙ ﻭﻫﻭ ﻤﺠﺎل ﺍﻝﺘﻘﻴﻴﻡ ،ﺒﻴﻨﻤﺎ ﻜﺎﻨﺕ ﺃﺩﻨﻰ ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ ﻝﻠﻤﺠﺎل ﺍﻷﻭل ﻭﻫﻭ ﻤﺠﺎل
ﺍﻝﺘﺨﻁﻴﻁ ،ﺒﻴﻨﻤﺎ ﻨﻼﺤﻅ ﺒﺄﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﻤﺩﻴﺭﻴﻥ ﻋﻠﻰ ﻜﺎﻓﺔ ﺍﻝﻤﺠﺎﻻﺕ ﻜﺎﻨﺕ ﻜﺫﻝﻙ ﻤﺘﻭﺴﻁﺔ
ﻭﻝﻜﻥ ﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﺃﻜﺜﺭ ﺍﺭﺘﻔﺎﻋﹰﺎ ﻭﻗﺩ ﺘﺭﺍﻭﺤﺕ ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ ﻝﻠﻤﺠﺎﻻﺕ ﻤﺎ ﺒﻴﻥ
) (3.86ﻭ ) (3.67ﻭﻗﺩ ﺤﺼل ﺍﻝﻤﺠﺎل ﺍﻝﺜﺎﻨﻲ ﻭﻫﻭ ﻤﺠﺎل ﺍﻝﺘﻨﻔﻴﺫ ﻋﻠﻰ ﺃﻋﻠﻰ ﺍﻝﻤﺘﻭﺴﻁﺎﺕ
ﺍﻝﺤﺴﺎﺒﻴﺔ ﺒﻴﻨﻤﺎ ﺤﺼل ﺍﻝﻤﺠﺎل ﺍﻷﻭل ﻭﻫﻭ ﻤﺠﺎل ﺍﻝﺘﺨﻁﻴﻁ ﻋﻠﻰ ﺃﺩﻨﻰ ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ
ﻭﻫﺫﺍ ﻴﺘﻔﻕ ﻤﻊ ﺍﺭﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ.
-2ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﺴﺅﺍل ﺍﻝﺜﺎﻨﻲ :ﻤﺎ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ
ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﻝﺘﺨﻁﻴﻁ ﻓﻲ ﻤﺩﺍﺭﺱ ﺍﻝﻘﺩﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ
ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ؟
ﻝﻺﺠﺎﺒﺔ ﻋﻥ ﻫﺫﺍ ﺍﻝﺴﺅﺍل ﻗﺎﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺒﺤﺴﺎﺏ ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ
ﺍﻝﻤﻌﻴﺎﺭﻴﺔ ﻻﺴﺘﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻓﻘﺭﺍﺕ ﺍﻻﺴﺘﺒﺎﻨﺔ ﺍﻝﺘﻲ ﺘﻌﺒﺭ ﻋﻥ ﺃﻫﻤﻴﺔ ﺍﻝﻤﻬﺎﻡ
ﺍﻝﺘﻲ ﻴﻨﻔﺫﻫﺎ ﺍﻝﻤﺸﺭﻑ ﻭﺍﻝﺘﻲ ﺘﺴﺎﻫﻡ ﻓﻲ ﻤﺴﺎﻋﺩﺓ ﺍﻝﻤﻌﻠﻡ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻝﺘﺨﻁﻴﻁ.
78
ﺠﺩﻭل ﺭﻗﻡ ) (5ﻤﺘﻭﺴﻁ ﺍﺴﺘﺠﺎﺒﺔ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ ﻨﺤﻭ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ
ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﻝﺘﺨﻁﻴﻁ ﻓﻲ ﻤﺩﺍﺭﺱ ﺍﻝﻘﺩﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ
ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ
ﺍﻝﻤﺩﻴﺭﻭﻥ ﺍﻝﻤﻌﻠﻤﻭﻥ ﺭ ﻗﻡ
ﺍﻻﻨﺤﺭﺍﻑ ﺍﻻﻨﺤﺭﺍﻑ ﺍﻝﻤﺠﺎل ﺍﻷﻭل )ﺍﻝﺘﺨﻁﻴﻁ( ﺍﻝﻔﻘﺭﺓ
ﺍﻝﺘﺭﺘﻴﺏ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﻌﺩﺩ ﺍﻝﺘﺭﺘﻴﺏ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﻌﺩﺩ
ﺍﻝﻤﻌﻴﺎﺭﻱ ﺍﻝﻤﻌﻴﺎﺭﻱ
5 0.96 3.85 39 4 1.22 3.44 386 ﺍﻝﺘﺨﻁﻴﻁ ﺍﻝﺠﻴﺩ ﻝﻠﺩﺭﻭﺱ 1
9 0.99 3.56 39 7 1.25 3.22 386 ﻭﻀﻊ ﺨﻁﺔ ﺍﻝﺘﺩﺭﻴﺱ ﺍﻝﻴﻭﻤﻴﺔ 2
11 0.81 3.38 39 13 1.18 3.00 386 ﺘﻭﺯﻴﻊ ﻤﻭﻀﻭﻋﺎﺕ ﺍﻝﺩﺭﻭﺱ ﺍﻝﺸﻬﺭﻴﺔ 3
2 0.92 3.95 39 11 1.28 3.07 386 ﺇﻋﺩﺍﺩ ﺍﻝﺨﻁﺔ ﺍﻝﻔﺼﻠﻴﺔ 4
1 0.72 4.10 39 2 1.16 3.55 386 ﺼﻴﺎﻏﺔ ﺍﻷﻫﺩﺍﻑ ﺒﺸﻜل ﺼﺤﻴﺢ 5
ﺭﺒﻁ ﺃﻫﺩﺍﻑ ﺍﻝﺩﺭﺱ ﺒﻤﺎ ﻴﺘﻔﻕ ﻭﺤﺎﺠﺎﺕ 6
2 0.92 3.95 39 1 1.14 3.57 386
ﺍﻝﻁﻠﺒﺔ
ﺭﺒﻁ ﺃﻫﺩﺍﻑ ﺍﻝﺩﺭﺱ ﻭﻤﺎ ﻴﺘﻔﻕ ﻭﻤﻴﻭل 7
10 0.85 3.51 39 8 1.14 3.16 386
ﺍﻝﻁﻠﺒﺔ
13 1.05 3.28 39 10 1.20 3.14 386 ﺇﻋﺩﺍﺩ ﺍﻝﺨﻁﻁ ﺍﻝﻌﻼﺠﻴﺔ ﻝﻠﻁﻠﺒﺔ 8
11 0.99 3.38 39 12 1.05 3.02 386 ﺍﻝﺘﺨﻁﻴﻁ ﺒﻨﺎﺀ ﻋﻠﻰ ﻨﺘﺎﺌﺞ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ 9
ﺍﻝﺘﺨﻁﻴﻁ ﻝﻠﺩﺭﻭﺱ ﺒﻨﺎﺀ ﻋﻠﻰ ﻤﺎ ﺍﻜﺘﺴﺏ 10
8 0.88 3.59 39 5 0.97 3.39 386 ﻤﻥ ﺍﻻﻝﺘﺤﺎﻕ ﺒﺩﻭﺭﺍﺕ ﺘﺩﺭﻴﺒﻴﺔ ﺘﺴﺎﻋﺩﻩ
ﻓﻲ ﺘﺨﻁﻴﻁ ﻭﺇﻋﺩﺍﺩ ﺍﻝﺩﺭﻭﺱ
ﺍﻝﻘﺩﺭﺍﺕ ﺍﻹﺒﺩﺍﻋﻴﺔ ﺍﻝﺘﺨﻁﻴﻁ ﻝﺘﻨﻤﻴﺔ 11
6 0.88 3.62 39 8 1.02 3.16 386
ﻝﻠﻁﻠﺒﺔ ﺒﻤﺎ ﻴﺘﻔﻕ ﻭﻤﻭﺍﻫﺒﻬﻡ
6 0.88 3.62 39 6 1.06 3.26 386 ﺘﻨﻅﻴﻡ ﻭﻗﺘﻪ ﺒﺸﻜل ﻋﻤﻠﻲ 12
ﺘﺠﺭﻴﺏ ﺃﺴﺎﻝﻴﺏ ﺘﺩﺭﻴﺱ ﺠﺩﻴﺩﺓ ﺘﺘﻨﺎﺴﺏ 13
4 0.86 3.87 39 3 1.03 3.45 386
ﻤﻊ ﺨﺼﺎﺌﺹ ﺍﻝﻁﻠﺒﺔ
0.90 3.67 39 1.13 3.26 386 ا *+,-"$ا !"#$ %& '($ل
ﻴﻼﺤﻅ ﻤﻥ ﺍﻝﺠﺩﻭل ﺭﻗﻡ ) (5ﺃﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﻤﺩﻴﺭﻴﻥ ﺃﻋﻠﻰ ﻤﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ
ﻜﺎﻓﺔ ﺍﻝﻔﻘﺭﺍﺕ ،ﺤﻴﺙ ﻜﺎﻨﺕ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻤﺘﻭﺴﻁﺔ ﻋﻠﻰ ﻜﺎﻓﺔ ﺍﻝﻔﻘﺭﺍﺕ
ﻭﺘﺭﺍﻭﺡ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﺤﺴﺎﺒﻲ ﻝﻔﻘﺭﺍﺕ ﺍﻝﻤﺠﺎل ﻤﻥ ﺤﻴﺙ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻤﺎ ﺒﻴﻥ )(3.57
ﻭ ) ،(3.00ﻭﻗﺩ ﻜﺎﻨﺕ ﺃﻋﻠﻰ ﺍﻝﻔﻘﺭﺍﺕ ﻤﻭﺍﻓﻘﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻫﻲ ﺍﻝﻔﻘﺭﺓ ﺍﻝﺘﻲ
ﻨﺼﻬﺎ " ﺭﺒﻁ ﺃﻫﺩﺍﻑ ﺍﻝﺩﺭﺱ ﺒﻤﺎ ﻴﺘﻔﻕ ﻭﺤﺎﺠﺎﺕ ﺍﻝﻁﻠﺒﺔ" )ﻓﻘﺭﺓ ﺭﻗﻡ (6ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ
79
) ،(3.57ﺒﻴﻨﻤﺎ ﺤﺼﻠﺕ ﺍﻝﻔﻘﺭﺓ "ﺘﻭﺯﻴﻊ ﻤﻭﻀﻭﻋﺎﺕ ﺍﻝﺩﺭﻭﺱ ﺍﻝﺸﻬﺭﻴﺔ")ﻓﻘﺭﺓ ﺭﻗﻡ (3ﻋﻠﻰ
ﺃﺩﻨﻰ ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ).(3.00
ﺒﻴﻨﻤﺎ ﺤﺼﻠﺕ ﻓﻘﺭﺍﺕ ﺍﻝﻤﺠﺎل ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺩﻴﺭﻴﻥ ﻋﻠﻰ ﺩﺭﺠﺔ ﺘﺭﺍﻭﺤﺕ ﻤﺎ ﺒﻴﻥ
ﻤﺘﻭﺴﻁﺔ ﻭﻤﺭﺘﻔﻌﺔ ﺤﻴﺙ ﻭﻗﻌﺕ ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ ﻝﻔﻘﺭﺍﺕ ﺍﻝﻤﺠﺎل ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ
ﺍﻝﻤﺩﻴﺭﻴﻥ ﻋﻠﻰ ﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﻤﺎ ﺒﻴﻥ ) (4.10ﻭ ) ، (3.28ﻭﻗﺩ ﺤﺼﻠﺕ ﺍﻝﻔﻘﺭﺓ "ﺼﻴﺎﻏﺔ
ﺍﻷﻫﺩﺍﻑ ﺒﺸﻜل ﺼﺤﻴﺢ" ﻋﻠﻰ ﺃﻋﻠﻰ ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ ﺒﻴﻨﻤﺎ ﺤﺼﻠﺕ ﺍﻝﻔﻘﺭﺓ "ﺇﻋﺩﺍﺩ ﺍﻝﺨﻁﻁ
ﺍﻝﻌﻼﺠﻴﺔ ﻝﻠﻁﻠﺒﺔ" ﻋﻠﻰ ﺃﺩﻨﻰ ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ).(3.28
ﻭﻗﺩ ﻜﺎﻨﺕ ﺍﻋﻠﻰ ﺜﻼﺙ ﻓﻘﺭﺍﺕ ﻤﻥ ﺤﻴﺙ ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ
ﺍﻝﻔﻘﺭﺍﺕ ﺍﻝﺘﺎﻝﻴﺔ" :ﺭﺒﻁ ﺃﻫﺩﺍﻑ ﺍﻝﺩﺭﺱ ﺒﻤﺎ ﻴﺘﻔﻕ ﻭﺤﺎﺠﺎﺕ ﺍﻝﻁﻠﺒﺔ" )ﻓﻘﺭﺓ ﺭﻗﻡ (6ﻭﺒﻤﺘﻭﺴﻁ
ﺤﺴﺎﺒﻲ ) ،(3.57ﻴﻠﻴﻬﺎ ﺍﻝﻔﻘﺭﺓ ﺍﻝﺘﻲ ﻨﺼﻬﺎ " ﺼﻴﺎﻏﺔ ﺍﻷﻫﺩﺍﻑ ﺒﺸﻜل ﺼﺤﻴﺢ" )ﻓﻘﺭﺓ
ﺭﻗﻡ(5ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ) (3.55ﻴﻠﻴﻬﺎ ﺍﻝﻔﻘﺭﺓ ﺍﻝﺘﻲ ﻨﺼﻬﺎ " ﺘﺠﺭﻴﺏ ﺃﺴﺎﻝﻴﺏ ﺘﺩﺭﻴﺱ ﺠﺩﻴﺩﺓ
ﺘﺘﻨﺎﺴﺏ ﻤﻊ ﺨﺼﺎﺌﺹ ﺍﻝﻁﻠﺒﺔ")ﻓﻘﺭﺓ ﺭﻗﻡ (13ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ).(3.49
ﺒﻴﻨﻤﺎ ﺤﺼﻠﺕ ﻋﻠﻰ ﺃﺩﻨﻰ ﺜﻼﺙ ﻤﺘﻭﺴﻁﺎﺕ ﺤﺴﺎﺒﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻝﻔﻘﺭﺍﺕ ﺍﻝﺘﻲ
ﻨﺼﻬﺎ " ﺘﻭﺯﻴﻊ ﻤﻭﻀﻭﻋﺎﺕ ﺍﻝﺩﺭﻭﺱ ﺍﻝﺸﻬﺭﻴﺔ" )ﻓﻘﺭﺓ ﺭﻗﻡ (3ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ )(3.00
ﻴﻠﻴﻬﺎ ﺍﻝﻔﻘﺭﺓ ﺍﻝﺘﻲ ﻨﺼﻬﺎ "ﺍﻝﺘﺨﻁﻴﻁ ﺒﻨﺎﺀ ﻋﻠﻰ ﻨﺘﺎﺌﺞ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ" )ﻓﻘﺭﺓ ﺭﻗﻡ (9ﻭﺒﻤﺘﻭﺴﻁ
ﺤﺴﺎﺒﻲ ) (3.02ﻴﻠﻴﻬﺎ ﺍﻝﻔﻘﺭﺓ ﺍﻝﺘﻲ ﻨﺼﻬﺎ "ﺇﻋﺩﺍﺩ ﺍﻝﺨﻁﺔ ﺍﻝﻔﺼﻠﻴﺔ" )ﻓﻘﺭﺓ ﺭﻗﻡ (4ﻭﺒﻤﺘﻭﺴﻁ
ﺤﺴﺎﺒﻲ ).(3.07
ﻭﻗﺩ ﻜﺎﻨﺕ ﺃﻋﻠﻰ ﺜﻼﺙ ﻓﻘﺭﺍﺕ ﻤﻥ ﺤﻴﺙ ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺩﻴﺭﻴﻥ
ﺍﻝﻔﻘﺭﺍﺕ ﺍﻝﺘﺎﻝﻴﺔ"" :ﺼﻴﺎﻏﺔ ﺍﻷﻫﺩﺍﻑ ﺒﺸﻜل ﺼﺤﻴﺢ" )ﻓﻘﺭﺓ ﺭﻗﻡ (5ﻋﻠﻰ ﺃﻋﻠﻰ ﺍﻝﻤﺘﻭﺴﻁﺎﺕ
ﺍﻝﺤﺴﺎﺒﻴﺔ" ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ) ،(4.10ﻴﻠﻴﻬﺎ ﺍﻝﻔﻘﺭﺓ ﺍﻝﺘﻲ ﻨﺼﻬﺎ "ﺇﻋﺩﺍﺩ ﺍﻝﺨﻁﺔ ﺍﻝﻔﺼﻠﻴﺔ" )ﻓﻘﺭﺓ
ﺭﻗﻡ (4ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ) (3.95ﻴﻠﻴﻬﺎ ﺍﻝﻔﻘﺭﺓ ﺍﻝﺘﻲ ﻨﺼﻬﺎ "ﺭﺒﻁ ﺃﻫﺩﺍﻑ ﺍﻝﺩﺭﺱ ﺒﻤﺎ ﻴﺘﻔﻕ
ﻭﺤﺎﺠﺎﺕ ﺍﻝﻁﻠﺒﺔ" )ﻓﻘﺭﺓ ﺭﻗﻡ (6ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ).(3.95
ﺒﻴﻨﻤﺎ ﺤﺼﻠﺕ ﻋﻠﻰ ﺃﺩﻨﻰ ﺜﻼﺙ ﻤﺘﻭﺴﻁﺎﺕ ﺤﺴﺎﺒﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺩﻴﺭﻴﻥ ﺍﻝﻔﻘﺭﺍﺕ ﺍﻝﺘﻲ
ﻨﺼﻬﺎ "ﺇﻋﺩﺍﺩ ﺍﻝﺨﻁﻁ ﺍﻝﻌﻼﺠﻴﺔ ﻝﻠﻁﻠﺒﺔ" )ﻓﻘﺭﺓ ﺭﻗﻡ (8ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ) (3.28ﻴﻠﻴﻬﺎ ﺍﻝﻔﻘﺭﺓ
80
ﺍﻝﺘﻲ ﻨﺼﻬﺎ "ﺍﻝﺘﺨﻁﻴﻁ ﺒﻨﺎﺀ ﻋﻠﻰ ﻨﺘﺎﺌﺞ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ" )ﻓﻘﺭﺓ ﺭﻗﻡ (9ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ
) (3.38ﻴﻠﻴﻬﺎ ﺍﻝﻔﻘﺭﺓ ﺍﻝﺘﻲ ﻨﺼﻬﺎ "ﺘﻭﺯﻴﻊ ﻤﻭﻀﻭﻋﺎﺕ ﺍﻝﺩﺭﻭﺱ ﺍﻝﺸﻬﺭﻴﺔ" )ﻓﻘﺭﺓ ﺭﻗﻡ (3
ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ).(3.38
-3ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﺴﺅﺍل ﺍﻝﺜﺎﻝﺙ :ﻤﺎ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ
ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﻝﺘﻨﻔﻴﺫ ﻓﻲ ﻤﺩﺍﺭﺱ ﺍﻝﻘﺩﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ
ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ؟
ﻝﻺﺠﺎﺒﺔ ﻋﻥ ﻫﺫﺍ ﺍﻝﺴﺅﺍل ﻗﺎﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺒﺤﺴﺎﺏ ﺍﻝﻤﺘﻭﺴـﻁﺎﺕ ﺍﻝﺤﺴـﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓـﺎﺕ
ﺍﻝﻤﻌﻴﺎﺭﻴﺔ ﻻﺴﺘﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻓﻘﺭﺍﺕ ﺍﻻﺴﺘﺒﺎﻨﺔ ﺍﻝﺘﻲ ﺘﻌﺒﺭ ﻋﻥ ﺃﻫﻤﻴﺔ ﺍﻝﻤﻬﺎﻡ
ﺍﻝﺘﻲ ﻴﻨﻔﺫﻫﺎ ﺍﻝﻤﺸﺭﻑ ﻭﺍﻝﺘﻲ ﺘﺴﺎﻫﻡ ﻓﻲ ﻤﺴﺎﻋﺩﺓ ﺍﻝﻤﻌﻠﻡ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻨﻔﻴﺫ.
ﺠﺩﻭل ﺭﻗﻡ ) (6ﻤﺘﻭﺴﻁ ﺍﺴﺘﺠﺎﺒﺔ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ ﻨﺤﻭ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ
ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﻝﺘﻨﻔﻴﺫ ﻓﻲ ﻤﺩﺍﺭﺱ ﺍﻝﻘﺩﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ
ﻭﺍﻝﻤﺩﻴﺭﻴﻥ
ﺍﻝﻤﺩﻴﺭﻭﻥ ﺍﻝﻤﻌﻠﻤﻭﻥ ﺭﻗﻡ
ﺍﻻﻨﺤﺭﺍﻑ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻻﻨﺤﺭﺍﻑ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﻤﺠﺎل ﺍﻝﺜﺎﻨﻲ )ﺍﻝﺘﻨﻔﻴﺫ( ﺍﻝﻔﻘﺭﺓ
ﺍﻝﺘﺭﺘﻴﺏ ﺍﻝﻌﺩﺩ ﺍﻝﺘﺭﺘﻴﺏ ﺍﻝﻌﺩﺩ
ﺍﻝﻤﻌﻴﺎﺭﻱ ﺍﻝﺤﺴﺎﺒﻲ ﺍﻝﻤﻌﻴﺎﺭﻱ ﺍﻝﺤﺴﺎﺒﻲ
ﺍﺴﺘﺨﺩﺍﻡ ﻨﻤﺎﺫﺝ ﺠﺩﻴﺩﺓ ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ )ﻨﺸﺭﺓ ،ﺤﺎﻝﺔ 14
6 0.79 3.82 39 11 1.07 3.30 386
ﺼﻔﻴﺔ( ﻴﻘﺘﺭﺤﻬﺎ ﻋﻠﻴﻪ
13 0.77 3.67 39 12 1.06 3.27 386 ﺘﺠﺭﻴﺏ ﺍﻝﻨﻤﺎﺫﺝ ﺍﻝﺠﺩﻴﺩﺓ ﺍﻝﺘﻲ ﺍﻗﺘﺭﺤﻬﺎ ﻋﻠﻴﻪ 15
12 0.89 3.69 39 10 1.20 3.32 386 ﺍﺴﺘﺨﺩﺍﻡ ﻁﺭﻕ ﺍﻝﻀﺒﻁ ﺍﻝﺼﻔﻴﺔ ﺍﻝﻤﻼﺌﻤﺔ 16
2 0.87 3.97 39 1 1.07 3.72 386 ﺇﺩﺭﺍﻙ ﺃﻫﻤﻴﺔ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻌﻠﻴﻤﻴﺔ 17
1 0.87 4.23 39 2 1.13 3.67 386 ﺍﺨﺘﻴﺎﺭ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻷﻫﺩﺍﻑ ﺍﻝﺩﺭﺱ 18
6 0.79 3.82 39 4 1.10 3.58 386 ﺍﺨﺘﻴﺎﺭ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﻤﻨﺴﺒﺔ ﻝﻤﺴﺘﻭﻯ ﺍﻝﻁﻠﺒﺔ 19
6 1.02 3.82 39 13 1.10 3.21 386 ﺘﺼﻤﻴﻡ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺨﺎﻤﺎﺕ ﺍﻝﺒﻴﺌﺔ 20
ﺘﻌﻤﻴﻡ ﺍﻝﺘﺠﺎﺭﺏ ﺍﻝﻨﺎﺠﺤﺔ ﻋﻠﻰ ﺍﻝﻤﻌﻠﻤﻴﻥ )ﻤﺜل ﻁﺭﻕ 21
6 1.12 3.82 39 9 1.11 3.37 386
ﺃﻭ ﺃﺴﺎﻝﻴﺏ ﻴﻤﻜﻥ ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻨﻬﺎ ﻓﻲ ﻤﻭﺍﻗﻑ ﺍﻝﺘﻌﻠﻴﻡ)
5 0.95 3.87 39 7 1.15 3.42 386 ﺒﻨﺎﺀ ﻋﻼﻗﺎﺕ ﻭﺩﻴﺔ ﻤﻊ ﺍﻝﻁﻠﺒﺔ 22
ﺇﻋﻁﺎﺀ ﺍﻝﻁﺎﻝﺏ ﺩﻭﺭﺍ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻡ ﺒﺎﻋﺘﺒﺎﺭﻩ 23
2 0.96 3.97 39 3 1.03 3.59 386
ﻤﺤﻭﺭ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻝﺘﻌﻠﻡ
ﺍﻝﺘﻜﻴﻑ ﻤﻊ ﺍﻝﺘﻐﻴﺭﺍﺕ )ﻤﺜل ﺍﻝﺘﻁﻭﺭ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻲ 24
6 0.72 3.82 39 6 1.04 3.47 386
ﻭﻤﺘﺎﺒﻌﺔ ﻜل ﻤﺎ ﻫﻭ ﺠﺩﻴﺩ(
11 0.78 3.77 39 8 1.08 3.41 386 ﺘﻭﻓﻴﺭ ﻤﻨﺎﺥ ﺘﻌﻠﻴﻤﻲ ﻤﻼﺌﻡ ﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻡ ﻭﺍﻝﺘﻌﻠﻴﻡ 25
4 0.97 3.90 39 5 1.07 3.49 386 ﺇﻜﺴﺎﺒﻪ ﻤﻬﺎﺭﺍﺕ ﺘﻌﻠﻴﻤﻴﺔ 26
0.88 3.86 39 1.09 3.45 386 ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﺤﺴﺎﺒﻲ ﻝﻠﻤﺠﺎل
82
ﻴﻼﺤﻅ ﻤﻥ ﺍﻝﺠﺩﻭل ﺭﻗﻡ ) (6ﺃﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﻤﺩﻴﺭﻴﻥ ﺃﻋﻠﻰ ﻤﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ
ﻜﺎﻓﺔ ﺍﻝﻔﻘﺭﺍﺕ ،ﺤﻴﺙ ﻜﺎﻨﺕ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻤﺘﻭﺴﻁﺔ ﻋﻠﻰ ﻜﺎﻓﺔ ﺍﻝﻔﻘﺭﺍﺕ
ﻭﺘﺭﺍﻭﺡ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﺤﺴﺎﺒﻲ ﻝﻔﻘﺭﺍﺕ ﺍﻝﻤﺠﺎل ﺍﻝﺜﺎﻨﻲ ﻭﻫﻭ ﻤﺠﺎل ﺍﻝﺘﻨﻔﻴﺫ ﻤﻥ ﺤﻴﺙ ﻭﺠﻬﺔ ﻨﻅﺭ
ﺍﻝﻤﻌﻠﻤﻴﻥ ﻤﺎ ﺒﻴﻥ ) (3.72ﻭ) ،(3.21ﻭﻗﺩ ﻜﺎﻨﺕ ﺃﻋﻠﻰ ﺍﻝﻔﻘﺭﺍﺕ ﻤﻭﺍﻓﻘﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ
ﺍﻝﻤﻌﻠﻤﻴﻥ ﻫﻲ ﺍﻝﻔﻘﺭﺓ ﺍﻝﺘﻲ ﻨﺼﻬﺎ "ﺇﺩﺭﺍﻙ ﺃﻫﻤﻴﺔ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻌﻠﻴﻤﻴﺔ" ) ﻓﻘﺭﺓ ﺭﻗﻡ (17ﻭﺒﻤﺘﻭﺴﻁ
ﺤﺴﺎﺒﻲ ) ،(3.72ﺒﻴﻨﻤﺎ ﺤﺼﻠﺕ ﺍﻝﻔﻘﺭﺓ "ﺘﺼﻤﻴﻡ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺨﺎﻤﺎﺕ ﺍﻝﺒﻴﺌﺔ"
)ﻓﻘﺭﺓ ﺭﻗﻡ (20ﻋﻠﻰ ﺃﺩﻨﻰ ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ).(3.21
ﺒﻴﻨﻤﺎ ﺤﺼﻠﺕ ﻓﻘﺭﺍﺕ ﺍﻝﻤﺠﺎل ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺩﻴﺭﻴﻥ ﻋﻠﻰ ﺩﺭﺠﺔ ﺘﺭﺍﻭﺤﺕ ﻤﺎ ﺒﻴﻥ
ﻤﺘﻭﺴﻁﺔ ﻭﻤﺭﺘﻔﻌﺔ ﺤﻴﺙ ﻭﻗﻌﺕ ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ ﻝﻔﻘﺭﺍﺕ ﺍﻝﻤﺠﺎل ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ
ﺍﻝﻤﺩﻴﺭﻴﻥ ﻋﻠﻰ ﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﻤﺎ ﺒﻴﻥ ) (4.23ﻭ ) ، (3.67ﻭﻗﺩ ﺤﺼﻠﺕ ﺍﻝﻔﻘﺭﺓ "ﺍﺨﺘﻴﺎﺭ
ﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻷﻫﺩﺍﻑ ﺍﻝﺩﺭﺱ " ) ﻓﻘﺭﺓ ﺭﻗﻡ (18ﻋﻠﻰ ﺃﻋﻠﻰ ﺍﻝﻤﺘﻭﺴﻁﺎﺕ
ﺍﻝﺤﺴﺎﺒﻴﺔ ﺒﻴﻨﻤﺎ ﺤﺼﻠﺕ ﺍﻝﻔﻘﺭﺓ "ﺘﺠﺭﻴﺏ ﺍﻝﻨﻤﺎﺫﺝ ﺍﻝﺠﺩﻴﺩﺓ ﺍﻝﺘﻲ ﺍﻗﺘﺭﺤﻬﺎ ﻋﻠﻴﻪ" )ﻓﻘﺭﺓ ﺭﻗﻡ (15
ﻋﻠﻰ ﺃﺩﻨﻰ ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ).(3. 67
ﻭﻗﺩ ﻜﺎﻨﺕ ﺃﻋﻠﻰ ﺜﻼﺙ ﻓﻘﺭﺍﺕ ﻤﻥ ﺤﻴﺙ ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ
ﺍﻝﻔﻘﺭﺍﺕ ﺍﻝﺘﺎﻝﻴﺔ" :ﺇﺩﺭﺍﻙ ﺃﻫﻤﻴﺔ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻌﻠﻴﻤﻴﺔ " ) ﻓﻘﺭﺓ ﺭﻗﻡ (17ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ
) ،(3.72ﻴﻠﻴﻬﺎ ﺍﻝﻔﻘﺭﺓ ﺍﻝﺘﻲ ﻨﺼﻬﺎ "ﺍﺨﺘﻴﺎﺭ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻷﻫﺩﺍﻑ ﺍﻝﺩﺭﺱ" )ﻓﻘﺭﺓ
ﺭﻗﻡ (18ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ) (3.67ﻴﻠﻴﻬﺎ ﺍﻝﻔﻘﺭﺓ ﺍﻝﺘﻲ ﻨﺼﻬﺎ " ﺇﻋﻁﺎﺀ ﺍﻝﻁﺎﻝﺏ ﺩﻭﺭﺍ ﻓﻲ
ﻋﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻡ ﺒﺎﻋﺘﺒﺎﺭﻩ ﻤﺤﻭﺭ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻝﺘﻌﻠﻡ" ) ﻓﻘﺭﺓ ﺭﻗﻡ (23ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ
).(3.59
ﺒﻴﻨﻤﺎ ﺤﺼﻠﺕ ﻋﻠﻰ ﺃﺩﻨﻰ ﺜﻼﺙ ﻤﺘﻭﺴﻁﺎﺕ ﺤﺴﺎﺒﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻝﻔﻘﺭﺍﺕ ﺍﻝﺘﻲ
ﻨﺼﻬﺎ " ﺘﺼﻤﻴﻡ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺨﺎﻤﺎﺕ ﺍﻝﺒﻴﺌﺔ " )ﻓﻘﺭﺓ ﺭﻗﻡ (20ﻭﺒﻤﺘﻭﺴﻁ
ﺤﺴﺎﺒﻲ ) (3.21ﻴﻠﻴﻬﺎ ﺍﻝﻔﻘﺭﺓ ﺍﻝﺘﻲ ﻨﺼﻬﺎ "ﺘﺠﺭﻴﺏ ﺍﻝﻨﻤﺎﺫﺝ ﺍﻝﺠﺩﻴﺩﺓ ﺍﻝﺘﻲ ﺍﻗﺘﺭﺤﻬﺎ ﻋﻠﻴﻪ" ) ﻓﻘﺭﺓ
ﺭﻗﻡ (15ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ) (3.27ﻴﻠﻴﻬﺎ ﺍﻝﻔﻘﺭﺓ ﺍﻝﺘﻲ ﻨﺼﻬﺎ "ﺍﺴﺘﺨﺩﺍﻡ ﻨﻤﺎﺫﺝ ﺠﺩﻴﺩﺓ ﻓﻲ
ﺍﻝﺘﻌﻠﻴﻡ )ﻨﺸﺭﺓ ،ﺤﺎﻝﺔ ﺼﻔﻴﺔ( ﻴﻘﺘﺭﺤﻬﺎ ﻋﻠﻴﻪ" ) ﻓﻘﺭﺓ ﺭﻗﻡ (14ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ).(3.30
83
ﻭﻗﺩ ﻜﺎﻨﺕ ﺃﻋﻠﻰ ﺜﻼﺙ ﻓﻘﺭﺍﺕ ﻤﻥ ﺤﻴﺙ ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺩﻴﺭﻴﻥ
ﺍﻝﻔﻘﺭﺍﺕ ﺍﻝﺘﺎﻝﻴﺔ" :ﺍﺨﺘﻴﺎﺭ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻷﻫﺩﺍﻑ ﺍﻝﺩﺭﺱ" ) ﻓﻘﺭﺓ ﺭﻗﻡ (18ﺤﻴﺙ
ﺤﺼﻠﺕ ﻋﻠﻰ ﺃﻋﻠﻰ ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ) ، (4.23ﻴﻠﻴﻬﺎ ﺍﻝﻔﻘﺭﺓ ﺍﻝﺘﻲ
ﻨﺼﻬﺎ "ﺇﺩﺭﺍﻙ ﺃﻫﻤﻴﺔ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻌﻠﻴﻤﻴﺔ" ) ﻓﻘﺭﺓ ﺭﻗﻡ (17ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ) (3.97ﻴﻠﻴﻬﺎ
ﺍﻝﻔﻘﺭﺓ ﺍﻝﺘﻲ ﻨﺼﻬﺎ "ﺇﻋﻁﺎﺀ ﺍﻝﻁﺎﻝﺏ ﺩﻭﺭﺍ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻡ ﺒﺎﻋﺘﺒﺎﺭﻩ ﻤﺤﻭﺭ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻡ
ﻭﺍﻝﺘﻌﻠﻡ" ) ﻓﻘﺭﺓ ﺭﻗﻡ (23ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ).(3.97
ﺒﻴﻨﻤﺎ ﺤﺼﻠﺕ ﻋﻠﻰ ﺃﺩﻨﻰ ﺜﻼﺙ ﻤﺘﻭﺴﻁﺎﺕ ﺤﺴﺎﺒﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺩﻴﺭﻴﻥ ﺍﻝﻔﻘﺭﺍﺕ ﺍﻝﺘﻲ
ﻨﺼﻬﺎ " ﺘﺠﺭﻴﺏ ﺍﻝﻨﻤﺎﺫﺝ ﺍﻝﺠﺩﻴﺩﺓ ﺍﻝﺘﻲ ﺍﻗﺘﺭﺤﻬﺎ ﻋﻠﻴﻪ" ) ﻓﻘﺭﺓ ﺭﻗﻡ (15ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ
) (3.67ﻴﻠﻴﻬﺎ ﺍﻝﻔﻘﺭﺓ ﺍﻝﺘﻲ ﻨﺼﻬﺎ "ﺍﺴﺘﺨﺩﺍﻡ ﻁﺭﻕ ﺍﻝﻀﺒﻁ ﺍﻝﺼﻔﻴﺔ ﺍﻝﻤﻼﺌﻤﺔ" ) ﻓﻘﺭﺓ ﺭﻗﻡ (16
ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ) (3.69ﻴﻠﻴﻬﺎ ﺍﻝﻔﻘﺭﺓ ﺍﻝﺘﻲ ﻨﺼﻬﺎ "ﺘﻭﻓﻴﺭ ﻤﻨﺎﺥ ﺘﻌﻠﻴﻤﻲ ﻤﻼﺌﻡ ﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻡ
ﻭﺍﻝﺘﻌﻠﻴﻡ" ) ﻓﻘﺭﺓ ﺭﻗﻡ (25ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ).(3.77
ﻤﻘﺎﺭﻨﺔ ﺘﺭﺘﻴﺏ ﻓﻘﺭﺍﺕ ﻤﺠﺎل ﺍﻝﺘﻨﻔﻴﺫ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ ﻜﺎﻨﺕ ﻜﺎﻝﺘﺎﻝﻲ:
ﺍﻝﻔﻘﺭﺓ ﺍﻝﺭﺍﺒﻌﺔ ﻋﺸﺭ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺍﻝﺭﺘﺒﺔ ﺍﻝﺤﺎﺩﻴﺔ ﻋﺸﺭ ﺒﻴﻨﻤﺎ ﻝﻠﻤﺩﻴﺭﻴﻥ ﻓﻲ ﺍﻝﺭﺘﺒﺔ
ﺍﻝﺴﺎﺩﺴﺔ.
ﺍﻝﻔﻘﺭﺓ ﺍﻝﺨﺎﻤﺴﺔ ﻋﺸﺭ ﻓﻲ ﺍﻝﺭﺘﺒﺔ ﺍﻝﺜﺎﻨﻴﺔ ﻋﺸﺭ ﻤﻥ ﻨﺎﺤﻴﺔ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﻴﻨﻤﺎ ﻓﻲ ﺍﻝﺭﺘﺒﺔ ﺍﻝﺜﺎﻝﺜﺔ
ﻋﺸﺭ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﻤﺩﻴﺭﻴﻥ.
ﺍﻝﻔﻘﺭﺓ ﺍﻝﺴﺎﺩﺴﺔ ﻋﺸﺭ ﻓﻲ ﺍﻝﺭﺘﺒﺔ ﺍﻝﻌﺎﺸﺭﺓ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻭ ﻓﻲ ﺍﻝﺭﺘﺒﺔ ﺍﻝﺜﺎﻨﻴﺔ ﻋﺸﺭ ﺒﺎﻝﻨﺴﺒﺔ
ﻝﻠﻤﺩﻴﺭﻴﻥ.
ﺍﻝﻔﻘﺭﺓ ﺍﻝﺴﺎﺒﻌﺔ ﻋﺸﺭ ﻓﻲ ﺍﻝﺭﺘﺒﺔ ﺍﻷﻭﻝﻰ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻭ ﻓﻲ ﺍﻝﺭﺘﺒﺔ ﺍﻝﺜﺎﻨﻴﺔ ﺒﺎﻝﻨﺴﺒﺔ
ﻝﻠﻤﺩﻴﺭﻴﻥ.
ﺍﻝﻔﻘﺭﺓ ﺍﻝﺜﺎﻤﻨﺔ ﻋﺸﺭ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺍﻝﺭﺘﺒﺔ ﺍﻝﺜﺎﻨﻴﺔ ﻭﻝﻠﻤﺩﻴﺭﻴﻥ ﻓﻲ ﺍﻝﺭﺘﺒﺔ ﺍﻷﻭﻝﻰ.
ﺍﻝﻔﻘﺭﺓ ﺍﻝﺘﺎﺴﻌﺔ ﻋﺸﺭ ﻓﻲ ﺍﻝﺭﺘﺒﺔ ﺍﻝﺭﺍﺒﻌﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻭﻓﻲ ﺍﻝﺭﺘﺒﺔ ﺍﻝﺴﺎﺩﺴﺔ ﻝﻠﻤﺩﻴﺭﻴﻥ.
ﺍﻝﻔﻘﺭﺓ ﺍﻝﻌﺸﺭﻴﻥ ﻓﻲ ﺍﻝﺭﺘﺒﺔ ﺍﻝﺜﺎﻝﺜﺔ ﻋﺸﺭ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻭ ﻓﻲ ﺍﻝﺭﺘﺒﺔ ﺍﻝﺴﺎﺩﺴﺔ ﻝﻠﻤﺩﻴﺭﻴﻥ.
84
ﺍﻝﻔﻘﺭﺓ ﺍﻝﻭﺍﺤﺩﺓ ﻭﺍﻝﻌﺸﺭﻭﻥ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺍﻝﺭﺘﺒﺔ ﺍﻝﺘﺎﺴﻌﺔ ﻭﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﻤﺩﻴﺭﻴﻥ ﻓﻲ ﺍﻝﺭﺘﺒﺔ
ﺍﻝﺴﺎﺩﺴﺔ.
ﺍﻝﻔﻘﺭﺓ ﺍﻝﺜﺎﻨﻴﺔ ﻭﺍﻝﻌﺸﺭﻭﻥ ﻓﻲ ﺍﻝﺭﺘﺒﺔ ﺍﻝﺴﺎﺒﻌﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻭ ﻓﻲ ﺍﻝﺭﺘﺒﺔ ﺍﻝﺨﺎﻤﺴﺔ ﻝﻠﻤﺩﻴﺭﻴﻥ.
ﺍﻝﻔﻘﺭﺓ ﺍﻝﺜﺎﻝﺜﺔ ﻭﺍﻝﻌﺸﺭﻭﻥ ﻓﻲ ﺍﻝﺭﺘﺒﺔ ﺍﻝﺜﺎﻝﺜﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻭ ﻓﻲ ﺍﻝﺭﺘﺒﺔ ﺍﻝﺜﺎﻨﻴﺔ ﻝﻠﻤﺩﻴﺭﻴﻥ.
ﺍﻝﻔﻘﺭﺓ ﺍﻝﺭﺍﺒﻌﺔ ﻭﺍﻝﻌﺸﺭﻭﻥ ﻓﻲ ﺍﻝﺭﺘﺒﺔ ﺍﻝﺴﺎﺩﺴﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻭ ﻝﻠﻤﺩﻴﺭﻴﻥ ﺃﻴﻀﹰﺎ.
ﺍﻝﻔﻘﺭﺓ ﺍﻝﺨﺎﻤﺴﺔ ﻭﺍﻝﻌﺸﺭﻭﻥ ﻓﻲ ﺍﻝﺭﺘﺒﺔ ﺍﻝﺜﺎﻤﻨﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻭﻓﻲ ﺍﻝﺭﺘﺒﺔ ﺍﻝﺤﺎﺩﻴﺔ ﻋﺸﺭ ﻝﻠﻤﺩﻴﺭﻴﻥ.
ﺍﻝﻔﻘﺭﺓ ﺍﻝﺴﺎﺩﺴﺔ ﻭﺍﻝﻌﺸﺭﻭﻥ ﻓﻲ ﺍﻝﺭﺘﺒﺔ ﺍﻝﺨﺎﻤﺴﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ ﺃﻤﺎ ﺍﻝﻤﺩﻴﺭﻴﻥ ﻓﻲ ﺍﻝﺭﺘﺒﺔ ﺍﻝﺭﺍﺒﻌﺔ.
-4ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﺴﺅﺍل ﺍﻝﺭﺍﺒﻊ :ﻤﺎ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ
ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﻝﺘﻘﻴﻴﻡ ﻓﻲ ﻤﺩﺍﺭﺱ ﺍﻝﻘﺩﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ
ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ؟
ﻝﻺﺠﺎﺒﺔ ﻋﻥ ﻫﺫﺍ ﺍﻝﺴﺅﺍل ﻗﺎﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺒﺤﺴﺎﺏ ﺍﻝﻤﺘﻭﺴـﻁﺎﺕ ﺍﻝﺤﺴـﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓـﺎﺕ
ﺍﻝﻤﻌﻴﺎﺭﻴﺔ ﻻﺴﺘﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻓﻘﺭﺍﺕ ﺍﻻﺴﺘﺒﺎﻨﺔ ﺍﻝﺘﻲ ﺘﻌﺒﺭ ﻋﻥ ﺃﻫﻤﻴﺔ ﺍﻝﻤﻬﺎﻡ
ﺍﻝﺘﻲ ﻴﻨﻔﺫﻫﺎ ﺍﻝﻤﺸﺭﻑ ﻭﺍﻝﺘﻲ ﺘﺴﺎﻫﻡ ﻓﻲ ﻤﺴﺎﻋﺩﺓ ﺍﻝﻤﻌﻠﻡ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻘﻴﻴﻡ.
85
ﺠﺩﻭل ﺭﻗﻡ ) (7ﻤﺘﻭﺴﻁ ﺍﺴﺘﺠﺎﺒﺔ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ ﻨﺤﻭ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ
ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﻝﺘﻘﻴﻴﻡ ﻓﻲ ﻤﺩﺍﺭﺱ ﺍﻝﻘﺩﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ
ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ
ﺍﻝﻤﺩﻴﺭﻭﻥ ﺍﻝﻤﻌﻠﻤﻭﻥ ﺭﻗﻡ ﺍﻝﻔﻘﺭﺭﺓ
ﺍﻻﻨﺤﺭﺍﻑ ﺍﻻﻨﺤﺭﺍﻑ ﺍﻝﻤﺠﺎل ﺍﻝﺜﺎﻝﺙ )ﺍﻝﺘﻘﻴﻴﻡ(
ﺍﻝﺘﺭﺘﻴﺏ ﺍﻝﺘﺭﺘﻴﺏ ﺍﻝﻌﺩﺩ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﻌﺩﺩ ﺍﻝﻤﺘﻭﺴﻁ
ﺍﻝﻤﻌﻴﺎﺭﻱ ﺍﻝﻤﻌﻴﺎﺭﻱ
12 0.79 3.72 39 10 1.01 3.42 386 ﺍﻜﺘﺸﺎﻑ ﻨﻘﺎﻁ ﻗﻭﺘﻪ ﻭﻀﻌﻔﻪ ﻤﻥ ﺍﺠل ﺍﻝﺘﻁﻭﻴﺭ 27
12 0.86 3.72 39 10 1.00 3.42 386 ﺭﻓﻊ ﻜﻔﺎﺀﺘﻪ ﻋﻠﻰ ﻤﻤﺎﺭﺴﺔ ﺍﻝﺘﻘﻴﻴﻡ ﺍﻝﺫﺍﺘﻲ 29
2 0.84 4.08 39 4 1.06 3.58 386 ﺭﺒﻁ ﺃﺩﻭﺍﺕ ﺍﻝﺘﻘﻭﻴﻡ ﺒﺄﻫﺩﺍﻑ ﺍﻝﺩﺭﺱ 32
6 0.82 3.82 39 2 1.01 3.63 386 ﻁﺭﺡ ﺃﺴﺌﻠﺔ ﺘﺜﻴﺭ ﺍﻫﺘﻤﺎﻡ ﺍﻝﻁﻠﺒﺔ ﻝﻠﺩﺭﺱ 33
1 0.84 4.15 39 9 1.04 3.46 386 ﺍﻝﺘﻨﻭﻴﻊ ﻓﻲ ﺒﻨﺎﺀ ﺍﺨﺘﺒﺎﺭﺍﺕ ﺘﻘﻭﻴﻡ ﺘﻌﻠﻡ ﺍﻝﻁﻠﺒﺔ 36
ﻴﻼﺤﻅ ﻤﻥ ﺍﻝﺠﺩﻭل ﺭﻗﻡ ) (7ﺃﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﻤﺩﻴﺭﻴﻥ ﺃﻋﻠﻰ ﻤﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ
ﻜﺎﻓﺔ ﺍﻝﻔﻘﺭﺍﺕ ،ﺤﻴﺙ ﻜﺎﻨﺕ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻤﺘﻭﺴﻁﺔ ﻋﻠﻰ ﻜﺎﻓﺔ ﺍﻝﻤﻌﺎﻴﻴﺭ
ﻭﺘﺭﺍﻭﺡ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﺤﺴﺎﺒﻲ ﻝﻔﻘﺭﺍﺕ ﺍﻝﻤﺠﺎل ﺍﻝﺜﺎﻨﻲ ﻭﻫﻭ ﻤﺠﺎل ﺍﻝﺘﻨﻔﻴﺫ ﻤﻥ ﺤﻴﺙ ﻭﺠﻬﺔ ﻨﻅﺭ
ﺍﻝﻤﻌﻠﻤﻴﻥ ﻤﺎ ﺒﻴﻥ ) (3.67ﻭ ) ، (3.21ﻭﻗﺩ ﻜﺎﻨﺕ ﺃﻋﻠﻰ ﺍﻝﻔﻘﺭﺍﺕ ﻤﻭﺍﻓﻘﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ
ﺍﻝﻤﻌﻠﻤﻴﻥ ﻫﻲ ﺍﻝﻔﻘﺭﺓ ﺍﻝﺘﻲ ﻨﺼﻬﺎ "ﻤﺘﺎﺒﻌﺔ ﺍﻝﻜﺸﻭﻓﺎﺕ ﺍﻝﻤﻌﺩﺓ ﻝﺭﺼﺩ ﺩﺭﺠﺎﺕ ﺍﻝﻁﻠﺒﺔ "ﻭﺒﻤﺘﻭﺴﻁ
ﺤﺴﺎﺒﻲ ) ،(3.66ﺒﻴﻨﻤﺎ ﺤﺼﻠﺕ ﺍﻝﻔﻘﺭﺓ "ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻜﺸﻜل ﻤﻥ ﺃﺸﻜﺎل ﺍﻝﺘﻘﻴﻴﻡ" ﻋﻠﻰ
ﺃﺩﻨﻰ ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ).(3.21
ﻭﻗﺩ ﻜﺎﻨﺕ ﺃﻋﻠﻰ ﺜﻼﺙ ﻓﻘﺭﺍﺕ ﻤﻥ ﺤﻴﺙ ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ
ﺍﻝﻔﻘﺭﺍﺕ ﺍﻝﺘﺎﻝﻴﺔ" :ﻤﺘﺎﺒﻌﺔ ﺍﻝﻜﺸﻭﻓﺎﺕ ﺍﻝﻤﻌﺩﺓ ﻝﺭﺼﺩ ﺩﺭﺠﺎﺕ ﺍﻝﻁﻠﺒﺔ " )ﻓﻘﺭﺓ ﺭﻗﻡ (34ﻭﺒﻤﺘﻭﺴﻁ
ﺤﺴﺎﺒﻲ ) ،(3.66ﻴﻠﻴﻬﺎ ﺍﻝﻔﻘﺭﺓ ﺍﻝﺘﻲ ﻨﺼﻬﺎ "ﻁﺭﺡ ﺃﺴﺌﻠﺔ ﺘﺜﻴﺭ ﺍﻫﺘﻤﺎﻡ ﺍﻝﻁﻠﺒﺔ ﻝﻠﺩﺭﺱ" )ﻓﻘﺭﺓ
ﺭﻗﻡ (33ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ) (3.63ﻴﻠﻴﻬﺎ ﺍﻝﻔﻘﺭﺓ ﺍﻝﺘﻲ ﻨﺼﻬﺎ "ﻁﺭﺡ ﺍﻷﺴﺌﻠﺔ ﺍﻝﺸﻔﻬﻴﺔ ﺍﻝﺼﻔﻴﺔ
ﺒﺼﻴﻐﺔ ﻤﺜﻴﺭﺓ ﻝﺘﻔﻜﻴﺭ ﺍﻝﻁﻠﺒﺔ" )ﻓﻘﺭﺓ ﺭﻗﻡ (35ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ).(3.60
ﺒﻴﻨﻤﺎ ﺤﺼﻠﺕ ﻓﻘﺭﺍﺕ ﺍﻝﻤﺠﺎل ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺩﻴﺭﻴﻥ ﻋﻠﻰ ﺩﺭﺠﺔ ﺘﺭﺍﻭﺤﺕ ﻤﺎ ﺒﻴﻥ
ﻤﺘﻭﺴﻁﺔ ﻭﻤﺭﺘﻔﻌﺔ ﺤﻴﺙ ﻭﻗﻌﺕ ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ ﻝﻔﻘﺭﺍﺕ ﺍﻝﻤﺠﺎل ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ
ﺍﻝﻤﺩﻴﺭﻴﻥ ﻋﻠﻰ ﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﻤﺎ ﺒﻴﻥ ) (4.15ﻭ ) ، (3.62ﻭﻗﺩ ﺤﺼﻠﺕ ﺍﻝﻔﻘﺭﺓ " ﺍﻝﺘﻨﻭﻴﻊ
ﻓﻲ ﺒﻨﺎﺀ ﺍﺨﺘﺒﺎﺭﺍﺕ ﺘﻘﻭﻴﻡ ﺘﻌﻠﻡ ﺍﻝﻁﻠﺒﺔ")ﻓﻘﺭﺓ ﺭﻗﻡ (36ﻋﻠﻰ ﺃﻋﻠﻰ ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ ﺒﻴﻨﻤﺎ
ﺤﺼﻠﺕ ﺍﻝﻔﻘﺭﺓ " ﺇﺩﺭﺍﻙ ﺃﻥ ﺩﻭﺭﻩ ﻫﻭ ﺍﻝﺘﻭﺠﻴﻪ ﻭﻝﻴﺱ ﺍﻝﺘﻠﻘﻴﻥ ﻝﻠﻤﻌﺭﻓﺔ ")ﻓﻘﺭﺓ ﺭﻗﻡ (28ﻋﻠﻰ
ﺃﺩﻨﻰ ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ).(3.62
ﺒﻴﻨﻤﺎ ﺤﺼﻠﺕ ﻋﻠﻰ ﺃﺩﻨﻰ ﺜﻼﺙ ﻤﺘﻭﺴﻁﺎﺕ ﺤﺴﺎﺒﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻝﻔﻘﺭﺍﺕ ﺍﻝﺘﻲ
ﻨﺼﻬﺎ "ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻜﺸﻜل ﻤﻥ ﺃﺸﻜﺎل ﺍﻝﺘﻘﻴﻴﻡ" )ﻓﻘﺭﺓ ﺭﻗﻡ (41ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ
) (3.21ﻴﻠﻴﻬﺎ ﺍﻝﻔﻘﺭﺓ ﺍﻝﺘﻲ ﻨﺼﻬﺎ "ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ ﺨﺒﺭﺓ ﺍﻝﺯﻤﻼﺀ ﻓﻲ ﺘﺤﻜﻴﻡ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ" )ﻓﻘﺭﺓ
ﺭﻗﻡ (43ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ) (3.28ﻴﻠﻴﻬﺎ ﺍﻝﻔﻘﺭﺓ ﺍﻝﺘﻲ ﻨﺼﻬﺎ "ﺘﻭﻀﻴﺢ ﺃﻫﺩﺍﻑ ﺍﻝﺘﻘﻴﻴﻡ ﻝﻠﻁﻠﺒﺔ"
)ﻓﻘﺭﺓ ﺭﻗﻡ (42ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ).(3.29
87
ﻭﻗﺩ ﻜﺎﻨﺕ ﺃﻋﻠﻰ ﺜﻼﺙ ﻓﻘﺭﺍﺕ ﻤﻥ ﺤﻴﺙ ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺩﻴﺭﻴﻥ
ﺒﻨﺎﺀ ﺍﺨﺘﺒﺎﺭﺍﺕ ﺘﻘﻴﻴﻡ ﺘﻌﻠﻡ ﺍﻝﻁﻠﺒﺔ" )ﻓﻘﺭﺓ ﺭﻗﻡ (36ﺤﻴﺙ ﺍﻝﻔﻘﺭﺍﺕ ﺍﻝﺘﺎﻝﻴﺔ " :ﺍﻝﺘﻨﻭﻴﻊ ﻓﻲ
ﺤﺼﻠﺕ ﻋﻠﻰ ﺃﻋﻠﻰ ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ) ، (4.15ﻴﻠﻴﻬﺎ ﺍﻝﻔﻘﺭﺓ ﺍﻝﺘﻲ
ﻨﺼﻬﺎ "ﺭﺒﻁ ﺃﺩﻭﺍﺕ ﺍﻝﺘﻘﻴﻴﻡ ﺒﺄﻫﺩﺍﻑ ﺍﻝﺩﺭﺱ" )ﻓﻘﺭﺓ ﺭﻗﻡ (32ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ) (4.08ﻴﻠﻴﻬﺎ
ﺍﻝﻔﻘﺭﺓ ﺍﻝﺘﻲ ﻨﺼﻬﺎ "ﻤﺘﺎﺒﻌﺔ ﺍﻝﻜﺸﻭﻓﺎﺕ ﺍﻝﻤﻌﺩﺓ ﻝﺭﺼﺩ ﺩﺭﺠﺎﺕ ﺍﻝﻁﻠﺒﺔ" )ﻓﻘﺭﺓ ﺭﻗﻡ (34ﻭﺒﻤﺘﻭﺴﻁ
ﺤﺴﺎﺒﻲ ).(4.03
ﺒﻴﻨﻤﺎ ﺤﺼﻠﺕ ﻋﻠﻰ ﺃﺩﻨﻰ ﺜﻼﺙ ﻤﺘﻭﺴﻁﺎﺕ ﺤﺴﺎﺒﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺩﻴﺭﻴﻥ ﺍﻝﻔﻘﺭﺍﺕ ﺍﻝﺘﻲ
ﻨﺼﻬﺎ "ﺇﺩﺭﺍﻙ ﺃﻥ ﺩﻭﺭﻩ ﻫﻭ ﺍﻝﺘﻭﺠﻴﻪ ﻭﻝﻴﺱ ﺍﻝﺘﻠﻘﻴﻥ ﻝﻠﻤﻌﺭﻓﺔ" )ﻓﻘﺭﺓ ﺭﻗﻡ (28ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ
) (3.62ﻴﻠﻴﻬﺎ ﺍﻝﻔﻘﺭﺓ ﺍﻝﺘﻲ ﻨﺼﻬﺎ " ﺒﻨﺎﺀ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﺍﻝﺘﺤﺼﻴﻠﻴﺔ ﻭﻓﻕ ﺠﺩﻭل ﺍﻝﻤﻭﺍﺼﻔﺎﺕ "
)ﻓﻘﺭﺓ ﺭﻗﻡ (38ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ) (3.64ﻴﻠﻴﻬﺎ ﺍﻝﻔﻘﺭﺓ ﺍﻝﺘﻲ ﻨﺼﻬﺎ " ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ ﺘﺤﻠﻴل
ﻨﺘﺎﺌﺞ ﺍﻝﺘﻘﻴﻴﻡ ﻓﻲ ﺘﺤﺴﻴﻥ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻝﺘﻌﻠﻡ " )ﻓﻘﺭﺓ ﺭﻗﻡ (39ﻭﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ).(3.67
ﻤﻘﺎﺭﻨﺔ ﺘﺭﺘﻴﺏ ﻓﻘﺭﺍﺕ ﻤﺠﺎل ﺍﻝﺘﻘﻴﻴﻡ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ ﻜﺎﻨﺕ ﻜﺎﻝﺘﺎﻝﻲ:
ﺍﻝﻔﻘﺭﺓ ﺍﻝﺴﺎﺒﻌﻪ ﻭﺍﻝﻌﺸﺭﻭﻥ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺍﻝﺭﺘﺒﺔ ﺍﻝﻌﺎﺸﺭﺓ ﺒﻴﻨﻤﺎ ﻝﻠﻤﺩﻴﺭﻴﻥ ﻓﻲ ﺍﻝﺭﺘﺒﺔ
ﺍﻝﺜﺎﻨﻴﺔ ﻋﺸﺭ.
ﺍﻝﻔﻘﺭﺓ ﺍﻝﺜﺎﻤﻨﺔ ﻭﺍﻝﻌﺸﺭﻭﻥ ﻓﻲ ﺍﻝﺭﺘﺒﺔ ﺍﻝﺴﺎﺒﻌﺔ ﻤﻥ ﻨﺎﺤﻴﺔ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﻴﻨﻤﺎ ﻓﻲ ﺍﻝﺭﺘﺒﺔ ﺍﻝﺴﺎﺒﻌﺔ
ﻋﺸﺭ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﻤﺩﻴﺭﻴﻥ.
ﺍﻝﻔﻘﺭﺓ ﺍﻝﺘﺎﺴﻌﺔ ﻭﺍﻝﻌﺸﺭﻭﻥ ﻓﻲ ﺍﻝﺭﺘﺒﺔ ﺍﻝﻌﺎﺸﺭﺓ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻭﻓﻲ ﺍﻝﺭﺘﺒﺔ ﺍﻝﺜﺎﻨﻴﺔ ﻋﺸﺭ
ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﻤﺩﻴﺭﻴﻥ.
ﺍﻝﻔﻘﺭﺓ ﺍﻝﺜﻼﺜﻭﻥ ﻓﻲ ﺍﻝﺭﺘﺒﺔ ﺍﻝﺨﺎﻤﺴﺔ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻭﻓﻲ ﺍﻝﺭﺘﺒﺔ ﺍﻝﺴﺎﺩﺴﺔ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﻤﺩﻴﺭﻴﻥ.
ﺍﻝﻔﻘﺭﺓ ﺍﻝﻭﺍﺤﺩ ﻭﺍﻝﺜﻼﺜﻭﻥ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺍﻝﺭﺘﺒﺔ ﺍﻝﺴﺎﺩﺴﺔ ﻭﻝﻠﻤﺩﻴﺭﻴﻥ ﻓﻲ ﺍﻝﺭﺘﺒﺔ ﺍﻝﺭﺍﺒﻌﺔ ﻋﺸﺭ.
ﺍﻝﻔﻘﺭﺓ ﺍﻝﺜﺎﻨﻴﺔ ﻭﺍﻝﺜﻼﺜﻭﻥ ﻓﻲ ﺍﻝﺭﺘﺒﺔ ﺍﻝﺜﺎﻨﻴﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻭ ﻓﻲ ﺍﻝﺭﺘﺒﺔ ﺍﻝﺴﺎﺩﺴﺔ ﻝﻠﻤﺩﻴﺭﻴﻥ.
ﺍﻝﻔﻘﺭﺓ ﺍﻝﺜﺎﻝﺜﺔ ﻭﺍﻝﺜﻼﺜﻭﻥ ﻓﻲ ﺍﻝﺭﺘﺒﺔ ﺍﻝﺜﺎﻨﻴﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻭﻓﻲ ﺍﻝﺭﺘﺒﺔ ﺍﻝﺴﺎﺩﺴﺔ ﻝﻠﻤﺩﻴﺭﻴﻥ.
ﺍﻝﻔﻘﺭﺓ ﺍﻝﺭﺍﺒﻌﺔ ﻭﺍﻝﺜﻼﺜﻭﻥ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺍﻝﺭﺘﺒﺔ ﺍﻷﻭﻝﻰ ﻭﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﻤﺩﻴﺭﻴﻥ ﻓﻲ ﺍﻝﺭﺘﺒﺔ
ﺍﻝﺜﺎﻝﺜﺔ.
88
-5ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﺴﺅﺍل ﺍﻝﺨﺎﻤﺱ :ﻫل ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺍﺤﺼـﺎﺌﻴﺔ ﻨﺤـﻭ ﺩﻭﺭ
ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻴﻌﺯﻯ ﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﺭﺍﺴـﺔ ﺍﻝﻤﺴـﺘﻘﻠﺔ
)ﺍﻝﺠﻨﺱ ،ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ ،ﺴﻨﻭﺍﺕ ﺍﻝﺨﺒﺭﺓ(؟
ﺍﻝﻔﺭﻀﻴﺔ ﺍﻷﻭﻝﻰ :ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝـﺔ )( α ≤ 0.05
ﻓﻲ ﺍﺴﺘﺠﺎﺒﺔ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺤﻭل ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺌﻬﻡ ،ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺠﻨﺱ
ﺍﻝﻤﻌﻠﻡ.
ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺨﺘﺒﺎﺭ " ت " ﻝﻤﻌﺭﻓﺔ ﻓﻴﻤﺎ ﺇﺫﺍ ﻜﺎﻨﺕ ﻫﻨﺎﻙ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺍﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺍﺴﺘﺠﺎﺒﺔ
ﺍﻝﻤﻌﻠﻤﻴﻥ ﺤﻭل ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ،ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴـﺭ ﺍﻝﺩﺭﺍﺴـﺔ
ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺠﻨﺱ ﺍﻝﻤﻌﻠﻡ.
89
ﺠﺩﻭل ﺭﻗﻡ ) :(8ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ "ﺕ" ﻻﺴﺘﺠﺎﺒﺔ ﺃﻓﺭﺍﺩ ﺍﻝﻌﻴﻨﺔ ﺤﻭل ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ
ﺃﺩﺍﺌﻬﻡ ،ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺠﻨﺱ ﺍﻝﻤﻌﻠﻡ.
ﺍﻨﺜﻰ ﺫﻜﺭ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ
ﻤﺴﺘﻭﻯ
ﺍﻻﻨﺤﺭﺍﻑ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﻌﺩﺩ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻻﻨﺤﺭﺍﻑ ﺍﻝﻌﺩﺩ
ﺍﻝﺩﻻﻝﺔ ﺍﻝﻤﺠﺎﻻﺕ
ﺍﻝﻤﻌﻴﺎﺭﻱ ﺍﻝﺤﺴﺎﺒﻲ ﺍﻝﺤﺴﺎﺒﻲ ﺍﻝﻤﻌﻴﺎﺭﻱ
0.96 0.90 3.22 308 0.83 3.42 78 ﺍﻝﻤﺠﺎل ﺍﻻﻭل :ﺍﻝﺘﺨﻁﻴﻁ
0.06 0.87 3.46 308 0.96 3.49 78 ﺍﻝﻤﺠﺎل ﺍﻝﺜﺎﻨﻲ :ﺍﻝﺘﻨﻔﻴﺫ
0.95 0.84 3.42 308 0.85 3.59 78 ﺍﻝﻤﺠﺎل ﺍﻝﺜﺎﻝﺙ :ﺍﻝﺘﻘﻴﻴﻡ
0.89 0.83 3.37 308 0.82 3.51 78 ﻜﺎﻓﺔ ﺍﻝﻔﻘﺭﺍﺕ
( • ﺩﺍﻝﺔ ﺇﺤﺼﺎﺌﻴ ﹰﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )≤ 0.05
ﻴﺘﺒﻴﻥ ﻤﻥ ﺨﻼل ﺍﻝﺠﺩﻭل ﺍﻝﺴﺎﺒﻕ ﺃﻥ ﻗﻴﻤﺔ " ﺕ" ﺍﻜﺒﺭ ﻤﻥ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝـﺔ ﺍﻝﻤﺤـﺩﺩﺓ ﻓـﻲ
( ﻝﻜﺎﻓﺔ ﻤﺠﺎﻻﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺒﺎﻝﻨﺴﺒﺔ ﻻﺘﺠﺎﻫﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻨﺤـﻭ ﺩﻭﺭ ﺍﻝﺩﺭﺍﺴﺔ ﻭﻫﻲ)≤ 0.05
ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﻤﺩﺍﺭﺱ ﺍﻝﻘﺩﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅـﺭ
ﺍﻝﻤﻌﻠﻤﻴﻥ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺠﻨﺱ ،ﻭﺒﺎﻝﺘﺎﻝﻲ ﻴﺘﻡ ﻗﺒﻭل ﺍﻝﻔﺭﻀﻴﺔ ﺍﻝﺼﻔﺭﻴﺔ.
ﺍﻝﻔﺭﻀﻴﺔ ﺍﻝﺜﺎﻨﻴﺔ :ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ ) ( α ≤ 0.05ﻓﻲ
ﺍﺴﺘﺠﺎﺒﺔ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺤﻭل ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺌﻬﻡ ،ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺴـﻨﻭﺍﺕ
ﺨﺒﺭﺓ ﺍﻝﻤﻌﻠﻡ.
ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺨﺘﺒﺎﺭ ﺍﻝﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ ) (One Way ANOVAﻝﻤﻌﺭﻓﺔ ﻓﻴﻤﺎ ﺇﺫﺍ ﻜﺎﻨﺕ ﻫﻨﺎﻙ
ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﻓﻲ ﻤﺘﻭﺴﻁ ﺍﺴﺘﺠﺎﺒﺔ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺤﻭل ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ
ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ،ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﺩﺭﺍﺴﺔ ﺴﻨﻭﺍﺕ ﺍﻝﺨﺒﺭﺓ ﻝﻠﻤﻌﻠﻡ.
90
ﺠﺩﻭل ﺭﻗﻡ ) :(9ﻨﺘﺎﺌﺞ ﺘﺤﻠﻴل ﺍﻝﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ ﻻﺘﺠﺎﻫﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﻓﻘﺭﺍﺕ ﺍﻻﺴﺘﺒﺎﻨﺔ ﺒﺤﺴﺏ
ﻤﺘﻐﻴﺭ ﺴﻨﻭﺍﺕ ﺍﻝﺨﺒﺭﺓ ﺍﻝﺘﺩﺭﻴﺴﻴﺔ ﻝﻠﻤﻌﻠﻡ
ﺍﻝﺩﻻﻝﺔ ﻗﻴﻤﺔ ﺩﺭﺠﺎﺕ ﻤﺼﺩﺭ ﺍﻝﺘﺒﺎﻴﻥ ﺍﻝﻤﺠﺎﻻﺕ
ﺍﻹﺤﺼﺎﺌﻴﺔ )ﻑ ( ﺍﻝﺤﺭﻴﺔ
.000 4 ﺒﻴﻥ ﺍﻝﻤﺠﻤﻭﻋﺎﺕ
6.41 ﺍﻝﻤﺠﺎل ﺍﻷﻭل :ﺍﻝﺘﺨﻁﻴﻁ
381 ﺩﺍﺨل ﺍﻝﻤﺠﻤﻭﻋﺎﺕ
4 ﺒﻴﻥ ﺍﻝﻤﺠﻤﻭﻋﺎﺕ
ﺍﻝﻤﺠﺎل ﺍﻝﺜﺎﻨﻲ :ﺍﻝﺘﻨﻔﻴﺫ
.001 4.84 381 ﺩﺍﺨل ﺍﻝﻤﺠﻤﻭﻋﺎﺕ
4 ﺒﻴﻥ ﺍﻝﻤﺠﻤﻭﻋﺎﺕ
.001 4.52 ﺍﻝﻤﺠﺎل ﺍﻝﺜﺎﻝﺙ :ﺍﻝﺘﻘﻴﻴﻡ
381 ﺩﺍﺨل ﺍﻝﻤﺠﻤﻭﻋﺎﺕ
.000 4 ﺒﻴﻥ ﺍﻝﻤﺠﻤﻭﻋﺎﺕ
5.89 ﻜﺎﻓﺔ ﺍﻝﻤﺠﺎﻻﺕ
381 ﺩﺍﺨل ﺍﻝﻤﺠﻤﻭﻋﺎﺕ
( • ﺩﺍﻝﺔ ﺇﺤﺼﺎﺌﻴ ﹰﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )≤ 0.05
ﻴﻼﺤﻅ ﻤﻥ ﺍﻝﺠﺩﻭل ﺭﻗﻡ ) (9ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )0.05
( ﻓﻲ ﻤﺘﻭﺴﻁ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻝﻤﺩﻴﺭﻴﻥ ﻨﺤﻭ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ، ≤
ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﺩﺭﺍﺴﺔ ﺴﻨﻭﺍﺕ ﺍﻝﺨﺒﺭﺓ ﻝﻠﻤﻌﻠﻡ ،ﻭﺒﺫﻝﻙ ﻨﻘﺒل ﺍﻝﻔﺭﻀﻴﺔ ﺍﻝﺒﺩﻴﻠﺔ ﻭﻨﺭﻓﺽ ﺍﻝﻔﺭﻀﻴﺔ
ﺍﻝﺼﻔﺭﻴﺔ.
ﻭﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺼﺩﺭ ﺍﻝﻔﺭﻭﻕ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺨﺘﺒﺎﺭ ﺸﻴﻔﻴﻪ ﻭﻗﺩ ﻜﺎﻨﺕ ﺍﻝﻔﺭﻭﻕ ﻝﺼﺎﻝﺢ ﺍﻝﻔﺌﺔ
ﺍﻝﺘﻲ ﺘﻤﺘﻠﻙ ﺨﺒﺭﺓ ﻤﺎ ﺒﻴﻥ ) 10 -6ﺴﻨﻭﺍﺕ( ،ﻜﻤﺎ ﻴﻼﺤﻅ ﻤﻥ ﺍﻝﺠﺩﻭل ﺭﻗﻡ ). (10
ﺍﻝﻔﺭﻀﻴﺔ ﺍﻝﺜﺎﻝﺜﺔ :ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ ) ( α ≤ 0.05ﻓﻲ
ﺍﺴﺘﺠﺎﺒﺔ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺤﻭل ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺌﻬﻡ ،ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺅﻫـل
ﺍﻝﻌﻠﻤﻲ ﻝﻠﻤﻌﻠﻡ.
ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺨﺘﺒﺎﺭ ﺍﻝﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ ) (One Way ANOVAﻝﻤﻌﺭﻓﺔ ﻓﻴﻤﺎ ﺇﺫﺍ ﻜﺎﻨﺕ ﻫﻨﺎﻙ
ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﻓﻲ ﻤﺘﻭﺴﻁ ﺍﺴﺘﺠﺎﺒﺔ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺤﻭل ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ
ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ،ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ ﻝﻠﻤﻌﻠﻡ.
ﻴﻼﺤﻅ ﻤﻥ ﺍﻝﺠﺩﻭل ﺭﻗﻡ ) (11ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )0.05
( ﻓﻲ ﻤﺘﻭﺴﻁ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻨﺤﻭ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ≤
ﺍﻝﻤﻌﻠﻤﻴﻥ ،ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ ﻝﻠﻤﻌﻠﻡ ،ﻭﺒﺫﻝﻙ ﻨﻘﺒل ﺍﻝﻔﺭﻀﻴﺔ ﺍﻝﺒﺩﻴﻠﺔ
ﻭﻨﺭﻓﺽ ﺍﻝﻔﺭﻀﻴﺔ ﺍﻝﺼﻔﺭﻴﺔ.
92
ﻭﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺼﺩﺭ ﺍﻝﻔﺭﻭﻕ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺨﺘﺒﺎﺭ ﺸﻴﻔﻴﻪ ﻭﻗﺩ ﻜﺎﻨﺕ ﺍﻝﻔﺭﻭﻕ ﻝﺼﺎﻝﺢ
ﺍﻝﻔﺌﺔ ﺍﻝﺘﻲ ﺘﺤﻤل ﺸﻬﺎﺩﺓ ﺍﻝﺒﻜﺎﻝﻭﺭﻴﻭﺱ ﻭﺩﺒﻠﻭﻡ ﺘﺭﺒﻴﺔ ،ﻜﻤﺎ ﻴﺒﻴﻥ ﺍﻝﺠﺩﻭل ﺭﻗﻡ ). (12
ﺍﻝﻔﺼل ﺍﻝﺨﺎﻤﺱ
ﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺘﻌﺭﻑ ﺇﻝﻰ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ
ﻤﺩﺍﺭﺱ ﺍﻝﻘﺩﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ ،ﻤﻥ ﺨﻼل ﺍﻝﺘﻌﺭﻑ ﺇﻝﻰ ﺩﻭﺭ
ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﻗﺩﺭﺓ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﻝﺘﺨﻁﻴﻁ ﻭﺍﻝﺘﻨﻔﻴﺫ ﻭﺍﻝﺘﻘﻴﻴﻡ ﻓﻲ ﻤﺩﺍﺭﺱ
ﺍﻝﻘﺩﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ ،ﻜﺫﻝﻙ ﺍﻝﺘﻌﺭﻑ ﻓﻴﻤﺎ ﺇﺫﺍ ﻜﺎﻨﺕ ﻫﻨﺎﻙ
ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻝﻤﺩﻴﺭﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﻨﺤﻭ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ
ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﺴﺘﻘﻠﺔ )ﺍﻝﺠﻨﺱ ،ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ ،ﺴﻨﻭﺍﺕ ﺍﻝﺨﺒﺭﺓ(.
ﻭﻓﻴﻤﺎ ﻴﻠﻲ ﺴﻴﺘﻡ ﺘﺤﻠﻴل ﻭﻤﻨﺎﻗﺸﺔ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﺘﻡ ﻋﺭﻀﻬﺎ ﻓﻲ ﺍﻝﻔﺼل ﺍﻝﺭﺍﺒﻊ ﻭﺭﺒﻁﻬﺎ ﺒﺨﻠﻔﻴﺔ
ﺍﻝﺩﺭﺍﺴﺔ ﻭﻋﻼﻗﺘﻬﺎ ﺒﺎﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻭﻤﻥ ﺜﻡ ﻋﺭﺽ ﺒﻌﺽ ﺍﻝﺘﻭﺼﻴﺎﺕ ﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺃﻥ ﺘﻔﻴﺩ
ﺍﻝﻭﺍﻗﻊ ﻭﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻼﺤﻘﺔ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﻬﺫﺍ ﺍﻝﻤﺠﺎل.
94
ﺨﻼﻝﻬﺎ ﺍﻝﺘﺨﻁﻴﻁ ﻭﺍﻝﺘﺤﻀﻴﺭ ﻝﻠﺤﺼﺔ ،ﻭﺃﻥ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻴﺒﺩﺃ ﻓﻲ ﻤﻌﻅﻡ ﺍﻻﺤﻴـﺎﻥ
ﻤﻥ ﺤﻀﻭﺭ ﺍﻝﺤﺼﺔ ﺃﻱ ﺍﻫﺘﻤﺎﻤﻪ ﺒﺴﻴﺭ ﺍﻝﺤﺼﺔ ﻭﺍﻻﺴﺎﻝﻴﺏ ﻭﺍﻝﻁﺭﻕ ﺍﻝﻤﺘﺒﻌﺔ ،ﻭﺃﻴﻀﺎ ﺍﻫﺘﻤﺎﻤﻪ
ﺒﻜﻴﻔﻴﺔ ﻜﺘﺎﺒﺔ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﻭﻁﺭﻕ ﺍﻝﺘﻨﻭﻴﻊ ﻓﻲ ﺘﻘﻴﻴﻡ ﺍﻝﻁﻠﺒﺔ.
ﻤﺎ ﺯﺍل ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺒﻌﺽ ﺍﻻﺤﻴﺎﻥ ﻤﺘﻤﺴﻙ ﺒﺎﻝﻁﺭﻕ ﺍﻝﺘﻘﻠﻴﺩﻴﺔ ﻝﻠﺘﻘﻴﻴﻡ ﻤﻊ ﻏﻴﺎﺏ
ﺍﻝﺘﻌﺯﻴﺯ ﺒﺼﻭﺭﺓ ﻋﺎﻤﺔ )ﺍﻻﺩﺍﺭﺓ ﺍﻝﻌﺎﻤﺔ ﻝﻺﺸﺭﺍﻑ ﻭﺍﻝﺘﺄﻫﻴل ﺍﻝﺘﺭﺒﻭﻱ ،(2013 ،ﻭﻫﺫﺍ ﺒﺩﻭﺭﻩ
ﻴﺅﺜﺭ ﻋﻠﻰ ﺘﻁﻭﺭ ﺍﺩﺍﺀ ﺍﻝﻤﻌﻠﻡ ﻭﺒﺎﻝﺘﺎﻝﻲ ﻋﻠﻰ ﺭﺃﻴﻪ ﻨﺤﻭ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ .
ﻭﻫﺫﺍ ﻴﺅﻜﺩ ﻋﻠﻰ ﻭﺠﻭﺩ ﻨﻅﺭﺓ ﻤﺘﻭﺴﻁﺔ ﺴﻭﺍﺀ ﻤﻥ ﺍﻝﻤﺩﻴﺭﻴﻥ ﺃﻭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻨﺤﻭ ﺍﻹﺸﺭﺍﻑ
ﺍﻝﺘﺭﺒﻭﻱ ﺨﺼﻭﺼﺎ ﻤﻥ ﻨﺎﺤﻴﺔ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻌﻠﻡ ﻓﻲ ﻤﺠﺎل ﺍﻝﺘﺨﻁﻴﻁ ،ﻭﻫﺫﺍ ﻴﺤﺘﺎﺝ ﺇﻝﻰ ﺘﺒﻨﻲ
ﺍﺘﺠﺎﻫﺎﺕ ﺤﺩﻴﺜﺔ ﺘﺭﺍﻋﻲ ﻤﺸﺎﻋﺭ ﻭﻗﺩﺭﺍﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﺘﺠﺎﻫﺎﺘﻬﻡ.
-2ﺍﻝﺴﺅﺍل ﺍﻝﺜﺎﻨﻲ :ﻤﺎ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﻝﺘﺨﻁـﻴﻁ
ﻓﻲ ﻤﺩﺍﺭﺱ ﺍﻝﻘﺩﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ؟
ﺘﺒﻴﻥ ﻤﻥ ﺨﻼل ﺘﺤﻠﻴل ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﺒﺄﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺭﺍﺀ ﺍﻝﻤﺩﻴﺭﻴﻥ ﻨﺤﻭ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ
ﻓﻲ ﺘﺤﺴﻴﻥ ﻗﺩﺭﺓ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﻝﺘﺨﻁﻴﻁ ﻓﻲ ﻤﺩﺍﺭﺱ ﺍﻝﻘﺩﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻜﺎﻥ ﺃﻋﻠﻰ ﻤﻥ ﻤﺘﻭﺴﻁﺎﺕ
ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﻜﺎﻓﺔ ﻓﻘﺭﺍﺕ ﺍﻝﻤﺠﺎل ،ﺤﻴﺙ ﻜﺎﻨﺕ ﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻤﺘﻭﺴﻁﺔ ﻋﻠﻰ ﻜﺎﻓﺔ
ﺍﻝﻤﻌﺎﻴﻴﺭ ،ﺒﻴﻨﻤﺎ ﺤﺼﻠﺕ ﻓﻘﺭﺍﺕ ﺍﻝﻤﺠﺎل ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺩﻴﺭﻴﻥ ﻋﻠﻰ ﺩﺭﺠﺔ ﺘﺭﺍﻭﺤﺕ ﻤﺎ ﺒﻴﻥ
ﻤﺘﻭﺴﻁﺔ ﻭﻤﺭﺘﻔﻌﺔ ،ﻭﻫﺫﻩ ﺍﻝﻨﺘﻴﺠﺔ ﺘﺘﻔﻕ ﻤﻊ ﻨﺘﻴﺠﺔ ﺩﺭﺍﺴﺎﺕ ﻜل ﻤﻥ ﺘﻴﻡ ) ،(2009ﻭ ﺼﺒﺢ
) (2005ﻭ ﻝﻬﻠﺒﺕ ) ،( 2010ﻭ ) ، (Kapusuzoglu & Balaban,2010ﻭ )(Ali, 2000
ﻭﻗﺩ ﺃﻜﺩﺕ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻋﻠﻰ ﺃﻥ ﺍﻝﻤﺸﺭﻑ ﻴﺴﺎﻋﺩ ﺍﻝﻤﻌﻠﻡ ﻓﻲ ﺘﺤﻠﻴل ﻤﺤﺘﻭﻯ ﺍﻝﻜﺘﺎﺏ ،ﻭﻴﺘﺎﺒﻊ
ﺩﻓﺘﺭ ﺍﻝﺘﺤﻀﻴﺭ ﻭﻴﻘﻴﻡ ﺍﻝﺨﻁﻁ ﺍﻝﻤﻭﻀﻭﻋﺔ ﻤﻥ ﻗﺒل ﺍﻝﻤﻌﻠﻡ ﺒﻤﻭﻀﻭﻋﻴﺔ ،ﻭ ﺃﻥ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ
ﻴﺴﺎﻋﺩ ﺍﻝﻤﻌﻠﻡ ﻋﻠﻰ ﺇﻋﺩﺍﺩ ﺍﻝﺨﻁﺔ ﺍﻝﻔﺼﻠﻴﺔ ﻭﺍﻝﻴﻭﻤﻴﺔ ،ﻭ ﻴﺤﺙ ﻤﺩﻴﺭ ﺍﻝﻤﺩﺭﺴﺔ ﻋﻠﻰ ﺘﺸﺠﻴﻊ
ﺍﻝﻤﻌﻠﻤﻴﻥ ﻝﻠﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺇﻋﺩﺍﺩ ﺍﻝﺨﻁﻁ ﺍﻝﻤﺩﺭﺴﻴﺔ ،ﻭﺍﻨﻪ ﻴﺘﺎﺒﻊ ﻤﺩﻯ ﺘﺤﻘﻕ ﻫﺫﻩ ﺍﻷﻫﺩﺍﻑ .ﺒﻴﻨﻤﺎ
ﺘﺨﺘﻠﻑ ﻫﺫﻩ ﺍﻝﻨﺘﻴﺠﺔ ﻤﻊ ﺩﺭﺍﺴﺔ ﻜل ﻤﻥ ﺩﺭﺍﺴﺔ ﻝﻬﻠﺒﺕ ) ،(2010ﻭ ﻤﻨﺎﺼﺭﺓ ) ،(2005ﺍﻝﺘﻲ
ﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺠﻬﺎ ﺍﻝﻰ ﺃﻥ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻴﺴﺎﻋﺩ ﻓﻲ ﻭﻀﻊ ﺍﻝﺨﻁﻁ ﺍﻝﻤﻬﻨﻴﺔ ﺒﺩﺭﺠﺔ ﻤﻨﺨﻔﻀﺔ.
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ﻭﻗﺩ ﻜﺎﻨﺕ ﺃﻋﻠﻰ ﺍﻝﻔﻘﺭﺍﺕ ﻤﻭﺍﻓﻘﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻫﻲ ﺍﻝﻔﻘﺭﺓ ﺍﻝﺘﻲ ﻨﺼﻬﺎ "ﺭﺒﻁ
ﺃﻫﺩﺍﻑ ﺍﻝﺩﺭﺱ ﺒﻤﺎ ﻴﺘﻔﻕ ﻭﺤﺎﺠﺎﺕ ﺍﻝﻁﻠﺒﺔ" ،ﻭﻗﺩ ﺤﺼﻠﺕ ﺍﻝﻔﻘﺭﺓ "ﺼﻴﺎﻏﺔ ﺍﻷﻫﺩﺍﻑ ﺒﺸﻜل
ﺼﺤﻴﺢ" ﻋﻠﻰ ﺃﻋﻠﻰ ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺩﻴﺭﻴﻥ.
ﺒﻴﻨﻤﺎ ﺍﻋﺘﺒﺭ ﺍﻝﻤﻌﻠﻤﻭﻥ ﻭﺍﻝﻤﺩﻴﺭﻭﻥ ﺒﺄﻥ ﺍﻝﻔﻘﺭﺍﺕ ﺍﻝﺘﻲ ﻨﺼﻬﺎ "ﺘﻭﺯﻴﻊ ﻤﻭﻀﻭﻋﺎﺕ ﺍﻝﺩﺭﻭﺱ
ﺍﻝﺸﻬﺭﻴﺔ" ﻭﻜﺫﻝﻙ "ﺇﻋﺩﺍﺩ ﺍﻝﺨﻁﻁ ﺍﻝﻌﻼﺠﻴﺔ ﻝﻠﻁﻼﺏ" ﻫﻤﺎ ﺃﻗل ﻓﻘﺭﺘﻴﻥ ﻤﻭﺍﻓﻘﺔ ﻭﺒﺩﺭﺠﺎﺕ
ﻤﺘﻔﺎﻭﺘﺔ ﻓﻲ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻝﻤﺩﻴﺭﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ،ﻭﻗﺩ ﺘﻌﺯﻭ ﺍﻝﺒﺎﺤﺜﺔ ﺍﻝﻨﺘﻴﺠﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ
ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻝﻰ ﺴﺒﺒﻴﻥ ﺭﺌﻴﺴﻴﻥ ،ﺍﻻﻭل :ﺃﻥ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺘﻜﻭﻥ ﺯﻴﺎﺭﺘﻪ ﺒﻌﺩ ﻤﺭﻭﺭ ﻓﺘﺭﺓ
ﺯﻤﻨﻴﺔ ﻤﻥ ﺍﻝﻔﺼل ﺍﻷﻭل ،ﺤﻴﺙ ﻴﻜﻭﻥ ﺍﻝﻤﻌﻠﻡ ﻗﺩ ﺃﻋﺩ ﺨﻁﻁﻪ ،ﻭﺒﺎﺸﺭ ﺒﺘﻨﻔﻴﺫﻫﺎ ﻓﺎﻋﻁﺎﺀ
ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﻌﻠﻴﻘﺎﺕ ﻋﻠﻰ ﺍﻝﺨﻁﺔ ﻴﻜﻭﻥ ﻗﺩ ﺒﺎﺕ ﻤﺘﺄﺨﺭﹰﺍ ﺒﻌﺽ ﺍﻝﺸﻲﺀ .ﺃﻤﺎ ﺍﻝﺴﺒﺏ ﺍﻝﺜﺎﻨﻲ :ﻫﻭ
ﻋﺩﻡ ﻭﺠﻭﺩ ﺍﻝﺠﻠﺴﺔ ﺍﻝﻘﺒﻠﻴﺔ ﺒﻴﻥ ﺍﻝﻤﺸﺭﻑ ﻭﺍﻝﻤﻌﻠﻡ ﺍﻝﺘﻲ ﻴﺘﻡ ﺍﻝﺘﺨﻁﻴﻁ ﻤﻥ ﺨﻼﻝﻬﺎ ﻝﻠﺤﺼﺔ ﻜﻤﺎ
ﻴﻭﺼﻲ ﺍﻻﺸﺭﺍﻑ ﺍﻻﻴﻜﻠﻴﻨﻴﻜﻲ ،ﻓﻤﺜل ﻫﺫﺍ ﺍﻝﺠﻠﺴﺎﺕ ﺴﺘﺴﺎﻫﻡ ﻓﻲ ﻝﻔﺕ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻡ ﺍﻝﻰ ﺍﻝﻁﺭﻴﻘﺔ
ﺍﻝﺼﺤﻴﺤﺔ ﻝﻠﺘﺨﻁﻴﻁ .ﺃﻤﺎ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻝﻨﺘﻴﺠﺔ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺩﻴﺭﻴﻥ ﻓﺈﻥ ﺍﻝﺒﺎﺤﺜﺔ
ﺘﻌﺯﻭ ﺍﻝﺴﺒﺏ ﺃﻥ ﺍﻝﻤﺩﻴﺭﻴﻥ ﻴﺭﻏﺒﻭﻥ ﻓﻲ ﺘﻁﻭﻴﺭ ﻁﺭﻕ ﺍﻝﺘﺨﻁﻴﻁ ﻝﺘﺸﻤل ﺍﻝﻔﺭﻭﻗﺎﺕ ﺍﻝﻔﺭﺩﻴﺔ ﺒﻴﻥ
ﺍﻝﻁﻠﺒﺔ ،ﻻﻥ ﺫﻝﻙ ﻴﺴﺎﻋﺩ ﺍﻝﻤﻌﻠﻡ ﻋﻠﻰ ﺍﻝﺘﻨﻭﻴﻊ ﻓﻲ ﻤﺴﺘﻭﻴﺎﺕ ﺍﻻﻫﺩﺍﻑ ﺍﻝﺘﺭﺒﻭﻴﺔ ،ﻭﻋﺩﻡ ﺍﻝﺘﺭﻜﻴﺯ
ﻋﻠﻰ ﺍﻻﻫﺩﺍﻑ ﺍﻝﺘﻲ ﺘﻘﻴﺱ ﺍﻝﺘﺫﻜﺭ ،ﺒل ﺍﻻﺭﺘﻘﺎﺀ ﺍﻝﻰ ﻤﺴﺘﻭﻴﺎﺕ ﺒﻠﻭﻡ ﺍﻝﺘﻲ ﺘﺼل ﺍﻝﻰ ﺍﻝﺘﺤﻠﻴل،
ﻭﺍﻝﺘﺭﻜﻴﺏ ،ﻭﺍﻝﺘﻘﻴﻴﻡ.
-3ﺍﻝﺴﺅﺍل ﺍﻝﺜﺎﻝﺙ :ﻤﺎ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﻝﺘﻨﻔﻴﺫ ﻓﻲ
ﻤﺩﺍﺭﺱ ﺍﻝﻘﺩﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ؟
ﺘﺒﻴﻥ ﻤﻥ ﺨﻼل ﺘﺤﻠﻴل ﺍﻝﻨﺘﺎﺌﺞ ﺒﺄﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﻤﺩﻴﺭﻴﻥ ﺃﻋﻠﻰ ﻤﻥ ﻤﺘﻭﺴﻁﺎﺕ
ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﻜﺎﻓﺔ ﻓﻘﺭﺍﺕ ﻤﺠﺎل ﺍﻝﺘﻨﻔﻴﺫ ،ﺤﻴﺙ ﻜﺎﻨﺕ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ
ﻤﺘﻭﺴﻁﺔ ﻋﻠﻰ ﻜﺎﻓﺔ ﺍﻝﻤﻌﺎﻴﻴﺭ ،ﺒﻴﻨﻤﺎ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﻤﺩﻴﺭﻴﻥ ﺘﺘﺭﺍﻭﺡ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺔ
ﻭﻤﺭﺘﻔﻌﺔ ،ﻭﻫﺫﻩ ﺍﻝﻨﺘﻴﺠﺔ ﺘﺘﻔﻕ ﻤﻊ ﻨﺘﻴﺠﺔ ﺩﺭﺍﺴﺎﺕ ﻜل ﻤﻥ ﺘﻴﻡ ) ،(2009ﻭﺍﻝﺠﺭﺠﺎﻭﻱ
ﻭﺍﻝﻨﺨﺎﻝﺔ ) ،(2009ﻭﺤﺴﻥ ) ،(2003ﻭﻗﺩ ﺃﻜﺩﺕ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻋﻠﻰ ﻭﺠﻭﺩ ﻤﺴﺘﻭﻯ ﻤﺘﻭﺴﻁ
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ﻓﻲ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻝﻤﺩﻴﺭﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﻨﺤﻭ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ
ﻭﺘﻁﻭﻴﺭﻫﻡ ﻓﻲ ﻤﺠﺎل ﺍﻝﺘﻨﻔﻴﺫ .ﺒﻴﻨﻤﺎ ﺘﺨﺘﻠﻑ ﻨﺘﻴﺠﺔ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﻋﻥ ﻨﺘﻴﺠﺔ ﺩﺭﺍﺴﺔ ﻜل ﻤﻥ
ﺩﺭﺍﺴﺔ ،ﻭ ) ،(Colantion, 2004ﻭ ) (Bean, 2001ﻭﺍﻝﺘﻲ ﺃﻜﺩﺕ ﻨﺘﺎﺌﺠﻬﺎ ﻋﻠﻰ ﺃﻥ ﻫﻨﺎﻙ
ﺍﺘﺠﺎﻫﺎﺕ ﺍﻴﺠﺎﺒﻴﺔ ﻝﺩﻯ ﺍﻝﻤﺩﻴﺭﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﻨﺤﻭ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ
ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺘﻁﻭﻴﺭﻫﻡ ﻓﻲ ﻤﺠﺎل ﺍﻝﺘﻨﻔﻴﺫ.
ﻭﻗﺩ ﻜﺎﻨﺕ ﺃﻋﻠﻰ ﺍﻝﻔﻘﺭﺍﺕ ﻤﻭﺍﻓﻘﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻫﻲ ﺍﻝﻔﻘﺭﺓ ﺍﻝﺘﻲ ﻨﺼﻬﺎ " ﺇﺩﺭﺍﻙ
ﺃﻫﻤﻴﺔ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻌﻠﻴﻤﻴﺔ" ،ﻭﺘﻌﺯﻭ ﺍﻝﺒﺎﺤﺜﺔ ﺍﻝﺴﺒﺏ ﺇﻝﻰ ﺃﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻴﻬﺘﻤﻭﻥ ﻜﺜﻴﺭﺍ ﻓﻲ ﺍﻋﺩﺍﺩ
ﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻓﻲ ﺸﺭﺡ ﺍﻝﺩﺭﻭﺱ ﺨﺼﻭﺼﺎ ﻋﻨﺩ ﺤﻀﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻤﻥ ﺃﺠل
ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺘﻘﻴﻴﻡ ﺠﻴﺩ ،ﻭﻫﺫﺍ ﺒﺩﻭﺭﻩ ﻴﺅﺩﻱ ﺍﻝﻰ ﺍﻋﻁﺎﺀ ﺘﻐﺫﻴﺔ ﺭﺍﺠﻌﺔ ﻤﻥ ﻗﺒل ﺍﻝﻤﺸﺭﻑ
ﺍﻝﺘﺭﺒﻭﻱ ﺤﻭل ﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﺭﺒﻭﻴﺔ ﺍﻝﺘﻲ ﺍﺴﺘﺨﺩﻤﻬﺎ ﻤﻤﺎ ﻴﺅﺩﻱ ﺇﻝﻰ ﺘﻁﻭﻴﺭﻫﺎ ﻋﻨﺩ ﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﻤﺭﻩ
ﺃﺨﺭﻯ .ﻭﻗﺩ ﺘﺒﻴﻥ ﺒﺎﻥ ﻤﺩﻴﺭﻱ ﺍﻝﻤﺩﺍﺭﺱ ﻴﻌﺘﻘﺩﻭﻥ ﺍﻥ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻴﻌﻤل ﻋﻠﻰ ﻤﺴﺎﻋﺩﺓ
ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﺨﺘﻴﺎﺭ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻷﻫﺩﺍﻑ ﺍﻝﺩﺭﺱ ،ﻭﺇﻋﻁﺎﺀ ﺍﻝﻁﺎﻝﺏ ﺩﻭﺭﺍ ﻓﻲ
ﻋﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻡ ﺒﺎﻋﺘﺒﺎﺭﻩ ﻤﺤﻭﺭ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻝﺘﻌﻠﻡ ،ﻭﺘﻌﺯﻭ ﺍﻝﺒﺎﺤﺜﺔ ﺍﻝﺴﺒﺏ ﻓﻲ ﺫﻝﻙ ﺃﻥ
ﺍﻝﻤﺩﻴﺭﻴﻥ ﻴﻼﺤﻅﻭﻥ ﺍﻝﻔﺭﻕ ﻓﻲ ﺍﻝﺤﺼﺹ ﺍﻝﺘﻲ ﻴﺘﻭﺍﺠﺩ ﻓﻴﻬﺎ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﺍﻝﺤﺼﺹ
ﺍﻝﺘﻲ ﺘﻠﻴﻬﺎ ،ﻤﻥ ﺤﻴﺙ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ ،ﻭﻤﻼﺤﻅﺘﻬﻡ ﺃﻴﻀﺎ ﺒﻤﺩﻯ ﺍﻫﺘﻤﺎﻡ
ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺠﻌل ﺩﻭﺭ ﺍﻝﻁﺎﻝﺏ ﺍﻴﺠﺎﺒﻴﺎ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻝﺘﻌﻠﻡ ،ﻭﻝﻴﺱ ﻤﺘﻠﻘﻲ ﻓﻘﻁ
ﻤﻥ ﺨﻼل ﺍﻝﻤﻼﺤﻅﺎﺕ ﺍﻝﺘﻲ ﻴﻌﻁﻴﻬﺎ ﺍﻝﻤﺸﺭﻑ ﻝﻠﻤﻌﻠﻡ ،ﻭﺍﻝﺘﻲ ﺘﺅﻜﺩ ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﺩﻭﺭ ﺍﻝﻁﺎﻝﺏ
ﻓﻲ ﺍﻝﺒﺤﺙ ﻋﻥ ﺍﻝﻤﻌﺭﻓﺔ ﻭﺍﻝﻤﺸﺎﺭﻜﺔ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻝﺘﻌﻠﻡ.
ﻭﺒﻨﺎﺀ ﻋﻠﻰ ﺍﻝﺘﺤﻠﻴل ﺍﻝﺴﺎﺒﻕ ﻴﻤﻜﻥ ﺍﻝﻘﻭل ﺒﺄﻥ ﻫﻨﺎﻙ ﺍﺘﻔﺎﻕ ﻋﻠﻰ ﺃﻥ ﻤﻥ ﺃﻫﻡ ﺍﻝﻤﻬﺎﻡ ﺍﻝﺘﻲ ﻴﻨﻔﺫﻫﺎ
ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﺍﻝﺘﻲ ﺘﺴﺎﻋﺩ ﺍﻝﻤﻌﻠﻡ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻨﻔﻴﺫ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺩﻴﺭﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ
ﺍﻝﻔﻘﺭﺘﻴﻥ "ﺇﺩﺭﺍﻙ ﺃﻫﻤﻴﺔ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻌﻠﻴﻤﻴﺔ "ﻭﻜﺫﻝﻙ "ﺍﺨﺘﻴﺎﺭ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻷﻫﺩﺍﻑ
ﺍﻝﺩﺭﺱ" ،ﻭﻋﺩﻡ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻌﻠﻡ ﻤﻥ ﻨﺎﺤﻴﺔ ﺍﺴﺘﺨﺩﺍﻡ ﻨﻤﺎﺫﺝ ﺠﺩﻴﺩﺓ ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ ،ﻭﺘﻌﺯﻭ ﺍﻝﺒﺎﺤﺜﺔ
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ﺫﻝﻙ ﺇﻝﻰ ﻋﺩﻡ ﺘﻜﻠﻴﻑ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﺈﺠﺭﺍﺀ ﺩﺭﺍﺴﺎﺕ ﻭﺃﺒﺤﺎﺙ ﺘﺭﺒﻭﻴﺔ ،ﻭﻜﺜﺭﺓ ﺍﻷﻋﺒﺎﺀ ﺍﻝﻤﻠﻘﺎﺓ ﻋﻠﻰ
ﻑ ﻹﺠﺭﺍﺀ ﻤﺜل ﻫﺫﻩ ﺍﻷﺒﺤﺎﺙ ﻭﺍﻝﺩﺭﺍﺴﺎﺕ.
ﺍﻝﻤﻌﻠﻤﻴﻥ ﺩﻭﻥ ﻭﺠﻭﺩ ﻭﻗﺕ ﻜﺎ
ﺇﻀﺎﻓﺔ ﺍﻝﻰ ﻋﺩﻡ ﺍﺼﺩﺍﺭ ﻨﺸﺭﺍﺕ ﺘﺭﺒﻭﻴﺔ ﺘﻌﺎﻝﺞ ﺠﻭﺍﻨﺏ ﺍﻝﻘﺼﻭﺭ ﻓﻲ ﺍﻝﻤﺤﺘﻭﻯ ﺍﻝﺩﺭﺍﺴﻲ
ﻝﻠﻤﻨﻬﺎﺝ ،ﻭﺘﺴﺎﻋﺩ ﺍﻝﻤﻌﻠﻡ ﻋﻠﻰ ﺍﺨﺘﻴﺎﺭ ﺍﻻﺴﺎﻝﻴﺏ ﺍﻝﻨﺎﺠﻌﺔ ﻝﺘﻨﻔﻴﺫ ﺍﻝﻤﻨﻬﺎﺝ ،ﺒﻨﺎ ﺀ ﻋﻠﻰ ﻨﺘﺎﺌﺞ
ﺍﺒﺤﺎﺙ ﻋﻤﻠﻴﺔ .ﻭﻀﻌﻑ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺒﺤﺜﻴﺔ ﻝﺩﻴﻬﻡ ،ﻴﺅﺩﻱ ﺇﻝﻰ ﻋﺩﻡ ﺘﻭﺠﻪ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ
ﻹﺠﺭﺍﺀ ﺩﺭﺍﺴﺎﺕ ﻭﺃﺒﺤﺎﺙ ﺘﺭﺒﻭﻴﺔ ﻓﻲ ﺘﻘﻴﻴﻡ ﺍﻝﻤﻨﺎﻫﺞ .ﺃﻴﻀﹰﺎ ﻋﺩﻡ ﺘﺨﺼﻴﺹ ﺩﻭﺭﺍﺕ ﺘﺩﺭﻴﺒﻴﺔ
ﻝﻠﻤﺸﺭﻓﻴﻥ ﺘﻁﻭﺭﻫﻡ ﻓﻲ ﻤﺠﺎل ﺍﻝﺩﺭﺍﺴﺎﺕ ﻭﺍﻻﺒﺤﺎﺙ ﺍﻝﻌﻠﻤﻴﺔ ) ﺍﻝﻠﻭﺡ.(2012 ،
-4ﺍﻝﺴﺅﺍل ﺍﻝﺭﺍﺒﻊ :ﻤﺎ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﻝﺘﻘﻴﻴﻡ ﻓﻲ
ﻤﺩﺍﺭﺱ ﺍﻝﻘﺩﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ؟
ﻴﺘﺒﻴﻥ ﻤﻥ ﺨﻼل ﻤﺭﺍﺠﻌﺔ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﺒﺎﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺃﺭﺍﺀ ﺍﻝﻤﺩﻴﺭﻴﻥ ﻨﺤﻭ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ
ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﻤﺘﻭﺴﻁ ﻤﻘﺩﺭﺓ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﻝﺘﻘﻴﻴﻡ ﻓﻲ ﻤﺩﺍﺭﺱ ﺍﻝﻘﺩﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻜﺎﻥ
ﺃﻋﻠﻰ ﻤﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﻜﺎﻓﺔ ﺍﻝﻔﻘﺭﺍﺕ ،ﺤﻴﺙ ﻜﺎﻨﺕ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺕ
ﺍﻝﻤﻌﻠﻤﻴﻥ ﻤﺘﻭﺴﻁﺔ ﻋﻠﻰ ﻜﺎﻓﺔ ﺍﻝﻤﻌﺎﻴﻴﺭ ،ﺒﻴﻨﻤﺎ ﺤﺼﻠﺕ ﻓﻘﺭﺍﺕ ﺍﻝﻤﺠﺎل ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ
ﺍﻝﻤﺩﻴﺭﻴﻥ ﻋﻠﻰ ﺩﺭﺠﺔ ﺘﺭﺍﻭﺤﺕ ﻤﺎ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺔ ﻭﻤﺭﺘﻔﻌﺔ ،ﻭﻝﻌل ﺍﻝﺴﺒﺏ ﻴﻌﺯﻯ ﺇﻝﻰ ﻜﻭﻥ
ﺍﻝﻤﺩﻴﺭﻴﻥ ﻴﻨﻅﺭﻭﻥ ﺇﻝﻰ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻜﻌﻨﺼﺭ ﻤﺴﺎﻋﺩ ﻓﻲ ﺘﻁﻭﺭ ﻭﻨﺠﺎﺡ ﺍﻝﻌﻤﻠﻴﺔ
ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ،ﺒﻴﻨﻤﺎ ﺍﻝﻤﻌﻠﻡ ﻴﺸﻌﺭ ﺒﺄﻥ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻫﻭ ﻤﻥ ﻴﻘ ﻴﻡ ﺃﺩﺍﺅﻩ ،ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ
ﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺃﺩﻨﻰ ﻤﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﻤﺩﻴﺭﻴﻥ .ﻭﻫﺫﻩ ﺍﻝﻨﺘﻴﺠﺔ ﺘﺘﻔﻕ ﻤﻊ ﻨﺘﻴﺠﺔ ﺩﺭﺍﺴﺎﺕ
ﻜل ﻤﻥ )ﺍﻝﺠﺭﺠﺎﻭﻱ ﻭﺍﻝﻨﺨﺎﻝﺔ ،(2009 ،ﻭ)ﺼﺒﺢ ،(2005،ﻭﺘﻴﻡ ) ،(2005ﻭﺼﺒﺢ
) ،(2005ﻭ) (Ali, 2000ﻭﻗﺩ ﺘﻭﺼﻠﺕ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺇﻝﻰ ﺃﻥ ﺍﺃﺭﺍﺀ ﺍﻝﻤﺩﻴﺭﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ
ﻨﺤﻭ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺘﻁﻭﻴﺭﻫﻡ ﻓﻲ ﻤﺠﺎل ﺍﻝﺘﻘﻴﻴﻡ ﻜﺎﻨﺕ
ﺒﺩﺭﺠﺔ ﻤﺘﻭﺴﻁﺔ.
ﺒﻴﻨﻤﺎ ﺘﺨﺘﻠﻑ ﻫﺫﻩ ﺍﻝﻨﺘﻴﺠﺔ ﻤﻊ ﻨﺘﻴﺠﺔ ﻜل ﻤﻥ ﺩﺭﺍﺴﺔ ،ﻭ)(Colantion, 2004
ﻭ) (Bean,2001ﻭﺍﻝﺘﻲ ﺃﻜﺩﺕ ﻨﺘﺎﺌﺠﻬﺎ ﻋﻠﻰ ﺃﻥ ﻫﻨﺎﻙ ﺍﺘﺠﺎﻫﺎﺕ ﻤﺭﺘﻔﻌﺔ ﺠﺩﹰﺍ ﻝﺩﻯ ﺍﻝﻤﺩﻴﺭﻴﻥ
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ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﻨﺤﻭ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺘﻁﻭﻴﺭﻫﻡ ﻓﻲ ﻤﺠﺎل
ﺍﻝﺘﻘﻴﻴﻡ.
ﻝﻭﺤﻅ ﻤﻥ ﺨﻼل ﺍﻝﻨﺘﺎﺌﺞ ﺃﻥ ﻤﻥ ﺃﻫﻡ ﺍﻝﻤﻬﺎﻡ ﺍﻝﺘﻲ ﻴﻨﻔﺫﻫﺎ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﺍﻝﺘﻲ ﺘﺴﺎﻋﺩ
ﺍﻝﻤﻌﻠﻡ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻘﻴﻴﻡ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺩﻴﺭﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻝﻔﻘﺭﺘﻴﻥ "ﻤﺘﺎﺒﻌﺔ ﺍﻝﻜﺸﻭﻓﺎﺕ
ﺍﻝﻤﻌﺩﺓ ﻝﺭﺼﺩ ﺩﺭﺠﺎﺕ ﺍﻝﻁﻠﺒﺔ" ﻭﻜﺫﻝﻙ" ﻁﺭﺡ ﺃﺴﺌﻠﺔ ﺘﺜﻴﺭ ﺍﻫﺘﻤﺎﻡ ﺍﻝﻁﻠﺒﺔ ﻝﻠﺩﺭﺱ" ،ﻭﻝﻌل ﺍﻝﺴﺒﺏ
ﻓﻲ ﺫﻝﻙ ﻴﻌﻭﺩ ﺇﻝﻰ ﺍﻫﺘﻤﺎﻡ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺍﻝﻁﺎﻝﺏ ﻭﺍﻋﺘﺒﺎﺭﻩ ﻤﺤﻭﺭ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ
ﻭﻤﻥ ﻫﻨﺎ ﻴﺄﺘﻲ ﺍﻻﻫﺘﻤﺎﻡ ﺒﻁﺒﻴﻌﺔ ﺍﻻﺴﺌﻠﺔ ﺍﻝﺘﻲ ﺘﻁﺭﺡ ﻋﻠﻰ ﺍﻝﻁﺎﻝﺏ ﻭﺘﺴﺘﺜﻴﺭ ﺩﺍﻓﻌﻴﺘﻪ ﻭﺍﻫﺘﻤﺎﻤﻪ،
ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﺫﻝﻙ ﻓﺈﻥ ﻫﻨﺎﻙ ﺃﻫﻤﻴﺔ ﻜﺒﻴﺭﺓ ﻝﺭﺒﻁ ﺍﻝﻌﻠﻡ ﺒﻭﺍﻗﻊ ﺍﻝﺤﻴﺎﺓ ﻤﻥ ﺒﺎﺏ ﺘﺜﺒﻴﺕ
ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﻏﺭﺴﻬﺎ ﻓﻲ ﺫﺍﻜﺭﺓ ﺍﻝﻁﻠﺒﺔ ﻝﻤﺩﺓ ﺃﻁﻭل ،ﻭﺒﺼﻭﺭﺓ ﺃﻋﻤﻕ ،ﻭﻫﺫﻩ ﻤﺴﻠﻤﺔ ﻴﺅﻤﻥ ﺒﻬﺎ
ﺍﻝﻤﺸﺭﻓﻴﻥ ،ﺇﻀﺎﻓﺔ ﺇﻝﻰ ﺘﻨﻭﻉ ﺍﻷﺴﺌﻠﺔ ،ﻭﺤﺙ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺘﻭﻅﻴﻑ ﺍﻷﺴﺌﻠﺔ ﺍﻝﺘﻲ ﺘﺤﺙ ﻋﻠﻰ
ﺍﻝﺘﻌﻤﻕ ﻭﺘﻭﻝﻴﺩ ﺍﻷﻓﻜﺎﺭ ﺒﻤﺎ ﻴﺘﻨﺎﺴﺏ ﻤﻊ ﺍﻝﻤﻨﻬﺎﺝ ،ﻭﺃﻴﻀﺎ ﺍﻫﺘﻤﺎﻡ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺒﻨﺘﺎﺌﺞ
ﻋﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻡ ﻤﻥ ﺨﻼل ﻤﺘﺎﺒﻌﺔ ﻜﺸﻭﻓﺎﺕ ﺩﺭﺠﺎﺕ ﺍﻝﻁﻠﺒﺔ .ﺒﻴﻨﻤﺎ ﻜﺎﻨﺕ ﺃﺩﻨﻰ ﺍﻝﻔﻘﺭﺍﺕ ﻤﻭﺍﻓﻘﺔ
ﻤﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻫﻲ "ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻜﺸﻜل ﻤﻥ ﺃﺸﻜﺎل ﺍﻝﺘﻘﻴﻴﻡ" ﻜﻤﺎ ﻭﺘﻌﺯﻭ ﺍﻝﺒﺎﺤﺜﺔ ﺫﻝﻙ
ﺇﻝﻰ ﻀﻴﻕ ﻭﻗﺕ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ،ﻭﻀﻌﻑ ﻗﺩﺭﺍﺕ ﺍﻝﺒﻌﺽ ﻤﻨﻬﻡ ﻓﻲ ﺍﺴﺘﺨﺩﺍﻡ
ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ،ﺤﻴﺙ ﺃﻥ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻝﻡ ﻴﺘﻠﻘﻭﺍ ﺩﻭﺭﺍﺕ ﺘﺩﺭﻴﺒﻴﺔ ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﻭﻀﻭﻉ.
ﻤﻥ ﺃﺩﻨﻰ ﺍﻝﻔﻘﺭﺍﺕ ﻤﻭﺍﻓﻘﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﺩﻴﺭﻴﻥ ﺍﻝﻔﻘﺭﺍﺕ ﺍﻝﺘﻲ ﻨﺼﻬﺎ "ﺇﺩﺭﺍﻙ ﺃﻥ ﺩﻭﺭﻩ ﻫﻭ
ﺍﻝﺘﻭﺠﻴﻪ ﻭﻝﻴﺱ ﺍﻝﺘﻠﻘﻴﻥ ﻝﻠﻤﻌﺭﻓﺔ" ﻴﻠﻴﻬﺎ ﺍﻝﻔﻘﺭﺓ ﺍﻝﺘﻲ ﻨﺼﻬﺎ " ﺒﻨﺎﺀ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﺍﻝﺘﺤﺼﻴﻠﻴﺔ ﻭﻓﻕ
ﺠﺩﻭل ﺍﻝﻤﻭﺍﺼﻔﺎﺕ" ،ﻭﺘﻌﺯﻭ ﺍﻝﺒﺎﺤﺜﺔ ﺍﻝﺴﺒﺏ ﻓﻲ ﺫﻝﻙ ﺇﻝﻰ ﻋﺩﻡ ﺘﺩﺭﻴﺏ ﺍﻝﻤﻌﻠﻡ ﻤﻥ ﻗﺒل
ﺍﻝﻤﺸﺭﻑ ﻋﻠﻰ ﻜﻴﻔﻴﺔ ﺒﻨﺎﺀ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﻭﻓﻕ ﺠﺩﻭل ﺍﻝﻤﻭﺍﺼﻔﺎﺕ .ﻭﻫﻨﺎ ﻻ ﻴﻤﻜﻥ ﺇﻏﻔﺎل ﺃﻫﻤﻴﺔ
ﺍﻝﺩﻭﺭﺍﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻤﻥ ﻗﺒل ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻝﻴﺘﻡ ﻤﻥ ﺨﻼﻝﻬﺎ ﻋﺭﺽ ﻤﺎ ﻫﻭ ﺠﺩﻴﺩ ﻤﻥ
ﻨﻤﺎﺫﺝ ﺘﺩﺭﻴﺱ ﻭﺍﺴﺎﻝﻴﺏ ﻭﺍﺩﻭﺍﺕ ،ﻭﺃﻴﻀﺎ ﻝﻔﺕ ﺍﻝﻨﻅﺭ ﺇﻝﻰ ﻤﺎ ﺘﻡ ﺘﻌﺩﻴﻠﻪ ﻓﻲ ﺍﻝﻤﻨﻬﺎﺝ .
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-5ﻨﺹ ﺴﺅﺍل ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺨﺎﻤﺱ :ﻫل ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻨﺤﻭ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ
ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻴﻌﺯﻯ ﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﺴﺘﻘﻠﺔ )ﺍﻝﺠﻨﺱ،
ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ ،ﺴﻨﻭﺍﺕ ﺍﻝﺨﺒﺭﺓ(؟
ﺍﻝﻔﺭﻀﻴﺔ ﺍﻻﻭﻝﻰ :ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )( α ≤ 0.05
ﻓﻲ ﻤﺘﻭﺴﻁ ﺍﺴﺘﺠﺎﺒﺔ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺤﻭل ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺌﻬﻡ ،ﺘﻌﺯﻯ
ﻝﻤﺘﻐﻴﺭ ﺠﻨﺱ ﺍﻝﻤﻌﻠﻡ.
ﺘﺒﻴﻥ ﻤﻥ ﺨﻼل ﺘﺤﻠﻴل ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺍﺘﺠﺎﻫﺎﺕ
ﺍﻝﻤﻌﻠﻤﻴﻥ ﻨﺤﻭ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﻤﺩﺍﺭﺱ ﺍﻝﻘﺩﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ
ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺠﻨﺱ.
ﻭﻫﺫﻩ ﺍﻝﻨﺘﻴﺠﺔ ﺘﺘﻔﻕ ﻤﻊ ﺩﺭﺍﺴﺔ ﻜل ﻤﻥ ﻨﺘﻴﺠﺔ )ﺼﺒﺢ (2005 ،ﻭ)ﺍﻝﻠﻭﺡ(2012 ،
ﻭ)ﺍﻝﺯﺭﻋﻲ ،(2011،ﻭ)ﺍﻝﺨﻭﺍﻝﺩﺓ ،(2002 ،ﺒﻴﻨﻤﺎ ﺘﺘﻌﺎﺭﺽ ﻤﻊ ﻨﺘﻴﺠﺔ ﺩﺭﺍﺴﺔ ﻜل ﻤﻥ
)ﻤﺭﺘﺠﻰ) ،(2009،ﺼﻴﺎﻡ.(2007 ،
ﻭﻗﺩ ﺘﻌﺯﻭ ﺍﻝﺒﺎﺤﺜﺔ ﺍﻝﺴﺒﺏ ﻓﻲ ﺫﻝﻙ ﺍﻝﻰ ﻋﺩﻡ ﺍﻝﺘﻤﻴﻴﺯ ﺍﻭ ﺍﻝﺘﻔﺭﻗﺔ ﻓﻲ ﺍﻝﺘﻌﺎﻤل ﺒﻴﻥ ﺍﻝﻤﻌﻠﻡ
ﻭﺍﻝﻤﻌﻠﻤﺔ ،ﻤﻥ ﻗﺒل ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﻫﺫﺍ ﺒﺎﻝﺘﺎﻝﻲ ﻴﻨﻌﻜﺱ ﻋﻠﻰ ﺍﺴﺘﺠﺎﺒﺔ ﺍﻝﻤﻌﻠﻤﺎﺕ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ
ﻓﻜﻼﻫﻤﺎ ﻴﻤﺘﻠﻙ ﻨﻔﺱ ﻭﺠﻬﺔ ﺍﻝﻨﻅﺭ ﺤﻭل ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ.
ﺍﻝﻔﺭﻀﻴﺔ ﺍﻝﺜﺎﻨﻴﺔ :ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝـﺔ )(α ≤ 0.05
ﻓﻲ ﻤﺘﻭﺴﻁ ﺍﺴﺘﺠﺎﺒﺔ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻨﺤﻭ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴـﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤـﻴﻥ
ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﻋﺩﺩ ﺴﻨﻭﺍﺕ ﺍﻝﺨﺒﺭﺓ ﻝﻠﻤﻌﻠﻡ.
ﺘﺒﻴﻥ ﻤﻥ ﺨﻼل ﺘﺤﻠﻴل ﻨﺘﺎﺌﺞ ﺍﺴﺘﺒﺎﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ
ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ ) ( α≤ 0.05ﻓﻲ ﻤﺘﻭﺴﻁ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻨﺤﻭ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ
ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ،ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﺩﺭﺍﺴﺔ ﺴﻨﻭﺍﺕ ﺍﻝﺨﺒﺭﺓ ﻝﻠﻤﻌﻠﻡ ،ﻭﻗﺩ ﻜﺎﻨﺕ ﺍﻝﻔﺭﻭﻕ
ﻝﺼﺎﻝﺢ ﺍﻝﻔﺌﺔ ﺍﻝﺘﻲ ﺘﻤﺘﻠﻙ ﺨﺒﺭﺓ ﻤﺎ ﺒﻴﻥ ) 10 -6ﺴﻨﻭﺍﺕ(.
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ﺍﻝﻔﺭﻀﻴﺔ ﺍﻝﺜﺎﻝﺜﺔ :ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ )(α ≤ 0.05
ﻓﻲ ﻤﺘﻭﺴﻁ ﺍﺴﺘﺠﺎﺒﺔ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻨﺤﻭ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ
ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ ﻝﻠﻤﻌﻠﻡ.
ﻴﺘﺒﻴﻥ ﻤﻥ ﺨﻼل ﺍﻝﺘﺤﻠﻴل ﺍﻹﺤﺼﺎﺌﻲ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ
) ( α≤ 0.05ﻓﻲ ﻤﺘﻭﺴﻁ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻨﺤﻭ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ
ﺍﻝﻤﻌﻠﻤﻴﻥ ،ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ ﻝﻠﻤﻌﻠﻡ ،ﻭﻗﺩ ﻜﺎﻨﺕ ﺘﻠﻙ ﺍﻝﻔﺭﻭﻕ ﻝﺼﺎﻝﺢ ﺍﻝﻔﺌﺔ
ﺍﻝﺘﻲ ﺘﺤﻤل ﺸﻬﺎﺩﺓ ﺍﻝﺒﻜﺎﻝﻭﺭﻴﻭﺱ ﻭﺩﺒﻠﻭﻡ ﺘﺭﺒﻴﺔ .ﻭﻫﺫﻩ ﺍﻝﻨﺘﻴﺠﺔ ﺘﺘﻔﻕ ﻤﻊ ﻨﺘﻴﺠﺔ ﻜل ﻤﻥ ﺯﻴﺎﺩ
ﻋﻠﻰ )ﺍﻝﺠﺭﺠﺎﻭﻱ ﻭﺍﻝﻨﺨﺎﻝﺔ (2009 ،ﻭ )ﺼﻴﺎﻡ 2007 ،ﻭ)ﺍﻝﻠﻭﺡ .(2012 ،
ﺒﻴﻨﻤﺎ ﺘﺨﺘﻠﻑ ﻤﻊ ﻨﺘﻴﺠﺔ )ﻤﺭﺘﺠﻰ (2009 ،ﻭﺩﺭﺍﺴﺔ )ﺼﺒﺢ (2005 ،ﻭﺩﺭﺍﺴﺔ
ﻭ)ﺍﻝﺨﻭﺍﻝﺩﺓ.(2002 ،
ﻭﻗﺩ ﺘﻌﺯﻭ ﺍﻝﺒﺎﺤﺜﺔ ﺍﻝﻤﺒﺭﺭ ﻓﻲ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺇﺤﺼﺎﺌﻴﺔ ﺒﺎﻝﻨﺴﺒﺔ ﻻﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﻓﻘﹰﺎ
ﻝﻠﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ ﻭﺫﻝﻙ ﻝﺼﺎﻝﺢ ﺤﻤﻠﺔ ﺍﻝﺒﻜﺎﻝﻭﺭﻴﺱ ﻭﺩﺒﻠﻭﻡ ﺍﻝﺘﺭﺒﻴﺔ ،ﺒﺴﺒﺏ ﻤﻭﺍﻜﺒﺘﻬﻡ ﻭﺩﺭﺍﺴﺘﻬﻡ
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ﻝﻼﺘﺠﺎﻫﺎﺕ ﺍﻝﺤﺩﻴﺜﺔ ﺍﻝﺘﻲ ﺘﺒﺭﺯ ﺍﻻﺜﺭ ﺍﻻﻴﺠﺎﺒﻲ ﻓﻲ ﺘﻁﺒﻴﻕ ﻤﻔﺎﻫﻴﻡ ﻭﺍﻷﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻓﻴﺔ
ﺍﻝﺤﺩﻴﺜﺔ ﻭﺍﺴﺘﺨﺩﺍﻡ ﻁﺭﻕ ﺍﻝﺘﻘﻴﻴﻡ ﺍﻝﺤﺩﻴﺜﺔ.
ﻤﻠﺨﺹ ﻝﻠﻨﺘﺎﺌﺞ:
ﺘﻭﺼﻠﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻰ ﻨﺘﺎﺌﺞ ﻋﺩﻴﺩﺓ ﻤﻥ ﺍﻫﻤﻬﺎ ﻭﺠﻭﺩ ﺃﺭﺍﺀ ﻤﺘﻭﺴﻁﺔ ﺘﻤﻴل ﺇﻝﻰ ﻤﺭﺘﻔﻌﺔ ﻝـﺩﻯ
ﻤﺩﻴﺭﻱ ﻭﻤﻌﻠﻤﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺜﺎﻨﻭﻴﺔ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻨﺤﻭ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴـﻴﻥ ﺃﺩﺍﺀ
ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﻤﺩﺍﺭﺱ ﺍﻝﻘﺩﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ،ﻭ ﺒﺄﻥ ﻤﺘﻭﺴﻁ ﺃﺭﺍﺀ ﺍﻝﻤﺩﻴﺭﻴﻥ ﺃﻋﻠﻰ ﻤﻥ ﻤﺘﻭﺴﻁﺎﺕ
ﺃﺭﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﻜﺎﻓﺔ ﺍﻝﻤﺠﺎﻻﺕ ،ﻭﺃﻥ ﻤﺠﺎل ﺍﻝﺘﺨﻁﻴﻁ ﺤﺼل ﻋﻠﻰ ﺃﺩﻨـﻰ ﺍﻝﻤﺘﻭﺴـﻁﺎﺕ
ﺍﻝﺤﺴﺎﺒﻴﺔ ﻝﻜل ﻤﻥ ﺍﻝﻤﺩﻴﺭﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ .ﺇﻀﺎﻓﺔ ﺇﻝﻰ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺍﺤﺼـﺎﺌﻴﺔ
ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺠﻨﺱ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺤﻭل ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ،ﻭﻭﺠﺩﻭﺩ ﻓـﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝـﺔ
ﺍﺤﺼﺎﺌﻴﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ ﺤﺎﻤﻠﻲ ﺸﻬﺎﺩﺓ ﺍﻝﺒﻜﺎﻝﻭﺭﻴﺱ ﻤﻊ ﺩﺒﻠﻭﻡ ﺍﻝﺘﺭﺒﻴﺔ ،ﻭﻝﻠﻤﻌﻠﻤﻴﻥ ﺍﺼﺤﺎﺏ ﺍﻝﺨﺒﺭﺓ
ﻤﻥ ) (10 – 6ﺴﻨﻭﺍﺕ .ﺃﻭﺭﺩﺕ ﺍﻻﺩﺍﺭﺓ ﺍﻝﻌﺎﻤﺔ ﻝﻼﺸﺭﺍﻑ ﻭﺍﻝﺘﺎﻫﻴل ﺍﻝﺘﺭﺒﻭﻱ ) (2013ﺃﻥ
ﺍﻻﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﻤﻘﻴﻡ ﻫﻭ ﺍﺤﺩ ﺍﻻﻨﻤﺎﻁ ﺍﻻﺸﺭﺍﻓﻴﺔ ﺍﻝﻤﺘﺒﻌﺔ ﻓﻲ ﻓﻠﺴﻁﻴﻥ ،ﺍﻀﺎﻓﺔ ﺍﻝﻰ ﺘﻁﻭﺭ
ﻤﻔﻬﻭﻡ ﺍﻻﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻝﻠﻭﺼﻭل ﺍﻝﻰ ﺍﻻﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﻤﺩﺭﺴﻲ ﺍﻝﺸﺎﻤل ،ﻝﻜﻥ ﻻ ﺘﺯﺍل
ﺍﻝﺘﺤﺩﻴﺎﺕ ﻗﺎﺌﻤﺔ ،ﻓﻬﻨﺎﻙ ﺘﻤﺴﻙ ﺒﺎﻻﺸﺭﺍﻑ ﺍﻝﺘﻘﻠﻴﺩﻱ ،ﻭﻏﻴﺎﺏ ﻝﺘﻌﺯﻴﺯ.
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ﺘﻭﺼﻴﺎﺕ ﺍﻝﺩﺭﺍﺴﺔ
ﻤﻥ ﺨﻼل ﻋﺭﺽ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ،ﻭﺍﻹﻁﻼﻉ ﻋﻠﻰ ﺍﻷﺩﺏ ﺍﻝﺘﺭﺒﻭﻱ ﻭﺍﻝﺩﺭﺍﺴـﺎﺕ ﺍﻝﺴـﺎﺒﻘﺔ
ﺫﺍﺕ ﺍﻝﻌﻼﻗﺔ ،ﻭﻜﺫﻝﻙ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﻤﺠﺎﻻﺕ ﺍﻝﺘﺨﻁﻴﻁ
ﻭﺍﻝﺘﻨﻔﻴﺫ ﻭﺍﻝﺘﻘﻴﻴﻡ ،ﻓﺈﻥ ﺍﻝﺒﺎﺤﺜﺔ ﺘﻭﺼﻲ ﺒﺎﻹﻗﺘﺭﺍﺤﺎﺕ ﻭﺍﻝﺘﻭﺼﻴﺎﺕ ﺍﻝﺘﺎﻝﻴـﺔ ،ﻭﺍﻝﺘـﻲ ﻴﻤﻜـﻥ ﺃﻥ
ﺘﺴﺎﻫﻡ ﻓﻲ ﺘﻁﻭﻴﺭ ﺃﺩﺍﺀ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﻫﻲ ﻋﻠﻰ ﺍﻝﻨﺤﻭ ﺍﻝﺘﺎﻝﻲ:
ﺘﻭﺼﻴﺎﺕ ﻋﻤﻠﻴﺔ
ﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﺒﺄﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﻹﺴﺘﺠﺎﺒﺎﺕ ﻤﺘﻭﺴﻁﺔ ﻝﺩﻯ ﻤﻌﻠﻤﻲ ﺍﻝﻤﺩﺍﺭﺱ •
ﺍﻝﺤﻜﻭﻤﻴﺔ ﻨﺤﻭ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﻤﺩﺍﺭﺱ ﺍﻝﻘﺩﺱ
ﺍﻝﺤﻜﻭﻤﻴﺔ ﻋﻠﻰ ﻜﺎﻓﺔ ﺍﻝﻤﺠﺎﻻﺕ ،ﻭﺒﻨﺎﺀ ﻋﻠﻴﻪ ﻓﺈﻥ ﺍﻝﺒﺎﺤﺜﺔ ﺘﻭﺼﻲ ﺒﻀﺭﻭﺭﺓ ﻗﻴﺎﻡ ﺍﻝﻤﺸﺭﻓﻴﻥ
ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺒﺎﻝﺘﻨﺴﻴﻕ ﻤﻊ ﺍﻝﻤﺴﺅﻭﻝﻴﻥ ﺒﻭﻀﻊ ﺨﻁﻁ ﻝﻤﻌﺎﻝﺠﺔ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺘﻲ ﺘﻭﺍﺠﻪ
ﺍﻝﻤﻌﻠﻤﻴﻥ ﺨﺎﺼ ﹰﺔ ﻓﻲ ﻤﺠﺎل ﺍﻝﺘﺨﻁﻴﻁ ﺍﻝﺫﻱ ﺤﺼل ﻋﻠﻰ ﺃﺩﻨﻰ ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﻝﻠﻤﻌﻠﻤﻴﻥ
ﻭﺍﻝﻤﺩﻴﺭﻴﻥ ،ﻭﻻ ﺴﻴﻤﺎ ﻓﻲ "ﺘﻭﺯﻴﻌﺎﺕ ﻤﻭﻀﻭﻋﺎﺕ ﺍﻝﺩﺭﻭﺱ ﺍﻝﺸﻬﺭﻴﺔ" ﻭ"ﺇﻋﺩﺍﺩ ﺍﻝﺨﻁﻁ
ﺍﻝﻔﺼﻠﻴﺔ" ﺍﻝﺘﻲ ﺤﺼﻠﺕ ﻋﻠﻰ ﺃﺩﻨﻰ ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ،ﻭﺠﻌل ﺍﻝﺘﻘﻴﻴﻡ ﻓﻲ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻓﻴﺔ
ﺠﻬﺩﺍً ﺠﻤﺎﻋﻴﺎً ﻴﺸﺘﺭﻙ ﻓﻴﻪ ﻜل ﻤﻥ ﻝﻪ ﺼﻠﺔ ﺒﺎﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ،ﻭﻭﻀﻊ ﺒﺭﻨﺎﻤﺞ ﺘﺄﻫﻴل
ﻝﻠﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ.
• ﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﺒﺄﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ ﻨﺤﻭ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ
ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﻤﺘﻭﺴﻁ ﻗﺩﺭﺓ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﻝﺘﺨﻁﻴﻁ ﻜﺎﻨﺕ ﻤﺘﻭﺴﻁﺔ ﻝﺒﻌﺽ
ﻓﻘﺭﺍﺕ ﻤﺠﺎل ﺍﻝﺘﺨﻁﻴﻁ ﻭﻤﻨﻬﺎ " ﺘﻭﺯﻴﻊ ﻤﻭﻀﻭﻋﺎﺕ ﺍﻝﺩﺭﻭﺱ ﺍﻝﺸﻬﺭﻴﺔ" "،ﺍﻝﺘﺨﻁﻴﻁ ﺒﻨﺎﺀ
ﻋﻠﻰ ﻨﺘﺎﺌﺞ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ"" ،ﺇﻋﺩﺍﺩ ﺍﻝﺨﻁﻁ ﺍﻝﻔﺼﻠﻴﺔ" ،ﺒﻨﺎﺀ ﻋﻠﻴﻪ ﺘﻭﺼﻲ ﺍﻝﺒﺎﺤﺜﺔ
ﺒﻀﺭﻭﺭﺓ ﻗﻴﺎﻡ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺒﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﻤﺠﺎل ﺍﻝﺘﺨﻁﻴﻁ ﻤﻥ ﺨﻼل
ﺍﻹﻫﺘﻤﺎﻡ ﺒﺘﺩﺭﻴﺏ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺨﺎﺼﺔ ﺍﻝﺠﺩﺩ ﻤﻨﻬﻡ ﻋﻠﻰ ﻜﻴﻔﻴﺔ ﺍﻝﺘﺨﻁﻴﻁ ﺍﻝﺠﻴﺩ ،ﻤﻥ ﺨﻼل
ﺘﺤﻀﻴﺭ ﺩﻓﺘﺭ ﺍﻝﺘﺤﻀﻴﺭ ﺒﺼﻭﺭﺓ ﻨﻤﻭﺫﺠﻴﺔ ،ﻭﻤﻥ ﺨﻼل ﺘﻁﻭﻴﺭ ﺨﻁﺔ ﻓﺼﻠﻴﺔ ،ﻭﻤﻥ ﺜﻡ
ﺍﻝﻘﻴﺎﻡ ﺒﺘﻘﺴﻴﻡ ﺍﻝﺨﻁﺔ ﺍﻝﻔﺼﻠﻴﺔ ﺍﻝﻰ ﺨﻁﻁ ﺸﻬﺭﻴﺔ ،ﻭﺃﺴﺒﻭﻋﻴﺔ ﻭﻴﻭﻤﻴﺔ ،ﻭﻗﻴﺎﺱ ﻤﺩﻯ
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ﺍﻹﻝﺘﺯﺍﻡ ﺒﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﺍﻝﺨﻁﺔ ،ﻋﻠﻰ ﺃﻥ ﺘﻜﻭﻥ ﻫﺫﻩ ﺍﻷﻫﺩﺍﻑ ﻭﺍﻀﺤﺔ ﻭﻤﺤﺩﺩﺓ ﺒﺩﻗﺔ
ﻭﻴﻤﻜﻥ ﻗﻴﺎﺴﻬﺎ ،ﻜﻤﺎ ﻴﺘﻭﺠﺏ ﻋﻠﻰ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺃﻥ ﻴﺴﺎﻋﺩ ﺍﻝﻤﻌﻠﻡ ﻋﻠﻰ ﻜﻴﻔﻴﺔ ﺘﺤﺩﻴﺩ
ﺍﻝﻁﻠﺒﺔ ﺫﻭﻱ ﺼﻌﻭﺒﺎﺕ ﺍﻝﺘﻌﻠﻡ ،ﻭﻭﻀﻊ ﺍﻝﺨﻁﻁ ﺍﻝﻌﻼﺠﻴﺔ ﻝﻤﺴﺎﻋﺩﺘﻬﻡ ﻓﻲ ﺘﻁﻭﻴﺭ ﻭﺘﺤﺴﻴﻥ
ﺘﺤﺼﻴﻠﻬﻡ ﺍﻝﺩﺭﺍﺴﻲ ،ﻋﻠﻰ ﺃﻥ ﺘﻜﻭﻥ ﻫﺫﻩ ﺍﻝﺨﻁﻁ ﻤﺒﻨﻴﺔ ﻋﻠﻰ ﻨﺘﺎﺌﺞ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺘﻲ
ﺃﺠﺭﻴﺕ ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﺠﺎل ،ﻜﻤﺎ ﻭﻤﻥ ﺍﻝﻀﺭﻭﺭﺓ ﺘﻁﺒﻴﻕ ﺍﻹﺸﺭﺍﻑ ﺍﻻﻴﻜﻠﻴﻨﻜﻲ ﻓﻲ ﻭﺠﻭﺩ
ﺍﻝﺠﻠﺴﺔ ﺍﻝﻘﺒﻠﻴﺔ ﺒﻴﻥ ﺍﻝﻤﻌﻠﻡ ﻭﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﺍﻝﺘﻲ ﺘﻌﺘﺒﺭ ﺍﻝﺨﻁﻭﺓ ﺍﻻﺴﺎﺴﻴﺔ ﻓﻲ ﺘﺩﺭﻴﺏ
ﻭﺘﻨﻤﻴﺔ ﻤﻬﺎﺭﺓ ﺍﻝﺘﺨﻁﻴﻁ ﻝﺩﻯ ﺍﻝﻤﻌﻠﻡ.
ﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﺒﺄﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ ﻨﺤﻭ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ •
ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﻤﺘﻭﺴﻁ ﻗﺩﺭﺓ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﻝﺘﻨﻔﻴﺫ ﻜﺎﻨﺕ ﻤﺘﻭﺴﻁﺔ ﻝﺒﻌﺽ ﺍﻝﻔﻘﺭﺍﺕ
ﻭﻤﻨﻬﺎ " ﺘﺼﻤﻴﻡ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺨﺎﻤﺎﺕ ﺍﻝﺒﻴﺌﺔ " ،ﺘﺠﺭﻴﺏ ﺍﻝﻨﻤﺎﺫﺝ ﺍﻝﺠﺩﻴﺩﺓ
ﺍﻝﺘﻲ ﺍﻗﺘﺭﺤﻬﺎ ﻋﻠﻴﻪ"" ،ﺍﺴﺘﺨﺩﺍﻡ ﻁﺭﻕ ﺍﻝﻀﺒﻁ ﺍﻝﺼﻔﻴﺔ ﺍﻝﻤﻼﺌﻤﺔ" ،ﻭﺒﻨﺎﺀ ﻋﻠﻴﻪ ﺘﻭﺼﻲ
ﺍﻝﺒﺎﺤﺜﺔ ﺒﻀﺭﻭﺭﺓ ﻗﻴﺎﻡ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺒﺘﺩﺭﻴﺏ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﺨﺘﻴﺎﺭ ﺍﻝﻭﺴﺎﺌل
ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻷﻫﺩﺍﻑ ﺍﻝﺩﺭﺱ ،ﻭﺍﻝﻤﻨﺎﺴﺒﺔ ﻜﺫﻝﻙ ﻝﻤﺴﺘﻭﻯ ﺍﻝﻁﻠﺒﺔ ،ﻭﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻘﻨﻴﺎﺕ
ﺍﻝﺤﺩﻴﺜﺔ ﻤـﻥ ﺤﺎﺴـﻭﺏ ﻭﻓﻴـﺩﻴﻭ ﻭﺃﺠﻬﺯﺓ ﻋﺭﺽ ﻓﻲ ﻤﺠﺎل ﺍﻝﺘﻌﻠﻴﻡ ،ﻭﺍﻝﺘﻲ ﺘﺘﺭﻙ ﺃﺜﺭﹰﺍ
ﺇﻴﺠﺎﺒﻴﹰﺎ ﻝﺩﻯ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﺃﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻫﻡ ﺃﻫﻡ ﻋﻨﺎﺼﺭ ﻨﻅﺎﻡ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ
ﻭﻫﻡ ﺒﺤﺎﺠﺔ ﺇﻝﻰ ﺩﻋﻡ ﻭﺘﻌﺎﻭﻥ ﻤﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ ،ﻜﻤﺎ ﻭﺘﻭﺼﻲ ﺍﻝﺒﺎﺤﺜﺔ ﺒﻀﺭﻭﺭﺓ
ﻗﻴﺎﻡ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺒﺎﻝﻌﻤل ﻋﻠﻰ ﺘﺸﺠﻴﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺘﺠﺭﻴﺏ ﺃﺴﺎﻝﻴﺏ ﺘﺩﺭﻴﺱ
ﺠﺩﻴﺩﺓ ﺘﺘﻨﺎﺴﺏ ﻤﻊ ﺨﺼﺎﺌﺹ ﺍﻝﻁﻠﺒﺔ ،ﻭﻜﺫﻝﻙ ﺘﺩﺭﻴﺏ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺃﺴﺎﻝﻴﺏ
ﺍﻝﻀﺒﻁ ﺍﻝﺼﻔﻴﺔ ﺍﻝﻤﻼﺌﻤﺔ ،ﻭﺍﻝﻌﻤل ﻋﻠﻰ ﺘﻌﻤﻴﻡ ﺍﻝﺘﺠﺎﺭﺏ ﺍﻝﻨﺎﺠﺤﺔ ﻋﻠﻰ ﺍﻝﻤﻌﻠﻤﻴﻥ،
ﺒﺎﻹﻀﺎﻓﺔ ﻝﻠﻌﻤل ﻋﻠﻰ ﺤﺙ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻹﻋﻁﺎﺀ ﺍﻝﻁﺎﻝﺏ ﺩﻭﺭﹰﺍ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻡ ﺒﺎﻋﺘﺒﺎﺭﻩ
ﻤﺤﻭﺭ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﺘﻌﻠﻤﻴﺔ.
ﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﺒﺄﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ ﻨﺤﻭ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ •
ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﻤﺘﻭﺴﻁ ﻗﺩﺭﺓ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﻝﺘﻘﻴﻴﻡ ﻓﻲ ﻤﺩﺍﺭﺱ ﺍﻝﻘﺩﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ
ﻜﺎﻨﺕ ﻤﺘﻭﺴﻁﺔ ﻝﺒﻌﺽ ﺍﻝﻔﻘﺭﺍﺕ ﻭﻤﻨﻬﺎ " ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻜﺸﻜل ﻤﻥ ﺃﺸﻜﺎل ﺍﻝﺘﻘﻴﻴﻡ"،
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ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ ﺨﺒﺭﺓ ﺍﻝﺯﻤﻼﺀ ﻓﻲ ﺘﺤﻜﻴﻡ ﺍﻹﺨﺘﺒﺎﺭﺍﺕ" " ،ﺒﻨﺎﺀ ﺍﻹﺨﺘﺒﺎﺭﺍﺕ ﺍﻝﺘﺤﺼﻴﻠﻴﺔ ﻭﻓﻕ
ﺠﺩﻭل ﺍﻝﻤﻭﺍﺼﻔﺎﺕ" ﻭﺒﻨﺎﺀ ﻋﻠﻴﻪ ﺘﻭﺼﻲ ﺍﻝﺒﺎﺤﺜﺔ ﺒﻀﺭﻭﺭﺓ ﻗﻴﺎﻡ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺒﺘﻁﻭﻴﺭ
ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﻝﺘﻘﻴﻴﻡ ﻤﻥ ﺨﻼل ﺍﻝﻌﻤل ﻋﻠﻰ ﺘﺩﺭﻴﺏ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ
ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻘﻴﻴﻡ ﻤﻥ ﺨﻼل ﺩﻭﺭﺍﺕ ﺘﺩﺭﻴﺒﻴﺔ ﺃﻭ ﻤﻥ ﺨﻼل ﺍﻝﺠﻠﺴﺎﺕ ﺒﻴﻥ
ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ .ﻭﻜﺫﻝﻙ ﺘﺩﺭﻴﺏ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﻜﻴﻔﻴﺔ ﺍﻝﻌﻤل ﻜﻁﺎﻗﻡ ﻤﺘﺒﺎﺩل
ﻝﻠﺨﺒﺭﺍﺕ ﺩﺍﺨل ﺍﻝﻤﺩﺭﺴﺔ ﻤﻥ ﺨﻼل ﺒﻨﺎﺀ ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﻴﺘﻡ ﻤﻥ ﺨﻼﻝﻬﺎ ﺇﻤﻜﺎﻨﻴﺔ ﺍﻁﻼﻉ ﻜل
ﻤﻌﻠﻡ ﻋﻠﻰ ﺍﺨﺘﺒﺎﺭﺍﺕ ﺯﻤﻴﻠﻪ ﻭﺍﻝﻁﺭﻕ ﺍﻝﺘﻲ ﻴﻘﻴﻡ ﺒﻬﺎ ﻁﻼﺒﻪ ،ﺤﻴﺙ ﻴﻤﻜﻥ ﺃﻥ ﻴﺴﺘﻔﻴﺩ ﻜل
ﻤﻌﻠﻡ ﻤﻥ ﺘﺠﺭﺒﺔ ﺯﻤﻴﻠﻪ .ﻭﻤﺴﺎﻋﺩﺓ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺒﻨﺎﺀ ﺍﻹﺨﺘﺒﺎﺭﺍﺕ ﺍﻝﺘﺤﺼﻴﻠﻴﺔ ﻭﻓﻕ ﺠﺩﻭل
ﺍﻝﻤﻭﺍﺼﻔﺎﺕ ﻤﻥ ﺨﻼل ﺘﺩﺭﻴﺒﻴﻬﻡ ﻋﻠﻴﻬﺎ.
ﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﺒﺄﻥ ﻤﺘﻭﺴﻁ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﻤﺩﻴﺭﻴﻥ ﺃﻋﻠﻰ ﻤﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺕ •
ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﻜﺎﻓﺔ ﺍﻝﻤﺠﺎﻻﺕ ،ﻭﻴﻤﻜﻥ ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ ﻫﺫﻩ ﺍﻝﻨﺘﻴﺠﻪ ﻓﻲ ﺇﻋﻁﺎﺀ ﺍﻝﻤﺩﻴﺭ ﺩﻭﺭﺍ
ﺃﻜﺜﺭ ﻓﻌﺎﻝﻴﺔ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻑ ﻭﺠﻌﻠﻪ ﺃﺤﺩ ﻤﺤﺎﻭﺭ ﻫﺫﻩ ﺍﻝﻌﻤﻠﻴﺔ ﻝﻤﺎ ﻗﺩ ﻴﻌﻭﺩ ﺒﻪ ﻤﻥ
ﻨﺘﺎﺌﺞ ﺇﻴﺠﺎﺒﻴﺔ ﻋﻠﻰ ﺘﺤﺴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻡ ,ﺤﻴﺙ ﻴﻤﻜﻥ ﺃﻥ ﻴﻜﻭﻥ ﻝﻪ ﺩﻭﺭ ﺃﻜﺜﺭ ﻓﻌﺎﻝﻴﺔ ﻓﻲ
ﺍﻝﺘﺄﺜﻴﺭ ﻋﻠﻰ ﺍﻝﻤﻌﻠﻡ ﻤﻥ ﺍﻝﻤﺸﺭﻑ ﻝﻁﺒﻴﻌﺔ ﺍﻝﻌﻼﻗﺔ ﺍﻝﻴﻭﻤﻴﺔ ﺒﻴﻨﻬﻡ ،ﻭﻫﺫﺍ ﺒﺩﻭﺭﻩ ﻴﺘﻔﻕ ﻤﻊ
ﺍﻋﺘﺒﺎﺭ ﺍﻝﻤﺩﻴﺭ ﻤﺸﺭﻑ ﻤ ﱢﻘﻴﻡ .
ﺘﻭﺼﻴﺎﺕ ﻋﺎﻤﺔ
ﺘﻭﺼﻲ ﺍﻝﺒﺎﺤﺜﺔ ﺒﻀﺭﻭﺭﺓ ﺇﺠﺭﺍﺀ ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﻭﺍﻗﻊ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ
ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻊ ﻭﺍﻗﻊ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺨﺎﺼﺔ ﻓﻲ ﺍﻝﻘﺩﺱ ﻭﺍﻝﻤﺩﺍﺭﺱ ﺍﻷﺨﺭﻯ،
ﻨﻅﺭﹰﺍ ﻝﺘﻌﺩﺩ ﺠﻬﺎﺕ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﻤﺩﻴﻨﺔ ﺍﻝﻘﺩﺱ ،ﻓﻬﻨﺎﻙ ﻤﺩﺍﺭﺱ ﺘﺎﺒﻌﺔ ﻝﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ
ﻭﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻌﺎﻝﻲ ﺍﻝﻔﻠﺴﻁﻴﻨﻴﺔ ،ﻭﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺨﺎﺼﺔ ،ﻭﻤﺩﺍﺭﺱ ﺍﻝﻤﻌﺎﺭﻑ ﻭﺒﻠﺩﻴﺔ ﺍﻝﻘﺩﺱ ،ﻭﻤﺩﺍﺭﺱ
ﻭﻜﺎﻝﺔ ﻏﻭﺙ ﻭﺘﺸﻐﻴل ﺍﻝﻼﺠﺌﻴﻥ ﺍﻝﻔﻠﺴﻁﻴﻨﻴﻥ .
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ﺍﻝﻤﺼﺎﺩﺭ ﻭﺍﻝﻤﺭﺍﺠﻊ:
ﺍﻝﻤﺭﺍﺠﻊ ﺍﻝﻌﺭﺒﻴﺔ
ﺍﻹﺒﺭﺍﻫﻴﻡ ،ﻋﺩﻨﺎﻥ .(2002) .ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺃﻨﻤﺎﻁ ﻭﺃﺴﺎﻝﻴﺏ .ﺍﺭﺒﺩ ،ﺍﻷﺭﺩﻥ :ﻤﺅﺴﺴﺔ ﺤﻤﺎﺩﺓ
ﻝﻠﺩﺭﺍﺴﺎﺕ ﺍﻝﺠﺎﻤﻌﻴﺔ ﻭﺍﻝﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ.
ﺍﻹﺩﺍﺭﺓ ﺍﻝﻌﺎﻤﺔ ﻝﻺﺸﺭﺍﻑ ﻭﺍﻝﺘﺄﻫﻴل ﺍﻝﺭﺒﻭﻱ .(2013 ) .ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﻓﻠﺴﻁﻴﻥ .ﺭﺍﻡ ﺍﷲ،
ﻓﻠﺴﻁﻴﻥ.
ﺍﻷﺴﺩﻱ ،ﺍﺒﺭﺍﻫﻴﻡ .(2003) .ﺍﻻﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ )ﻁ .(1ﺍﻝﻘﺎﻫﺭﺓ ،ﻤﺼﺭ :ﺩﺍﺭ ﺍﻝﻌﻠﻡ ﻭﺍﻝﺜﻘﺎﻓﺔ
ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ.
ﺃﺒﻭ ﺠﺎﺩﻭ ،ﺼﺎﻝﺢ .(2006) .ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻝﺘﺭﺒﻭﻱ )ﻁ .(5ﻋﻤـﺎﻥ ،ﺍﻻﺭﺩﻥ :ﺩﺍﺭ ﺍﻝﻤﻴﺴـﺭﺓ
ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ.
ﺃﺒﻭ ﺤﻭﻴﺞ ،ﻤﺭﻭﺍﻥ .(2000).ﺍﻝﻤﻨـﺎﻫﺞ ﺍﻝﺘﺭﺒﻭﻴـﺔ ﺍﻝﻤﻌﺎﺼـﺭﺓ )ﻁ .(1ﻋﻤـﺎﻥ ،ﺍﻻﺭﺩﻥ:
ﺍﻝﺸﺭﻭﻕ ﻝﻠﺩﻋﺎﻴﺔ ﻭﺍﻹﻋﻼﻥ ﻭﺍﻝﺘﺴﻭﻴﻕ.
ﺃﺒﻭ ﺴﺎﻝﻡ ،ﻓﺩﻭﻯ .(2008) .ﺩﺭﺠﺔ ﺍﻝﺘﻌـﺎﻭﻥ ﺒـﻴﻥ ﺍﻹﺩﺍﺭﺓ ﺍﻝﻤﺩﺭﺴـﻴﺔ ﻭﻤﺸـﺭﻓﻲ ﺍﻝﻠﻐـﺔ
ﺍﻻﻨﺠﻠﻴﺯﻴﺔ ﻓﻲ ﺘﻁﻭﻴﺭ ﺍﻷﺩﺍﺀ ﺍﻝﻤﻬﻨﻲ ﻝﻤﻌﻠﻤﻴﻬﻡ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺜﺎﻨﻭﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺔ
ﻏﺯﺓ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﻤﻌﻠﻤﻴﻬﻡ .ﺭﺴﺎﻝﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ .ﻜﻠﻴـﺔ ﺍﻝﺘﺭﺒﻴـﺔ،
ﺍﻝﺠﺎﻤﻌﺔ ﺍﻷﺴﻼﻤﻴﺔ:ﻏﺯﺓ ،ﻓﻠﺴﻁﻴﻥ.
ﺃﺒﻭ ﺴﻤﺭﺓ ،ﻤﺤﻤﻭﺩ ،ﺯﻴﺩﺍﻥ ،ﻋﻔﻴﻑ ﻭﺍﻝﻌﻭﺍﻭﺩﺓ ،ﺍﻨﺘﺼﺎﺭ .(2006) .ﺩﺭﺠﺔ ﺭﻀﺎ ﻤﻌﻠﻤﻲ
ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺜﺎﻨﻭﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺍﻝﺨﻠﻴل ﻋﻥ ﺘﻘﻭﻴﻡ ﻜل ﻤﻥ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﻤﺩﻴﺭ
ﺍﻝﻤﺩﺭﺴﺔ ،ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺍﻷﺯﻫﺭ ﺒﻐﺯﺓ ،170 – 141 ،(2) 8 ،ﺃﺨﺫﺕ ﻤﻥ
ﺍﻻﻨﺘﺭﻨﺕ ﺒﺘﺎﺭﻴﺦ 2013-2-15ﻤﻥ
. www.alazhar.edu.ps/journal123/attachedFile.asp?seqq1=549
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ﺃﺒﻭ ﺴﻤﺭﺓ ،ﻤﺤﻤﻭﺩ ،ﻭﻤﻌﻤﺭ ،ﻤﺠﺩﻱ . (2013) .ﺩﻭﺭ ﺍﻻﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺩﻋﻡ ﺍﻝﻤﻌﻠﻡ
ﺍﻝﺠﺩﻴﺩ ﻓﻲ ﻓﻠﺴﻁﻴﻥ )ﺍﻝﻤﺤﺎﻓﻅﺎﺕ ﺍﻝﺸﻤﺎﻝﻴﺔ( ﻜﻤﺎ ﻴﺭﻯ ﺫﻝﻙ ﺍﻝﻤﻌﻠﻤﻭﻥ ﺍﻝﺠﺩﺩ ﺃﻨﻔﺴﻬﻡ،
ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺍﻝﻨﺠﺎﺡ ﻝﻸﺒﺤﺎﺙ -ﺍﻝﻌﻠﻭﻡ ﺍﻻﻨﺴﺎﻨﻴﺔ.310 -273 ،(2) 27 ،-
ﺃﺒﻭ ﺸﺎﻫﻴﻥ ،ﺩﻻل .(2011) .ﻨﻅﻡ ﺍﻻﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﻓﻠﺴﻔﺘﻪ ،ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺩﻤﺸﻕ،27 ،
.130-95
ﺃﺒﻭ ﻏﺭﺒﻴﺔ ،ﺍﻴﻤﺎﻥ .(2009) .ﺍﻻﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻤﻔﺎﻫﻴﻡ ،ﻭﺍﻗﻊ ،ﺃﻓﺎﻕ )ﻁ.(1ﻋﻤﺎﻥ،
ﺍﻷﺭﺩﻥ :ﺩﺍﺭ ﺍﻝﺒﺩﺍﻴﺔ ﻭﺩﺍﺭ ﺍﻝﻤﺴﺘﻘﺒل.
ﺍﺤﻤﻴﺩﺓ ،ﻓﺘﺤﻲ .(2012) .ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﻤﻌﻠﻤﺎﺕ ﺭﻴﺎﺽ ﺍﻷﻁﻔﺎل،
ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺩﻤﺸﻕ.65-30 ،25 ،
ﺍﻝﺒﺩﺭﻱ ،ﻁﺎﺭﻕ .(2001) .ﺘﻁﺒﻴﻘﺎﺕ ﻭﻤﻔﺎﻫﻴﻡ ﻓﻲ ﺍﻹﺸـﺭﺍﻑ ﺍﻝﺘﺭﺒـﻭﻱ )ﻁ .(1ﻋﻤـﺎﻥ،
ﺍﻻﺭﺩﻥ :ﺩﺍﺭ ﺍﻝﻔﻜﺭ.
ﺍﻝﺒﻨﺎ ،ﻤﺤﻤﺩ . (2003).ﺍﻝﺩﻭﺭ ﺍﻝﻤﻬﻨﻲ ﻝﻠﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﻤﺩﻯ ﻤﻤﺎﺭﺴﺘﻪ ﻝﻪ ﻤﻥ ﻭﺠﻬﺔ
ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﻤﺩﺍﺭﺱ ﻤﺤﺎﻓﻅﺔ ﻏﺯﺓ .ﺭﺴﺎﻝﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ .ﻜﻠﻴـﺔ
ﺍﻝﺘﺭﺒﻴﺔ ،ﺍﻝﺠﺎﻤﻌﺔ ﺍﻷﺴﻼﻤﻴﺔ:ﻏﺯﺓ ،ﻓﻠﺴﻁﻴﻥ.
ﺘﻴﻡ ،ﺤﺴﻥ .(2009) .ﻭﺍﻗﻊ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻹﺸﺭﺍﻓﻴﺔ ﻝﺩﻯ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﻤﺤﺎﻓﻅﺎﺕ
ﺸﻤﺎل ﻓﻠﺴﻁﻴﻥ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﺎﺕ ،ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺍﻝﻨﺠﺎﺡ ﻝﻸﺒﺤﺎﺙ
-ﺍﻝﻌﻠﻭﻡ ﺍﻹﻨﺴﺎﻨﻴﺔ .201-180،23 ،-
ﺍﻝﺠﺭﺠﺎﻭﻱ ،ﺯﻴﺎﺩ .(2007) .ﺒﻴﺎﻥ ﻤﺴﺅﻭﻝﻴﺎﺕ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻜﻤﺎ ﻴﺩﺭﻜﻬﺎ ﺍﻝﻤﻌﻠﻤﻭﻥ
ﺍﻝﺠﺩﺩ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻷﺴﺎﺴﻴﺔ ﺒﻤﺤﺎﻓﻅﺔ ﻏﺯﺓ ،ﻤﺠﻠﺔ ﺍﻝﺠﺎﻤﻌﺔ ﺍﻻﺴﻼﻤﻴﺔ،15،
. 145-100
ﺍﻝﺠﺭﺠﺎﻭﻱ ،ﺯﻴﺎﺩ ﻭ ﺍﻝﻨﺨﺎﻝﺔ ،ﺴﻤﻴﺔ .(2009).ﻭﺍﻗﻊ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﻤﺩﺍﺭﺱ ﺍﻝﺘﻌﻠـﻴﻡ
ﺍﻝﺜﺎﻨﻭﻱ ﺍﻝﺤﻜﻭﻤﻲ ﻓﻲ ﻤﺤﺎﻓﻅﺎﺕ ﻏﺯﺓ ،ﻤﺠﻠﺔ ﻤﺴﺘﻘﺒل ﺍﻝﺘﺭﺒﻴﺔ ﺍﻝﻌﺭﺒﻴﺔ،(55) 15 ،
.269 -185
108
ﺍﻝﺯﺭﻋﻲ ،ﻤﺄﻤﻭﻥ .(2011) .ﺘﺤﺩﻴﺩ ﺩﺭﺠﺔ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻝﻠﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﻤﺤﺎﻓﻅﺎﺕ
ﺸﻤﺎل ﺍﻝﻀﻔﺔ ﺍﻝﻐﺭﺒﻴﺔ .ﺭﺴﺎﻝﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ .ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ،ﺠﺎﻤﻌﺔ ﺍﻝﻨﺠﺎﺡ ﺍﻝﻭﻁﻨﻴﺔ:
ﻨﺎﺒﻠﺱ ،ﻓﻠﺴﻁﻴﻥ.
ﺍﻝﺸﺩﺍﺩﻱ ،ﻤﺤﻤﺩ .(2009) .ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺍﻻﺩﺍﺀ ﺍﻝﺘﻌﻠﻴﻤﻲ ﻝﻤﻌﻠﻤﻲ
ﺫﻭﻱ ﺼﻌﻭﺒﺎﺕ ﺍﻝﺘﻌﻠﻡ ﺒﻤﻨﻁﻘﺔ ﺍﻝﻤﺩﻴﻨﺔ ﺍﻝﻤﻨﻭﺭﺓ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺃﻨﻔﺴﻬﻡ .
ﺭﺴﺎﻝﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ .ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ-ﺠﺎﻤﻌﺔ ﺃﻡ ﺍﻝﻘﺭﻯ.
ﺸﺩﻴﻔﺎﺕ ،ﻴﺤﻴﻰ ﻭﺴﻠﻴﻤﺎﻥ ،ﺍﻝﻘﺎﺩﺭﻱ .(2005) .ﺃﺜـﺭ ﺍﺴـﺘﺨﺩﺍﻡ ﺍﻹﺸـﺭﺍﻑ ﺍﻝﺘﺭﺒــﻭﻱ
ﺍﻝﺘﻁﻭﺭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﺘﺩﺭﻴﺴﻴﺔ ﻝﻤﻌﻠﻤﻲ ﺍﻝﻌﻠﻭﻡ .ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺃﻡ ﺍﻝﻘﺭﻯ
ﻝﻠﻌﻠـﻭﻡ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ.141-89 ،(1) 17 ،
ﺍﻝﺸﻘﻴﺭﺍﺕ ،ﻁﺎﻓﺵ .(2009).ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻝﺘﺩﺭﻴﺱ ﻭﺍﻝﺘﻘﻭﻴﻡ :ﻤﻘﺎﻻﺕ ﻓﻲ ﺘﻁﻭﻴﺭ ﺍﻝﺘﻌﻠﻴﻡ
)ﻁ .(1ﻋﻤﺎﻥ ،ﺍﻻﺭﺩﻥ :ﺩﺍﺭ ﺍﻝﻔﺭﻗﺎﻥ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ.
ﺼﺎﻝﺢ ،ﻨﺠﻭﻯ . (2007).ﺘﺤﺴﻴﻥ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﻤﺩﺍﺭﺱ ﻤﺤﺎﻓﻅﺔ ﻏﺯﺓ ﻓـﻲ
ﻀﻭﺀ ﻤﻔﻬﻭﻡ ﺍﻝﺠﻭﺩﺓ ،ﻤﻥ ﺨﻼل ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻷﺩﻭﺍﺭ ﺍﻹﺸـﺭﺍﻓﻴﺔ ﺍﻝﻤﻁﻠﻭﺒـﺔ ﻤـﻥ
ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ .ﺭﺴﺎﻝﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ.ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ،ﺍﻝﺠﺎﻤﻌﺔ ﺍﻷﺴـﻼﻤﻴﺔ:
ﻏﺯﺓ ،ﻓﻠﺴﻁﻴﻥ.
ﺼﺒﺢ ،ﺒﺎﺴﻡ .(2005) .ﺘﻘﻭﻴﻡ ﺍﻝﺘﺨﻁﻴﻁ ﻝﻺﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻝﺩﻯ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻜﻤﺎ
ﻴﺭﺍﻫﺎ ﻤﺩﻴﺭﻭ ﻭﻤﻌﻠﻤﻭ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺜﺎﻨﻭﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺎﺕ ﺸـﻤﺎل ﻓﻠﺴـﻁﻴﻥ .ﺭﺴـﺎﻝﺔ
ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ.ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ،ﺠﺎﻤﻌﺔ ﺍﻝﻨﺠﺎﺡ ﺍﻝﻭﻁﻨﻴﺔ :ﻨﺎﺒﻠﺱ ،ﻓﻠﺴﻁﻴﻥ.
ﺼﻴﺎﻡ ،ﻋﺒﺩ ﺍﻝﺴﻼﻡ .(2007) .ﺩﻭﺭ ﺃﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﻁﻭﻴﺭ ﺍﻷﺩﺍﺀ ﺍﻝﻤﻬﻨـﻲ
ﻝﻠﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺜﺎﻨﻭﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﻏﺯﺓ .ﺭﺴﺎﻝﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸـﻭﺭﺓ.
ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ،ﺍﻝﺠﺎﻤﻌﺔ ﺍﻷﺴﻼﻤﻴﺔ :ﻏﺯﺓ ،ﻓﻠﺴﻁﻴﻥ.
ﺍﻝﻀﺎﻤﻥ ،ﻋﻠﻲ .(2003) .ﺩﻝﻴل ﺒﻨﺎﺀ ﺨﻁﺔ ﺘﻁﻭﻴﺭ ﺍﻝﻤﺩﺭﺴﺔ )ﺍﻝﻤﺩﺭﺴﺔ ﻜﻭﺤﺩﺓ ﻝﻠﺘﻁﻭﻴﺭ
ﺍﻝﺘﺭﺒﻭﻱ( .ﻋﻤﺎﻥ ،ﺍﻻﺭﺩﻥ :ﻤﻌﻬﺩ ﺍﻝﺘﺭﺒﻴﺔ ،ﺍﻻﻨﺭﻭﺍ.
110
ﻋﻴﺩ ،ﻏﺎﺩﺓ .(2005).ﺘﻘﻭﻴﻡ ﺍﺩﺍﺀ ﻤﻌﻠﻤﻲ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺜﺎﻨﻭﻴﺔ ﺒﺩﻭﻝﺔ ﺍﻝﻜﻭﻴﺕ "ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨـﺔ
ﻝﻠﺘﻘﻭﻴﻡ ﺍﻝﺫﺍﺘﻲ ﻭﺘﻘﻭﻴﻡ ﺍﻝﻁﻠﺒﺔ ،ﻭﺘﻘﻭﻴﻡ ﺭﺌﻴﺱ ﺍﻝﻘﺴﻡ ﺍﻝﻌﻠﻤﻲ" .ﺍﻝﻤﺠﻠـﺔ ﺍﻝﺘﺭﺒﻭﻴـﺔ19 ،
).150 – 79 ،(76
ﻏﻭﻝﻲ ،ﺍﺴﻤﺎﻋﻴل .(2001) .ﺍﻝﺘﺭﺒﻴﺔ ﺍﻝﺘﺭﻭﻴﺤﻴﺔ ،ﻋﻤﺎﻥ ،ﺍﻻﺭﺩﻥ :ﺩﺍﺭ ﺍﻝـﻭﺭﺍﻕ ﻝﻠﺨـﺩﻤﺎﺕ
ﺍﻝﺤﺩﻴﺜﺔ.
ﺍﻝﻔﻨﻴﺵ ،ﺃﺤﻤﺩﻭ ،ﻭﺯﻴﺩﺍﻥ ،ﻤﺤﻤﺩ. (2000) .ﺍﻝﺘﻭﺠﻴﻪ ﺍﻝﻔﻨﻲ ﻭﺍﻝﺘﺭﺒﻭﻱ .ﺒﻴﺭﻭﺕ ،ﻝﺒﻨﺎﻥ :ﺩﺍﺭ
ﺍﻝﻜﺘﺎﺏ ﺍﻝﺠﺩﻴﺩ ﺍﻝﻤﺘﺤﺩﺓ.
ﺍﻝﻘﺎﺴﻡ ،ﻋﺒﺩ ﺍﻝﻜﺭﻴﻡ .(2009) .ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺩﺭﺠﺔ ﺃﻫﻤﻴﺔ ﺍﻷﺴـﺎﻝﻴﺏ ﺍﻹﺸـﺭﺍﻓﻴﺔ ﻭﺩﺭﺠـﺔ
ﻤﻤﺎﺭﺴﺘﻬﺎ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﻤﺩﻴﺭﻴﺎﺕ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻓـﻲ ﻤﺤﺎﻓﻅـﺎﺕ
ﺸﻤﺎل ﻓﻠﺴﻁﻴﻥ .ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺍﻝﻘﺩﺱ ﺍﻝﻤﻔﺘﻭﺤﺔ ﻝﻸﺒﺤﺎﺙ ﻭﺍﻝﺩﺭﺍﺴـﺎﺕ-129 ،15 ،
. 180
ﻜﻭﺍﻓﺤﺔ ،ﺘﻴﺴﻴﺭ .(2003) .ﺍﻝﻘﻴﺎﺱ ﻭﺍﻝﺘﻘﻴﻴﻡ ﻭﺍﺴﺎﻝﻴﺏ ﺍﻝﻘﻴﺎﺱ ﻭﺍﻝﺘﺸﺨﻴﺹ ﻓـﻲ ﺍﻝﺘﺭﺒﻴـﺔ
ﺍﻝﺨﺎﺼﺔ )ﻁ .(1.ﻋﻤﺎﻥ ،ﺍﻻﺭﺩﻥ :ﺩﺍﺭ ﺍﻝﻤﻴﺴﺭﺓ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ ﻭﺍﻝﻁﺒﺎﻋﺔ.
ﻝﻬﻠﺒﺕ ،ﻓﺭﺍﺱ .(2010).ﺩﻭﺭ ﺍﻝﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺘﻁﻭﻴﺭ ﺍﻻﺩﺍﺭﺓ ﺍﻝﻤﺩﺭﺴﻴﺔ ﻜﻤﺎ ﻴﺭﺍﻫـﺎ
ﻤﺩﻴﺭﻭ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻓﻲ ﺍﻝﻤﺤﺎﻓﻅﺎﺕ ﺍﻝﺸﻤﺎﻝﻴﺔ ﻝﻭﺴﻁ ﻓﻠﺴﻁﻴﻥ .ﻤﺠﻠﺔ ﺠﺎﻤﻌـﺔ
ﺍﻝﻨﺠﺎﺡ ﺍﻝﻭﻁﻨﻴﺔ.87-45 ،(2)18،
ﺍﻝﻠﻭﺡ ،ﺃﺤﻤﺩ .(2012) .ﺩﻭﺭ ﺘﺤﺴﻴﻥ ﺍﻻﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﺘﻁﻭﺭﻱ ﻝﻠﻤﺎﺭﺴﺎﺕ ﺍﻝﺘﺩﺭﻴﺴﻴﺔ
ﻝﻤﻌﻠﻤﻲ ﺍﻝﻠﻐﺔ ﺍﻝﻌﺭﺒﻴﺔ ﻓﻲ ﻤﺩﺍﺭﺱ ﺯﻜﺎﻝﺔ ﺍﻝﻐﻭﺙ ﺍﻝﺩﻭﻝﻴﺔ .ﻤﺠﻠﺔ ﺍﻝﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ
ﻝﻠﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﻨﻔﺴﻴﺔ.519-483 ،(1) 20 ،
ﻤﺩﺍﻨﺎﺕ ،ﻜﻤﺎل ﻭﺃﻭﺠﻴﻨﻲ ،ﺒﺭﺯﺓ .(2002 ).ﺍﻫﺘﻤﺎﻤﺎﺕ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ
ﺍﻝﻤﻌﻠﻤﻴﻥ )ﻁ.(1ﻋﻤﺎﻥ ،ﺍﻷﺭﺩﻥ :ﺩﺍﺭ ﺍﻝﺜﻘﺎﻓﺔ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ.
ﺍﻝﻤﺩﻝل ،ﻨﻌﻴﻤﺔ .(2002 ) .ﺘﺼﻭﺭ ﻤﻘﺘﺭﺤﺎﺕ ﻝﻤﻭﺍﺠﻬﺔ ﻤﻌﻭﻗﺎﺕ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒـﻭﻱ ﻓـﻲ
ﻤﺤﺎﻓﻅﺎﺕ ﻏﺯﺓ ﻓﻲ ﻀﻭﺀ ﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻝﻤﻌﺎﺼﺭﺓ .ﺭﺴﺎﻝﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴـﺭ ﻤﻨﺸـﻭﺭﺓ.
ﺍﻝﺠﺎﻤﻌﺔ ﺍﻻﺴﻼﻤﻴﺔ ،ﻏﺯﺓ :ﻓﻠﺴﻁﻴﻥ.
112
ﻤﺭﺘﺠﻰ ،ﺃﺤﻤﺩ .(2009) .ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﻨﻤﻴﺔ ﺍﻝﻤﻬـﺎﺭﺍﺕ ﺍﻝﻘﻴﺎﺩﻴـﺔ ﻝـﺩﻯ
ﻤﻌﻠﻤﻲ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻹﻋﺩﺍﺩﻴﺔ ﻓﻲ ﻤﺩﺍﺭﺱ ﻭﻜﺎﻝﺔ ﺍﻝﻐﻭﺙ .ﺭﺴﺎﻝﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ.
ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ،ﺍﻝﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ :ﻏﺯﺓ ،ﻓﻠﺴﻁﻴﻥ.
ﻤﺭﻴﺯﻴﻕ ،ﻫﺸﺎﻡ .(2009).ﺍﻝﺘﺨﻁﻴﻁ ﺍﻝﺘﺭﺒﻭﻱ :ﺍﻝﻤﻔﻬﻭﻡ ﻭﺍﻝﻭﺍﻗﻊ ﻭﺍﻝﺘﻁﺒﻴﻕ )ﻁ .(1ﻋﻤﺎﻥ،
ﺍﻻﺭﺩﻥ :ﺩﺍﺭ ﺠﺭﻴﺭ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ.
ﺍﻝﻤﻐﺫﻭﻱ ،ﺤﺎﻤﺩ . (2008).ﻓﺎﻋﻠﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻹﻝﻜﺘﺭﻭﻨـﻲ ﻓـﻲ ﺃﺩﺍﺀ ﻤﻌﻠﻤـﻲ
ﺍﻝﺭﻴﺎﻀﻴﺎﺕ .ﺭﺴﺎﻝﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ .ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ،ﺠﺎﻤﻌـﺔ ﺃﻡ ﺍﻝﻘﺭﻯ :ﻤﻜـﺔ
ﺍﻝﻤﻜﺭﻤﺔ ،ﺍﻝﺴﻌﻭﺩﻴﺔ.
ﺍﻝﻤﻐﻴﺩﻱ ،ﺍﻝﺤﺴﻥ .(2001) .ﺍﻻﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﻔﻌﺎل .ﺍﻝﺭﻴﺎﺽ ،ﺍﻝﺴﻌﻭﺩﻴﺔ :ﻤﻜﺘﺒﺔ ﺍﻝﺭﺸﺩ.
ـﻥ .(2006) .ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﻘﻴﺎﺩﻴﺔ ﻝﺩﻯ
ـﺩ ،ﺤﺴــ
ﺍﻝﻤﻘﻴــ
ﺍﻝﻤﻌﻠﻤﻴﻥ .ﺭﺴﺎﻝﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ .ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ،ﺍﻝﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ :ﻏـﺯﺓ،
ﻓﻠﺴﻁﻴﻥ.
ﻤﻨﺎﺼﺭﺓ ،ﻴﻭﺴﻑ .(2005) .ﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﺍﻝﺴﺎﺌﺩﺓ ﻝﺩﻯ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓـﻲ
ﻭﻜﺎﻝﺔ ﺍﻝﻐﻭﺙ ﺍﻝﺩﻭﻝﻴﺔ ﻓﻲ ﺍﻻﺭﺩﻥ ﻓﻲ ﻤﺠﺎل ﺘﻌﻠﻴﻡ ﺍﻝﻘﺭﺍﺀﺓ ﻜﻤـﺎ ﺘﻌﻜﺴـﻬﺎ ﺘﻘـﺎﺭﻴﺭﻫﻡ
ﺍﻹﺸﺭﺍﻗﻴﺔ .ﻤﺠﻠﺔ ﺍﻝﻘﺭﺍﺀﺓ ﻭﺍﻝﻤﻌﺭﻓﺔ.125 – 89 ،43 ،
ﺍﻝﻨﺨﺎﻝﺔ ،ﺃﺤﻤﺩ . (2009).ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺩﻯ ﺍﻤﺘﻼﻙ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻝﺨﺼﺎﺌﺹ ﺍﻝﻤﻌﻠﻡ ﺍﻝﻌﺼﺭﻱ
ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﻤﺩﻴﺭﻱ ﺍﻝﻤﺩﺍﺭﺱ ﻭﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﻤﺤﺎﻓﻅﺎﺕ ﻏـﺯﺓ.ﻤﺠﻠـﺔ
ﺍﻝﺠﺎﻤﻌﺔ ﺍﻻﺴﻼﻤﻴﺔ .85-43 ،17،
ﻨﺸﻭﺍﻥ ،ﻴﻌﻘﻭﺏ .(2008).ﺍﻹﺩﺍﺭﺓ ﻭﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ)ﻁ .(1ﻋﻤﺎﻥ ،ﺍﻻﺭﺩﻥ :ﺩﺍﺭ ﺍﻝﻔﺭﻗﺎﻥ.
ﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻔﻠﺴﻁﻴﻨﻴﺔ .(2011) .ﺩﻝﻴل ﺍﻻﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﻔﻠﺴﻁﻴﻨﻲ.ﺭﺍﻡ ﺍﷲ،
ﻓﻠﺴﻁﻴﻥ.
ﻴﺎﻏﻲ ،ﻤﺤﻤﺩ .(2005).ﺍﻝﺘﺩﺭﻴﺏ ﺍﻹﺩﺍﺭﻱ ﺒﻴﻥ ﺍﻝﻨﻅﺭﻴﺔ ﻭﺍﻝﺘﻁﺒﻴﻕ .ﻋﻤﺎﻥ ،ﺍﻷﺭﺩﻥ :ﻤﺭﻜﺯ
ﺃﺤﻤﺩ ﻴﺎﺴﻴﻥ ﺍﻝﻔﻨـﻲ.
113
ﺍﻝﻤﺭﺍﺠﻊ ﺍﻻﺠﻨﺒﻴﺔ
Ali, Mehrunnisa.(2000). Supervision for teacher development: an alternative
model in Pakistan. International Journal of Educational Development,
20(3),177-188.
ﺍﻝﻤﻼﺤﻕ
116
ﻤﻠﺤﻕ ﺭﻗﻡ
)(1
ﺍﻻﺴﺘﺒﺎﻨﺔ ﺒﺼﻭﺭﺘﻬﺎ
ﺍﻝﻨﻬﺎﺌﻴﺔ
117
ﺘﻘﻭﻡ ﺍﻝﺒﺎﺤﺜﺔ ﺒﺩﺭﺍﺴﺔ ﺒﻌﻨﻭﺍﻥ ﺩﻭﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ
ﻤﺩﺍﺭﺱ ﺍﻝﻘﺩﺱ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺩﻴﺭﻴﻥ ،ﻤﻥ ﺃﺠل ﺍﻝﺤﺼﻭل ﻋﻠﻰ
ﺩﺭﺠﺔ ﺍﻝﻤﺎﺠﺴﺘﻴﺭ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻤﻥ ﺠﺎﻤﻌﺔ ﺒﻴﺭﺯﻴﺕ.
ﻭﻓﻲ ﺤﺎل ﺭﻏﺒﺘﻙ ﺒﻤﻌﺭﻓﺔ ﻨﺘﺎﺌﺞ ﺍﻝﺒﺤﺙ ﺃﺭﺠﻭ ﻤﻨﻙ ﻜﺘﺎﺒﺔ ﺒﺭﻴﺩﻙ ﺍﻻﻝﻜﺘﺭﻭﻨﻲ ﻓﻲ
ﺍﻝﻤﻜﺎﻥ ﺍﻝﻤﺨﺼﺹ ﻭﺴﻴﺘﻡ ﺇﺭﺴﺎل ﺍﻝﻨﺘﺎﺌﺞ ﺒﺎﻝﺒﺭﻴﺩ ﺍﻻﻝﻜﺘﺭﻭﻨﻲ...
ﺍﻝﺒﺎﺤﺜﺔ
ﻴﺴﺭﻯ ﺍﻝﻤﺒﻴﺽ
118
.3ﻤﻥ 6ﺴﻨﻭﺍﺕ ﺇﻝﻰ 10ﺴﻨﻭﺍﺕ .4 .ﻤﻥ 11ﺴﻨﻭﺍﺕ ﺇﻝﻰ 15ﺴﻨﺔ .5 .ﺃﻜﺜﺭ ﻤﻥ 15ﺴﻨﺔ.
.3ﺒﻜﺎﻝﻭﺭﻴﻭﺱ ﻤﻊ ﺩﺒﻠﻭﻡ ﺘﺭﺒﻴﺔ . .1ﺩﺒﻠﻭﻡ .2 .ﺒﻜﺎﻝﻭﺭﻴﻭﺱ . -4ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ :
ﺃﻭﺍﻓﻕ ﻻ ﺃﻭﺍﻓﻕ
ﻤﺤﺎﻴﺩ ﺃﻭﺍﻓﻕ ﻻ ﺃﻭﺍﻓﻕ ﺍﻝﻔﻘﺭﺓ
ﺒﺸﺩﺓ ﺒﺸﺩﺓ
ﺨﻼل ﺯﻴﺎﺭﺍﺕ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﺈﻥ ﻤﻥ ﺍﻝﻤﻬﺎﻡ ﺍﻝﺘﻲ ﻴﻨﻔﺫﻫﺎ ﻤﺴﺎﻋﺩﺓ ﺍﻝﻤﻌﻠﻡ ﻋﻠﻰ:
5 4 3 2 1 .1ﺍﻝﺘﺨﻁﻴﻁ ﺍﻝﺠﻴﺩ ﻝﻠﺩﺭﻭﺱ .
5 4 3 2 1 .2ﻭﻀﻊ ﺨﻁﺔ ﺍﻝﺘﺩﺭﻴﺱ ﺍﻝﻴﻭﻤﻴﺔ .
5 4 3 2 1 .3ﺘﻭﺯﻴﻊ ﻤﻭﻀﻭﻋﺎﺕ ﺍﻝﺩﺭﻭﺱ ﺍﻝﺸﻬﺭﻴﺔ .
5 4 3 2 1 .4ﺇﻋﺩﺍﺩ ﺍﻝﺨﻁﻁ ﺍﻝﻔﺼﻠﻴﺔ .
5 4 3 2 1 .5ﺼﻴﺎﻏﺔ ﺍﻷﻫﺩﺍﻑ ﺒﺸﻜل ﺼﺤﻴﺢ .
5 4 3 2 1 .6ﺭﺒﻁ ﺃﻫﺩﺍﻑ ﺍﻝﺩﺭﺱ ﺒﻤﺎ ﻴﺘﻔﻕ ﻭﺤﺎﺠﺎﺕ ﺍﻝﻁﻠﺒﺔ
5 4 3 2 1 .7ﺭﺒﻁ ﺃﻫﺩﺍﻑ ﺍﻝﺩﺭﺱ ﺒﻤﺎ ﻴﺘﻔﻕ ﻭﻤﻴﻭل ﺍﻝﻁﻠﺒﺔ .
5 4 3 2 1 .8ﺇﻋﺩﺍﺩ ﺍﻝﺨﻁﻁ ﺍﻝﻌﻼﺠﻴﺔ ﻝﻠﻁﻠﺒﺔ.
119
ﺃﻭﺍﻓﻕ ﻻ ﺃﻭﺍﻓﻕ
ﻤﺤﺎﻴﺩ ﺃﻭﺍﻓﻕ ﻻ ﺃﻭﺍﻓﻕ ﺍﻝﻔﻘﺭﺓ
ﺒﺸﺩﺓ ﺒﺸﺩﺓ
5 4 3 2 1 .9ﺍﻝﺘﺨﻁﻴﻁ ﺒﻨﺎﺀ ﻋﻠﻰ ﻨﺘﺎﺌﺞ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ .
.10ﺍﻝﺘﺨﻁﻴﻁ ﻝﻠﺩﺭﻭﺱ ﺒﻨﺎﺀ ﻋﻠﻰ ﻤﺎ ﺍﻜﺘﺴﺏ ﻤﻥ ﺍﻻﻝﺘﺤﺎﻕ
5 4 3 2 1
ﺒﺩﻭﺭﺍﺕ ﺘﺩﺭﻴﺒﻴﺔ ﺘﺴﺎﻋﺩﻩ ﻓﻲ ﺘﺨﻁﻴﻁ ﻭﺇﻋﺩﺍﺩ ﺍﻝﺩﺭﻭﺱ.
.11ﺍﻝﺘﺨﻁﻴﻁ ﻝﺘﻨﻤﻴﺔ ﺍﻝﻘﺩﺭﺍﺕ ﺍﻹﺒﺩﺍﻋﻴﺔ ﻝﻠﻁﻠﺒﺔ ﺒﻤﺎ ﻴﺘﻔﻕ
5 4 3 2 1
ﻭﻤﻭﺍﻫﺒﻬﻡ.
5 4 3 2 1 .12ﺘﻨﻅﻴﻡ ﻭﻗﺘﻪ ﺒﺸﻜل ﻋﻤﻠﻲ.
.13ﺘﺠﺭﻴﺏ ﺃﺴﺎﻝﻴﺏ ﺘﺩﺭﻴﺱ ﺠﺩﻴﺩﺓ ﺘﺘﻨﺎﺴﺏ ﻤﻊ
5 4 3 2 1
ﺨﺼﺎﺌﺹ ﺍﻝﻁﻠﺒﺔ .
.14ﺍﺴﺘﺨﺩﺍﻡ ﻨﻤﺎﺫﺝ ﺠﺩﻴﺩﺓ ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ ) ﻨﺸﺭﺓ ،ﺤﺎﻝﺔ
5 4 3 2 1
ﺼﻔﻴﺔ ( ﻴﻘﺘﺭﺤﻬﺎ ﻋﻠﻴﻪ.
5 4 3 2 1 .15ﺘﺠﺭﻴﺏ ﺍﻝﻨﻤﺎﺫﺝ ﺍﻝﺠﺩﻴﺩﺓ ﺍﻝﺘﻲ ﺍﻗﺘﺭﺤﻬﺎ ﻋﻠﻴﻪ.
5 4 3 2 1 .16ﺍﺴﺘﺨﺩﺍﻡ ﻁﺭﻕ ﺍﻝﻀﺒﻁ ﺍﻝﺼﻔﻴﺔ ﺍﻝﻤﻼﺌﻤﺔ .
5 4 3 2 1 .17ﺇﺩﺭﺍﻙ ﺃﻫﻤﻴﺔ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻌﻠﻴﻤﻴﺔ .
5 4 3 2 1 .18ﺍﺨﺘﻴﺎﺭ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻷﻫﺩﺍﻑ ﺍﻝﺩﺭﺱ.
5 4 3 2 1 .19ﺍﺨﺘﻴﺎﺭ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻝﻤﺴﺘﻭﻯ ﺍﻝﻁﻠﺒﺔ.
5 4 3 2 1 .20ﺘﺼﻤﻴﻡ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺨﺎﻤﺎﺕ ﺍﻝﺒﻴﺌﺔ .
.21ﺘﻌﻤﻴﻡ ﺍﻝﺘﺠﺎﺭﺏ ﺍﻝﻨﺎﺠﺤﺔ ﻋﻠﻰ ﺍﻝﻤﻌﻠﻤﻴﻥ ) ﻤﺜل ﻁﺭﻕ
5 4 3 2 1
ﺍﻭ ﺍﺴﺎﻝﻴﺏ ﻴﻤﻜﻥ ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻨﻬﺎ ﻓﻲ ﻤﻭﺍﻗﻑ ﺍﻝﺘﻌﻠﻴﻡ (.
5 4 3 2 1 .22ﺒﻨﺎﺀ ﻋﻼﻗﺔ ﻭﺩﻴﺔ ﻤﻊ ﺍﻝﻁﻠﺒﺔ.
.23ﺇﻋﻁﺎﺀ ﺍﻝﻁﺎﻝﺏ ﺩﻭﺭﹰﺍ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻡ ﺒﺎﻋﺘﺒﺎﺭﻩ
5 4 3 2 1
ﻤﺤﻭﺭ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﺘﻌﻠﻤﻴﺔ .
120
ﺃﻭﺍﻓﻕ ﻻ ﺃﻭﺍﻓﻕ
ﻤﺤﺎﻴﺩ ﺃﻭﺍﻓﻕ ﻻ ﺃﻭﺍﻓﻕ ﺍﻝﻔﻘﺭﺓ
ﺒﺸﺩﺓ ﺒﺸﺩﺓ
.24ﺍﻝﺘﻜﻴﻑ ﻤﻊ ﺍﻝﺘﻐﻴﺭﺍﺕ ) ﻤﺜل ﺍﻝﺘﻁﻭﺭ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻲ
5 4 3 2 1
ﻭﻤﺘﺎﺒﻌﺔ ﻜل ﻤﺎ ﻫﻭ ﺠﺩﻴﺩ( .
5 4 3 2 1 .25ﺘﻭﻓﻴﺭ ﻤﻨﺎﺥ ﺘﻌﻠﻴﻤﻲ ﻤﻼﺌﻡ ﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻡ ﻭﺍﻝﺘﻌﻠﻴﻡ.
5 4 3 2 1 .26ﺍﻜﺴﺎﺒﻪ ﻤﻬﺎﺭﺍﺕ ﺘﻌﻠﻴﻤﻴﺔ .
5 4 3 2 1 .27ﺍﻜﺘﺸﺎﻑ ﻨﻘﺎﻁ ﻗﻭﺘﻪ ﻭﻀﻌﻔﻪ ﻤﻥ ﺍﺠل ﺍﻝﺘﻁﻭﻴﺭ.
5 4 3 2 1 .28ﺍﺩﺭﺍﻙ ﺍﻥ ﺩﻭﺭﻩ ﻫﻭ ﺍﻝﺘﻭﺠﻴﻪ ﻭﻝﻴﺱ ﺍﻝﺘﻠﻘﻴﻥ ﻝﻠﻤﻌﺭﻓﺔ.
5 4 3 2 1 .29ﺭﻓﻊ ﻜﻔﺎﺀﺘﻪ ﻋﻠﻰ ﻤﻤﺎﺭﺴﺔ ﺍﻝﺘﻘﻴﻴﻡ ﺍﻝﺫﺍﺘﻲ.
.30ﺇﺩﺭﺍﻙ ﺃﻥ ﺍﻝﺘﻘﻭﻴﻡ ﻴﻌﺩ ﺤﻜﻤﹰﺎ ﻋﻠﻰ ﻤﺩﻯ ﻤﺎ ﺘﻌﻠﻤﻪ
5 4 3 2 1
ﺍﻝﻁﻠﺒﺔ ﻤﻥ ﻤﻌﻠﻭﻤﺎﺕ.
.31ﺇﺩﺭﺍﻙ ﺃﻥ ﺍﻝﺘﻘﻭﻴﻡ ﻴﻌﺩ ﺤﻜﻤﹰﺎ ﻋﻠﻰ ﻤﺩﻯ ﻤﺎ ﺍﻜﺘﺴﺒﻪ
5 4 3 2 1
ﺍﻝﻁﻠﺒﺔ ﻤﻥ ﻤﻬﺎﺭﺍﺕ ﻤﺘﻨﻭﻋﺔ.
5 4 3 2 1 .32ﺭﺒﻁ ﺃﺩﻭﺍﺕ ﺍﻝﺘﻘﻭﻴﻡ ﺒﺄﻫﺩﺍﻑ ﺍﻝﺩﺭﺱ .
5 4 3 2 1 .33ﻁﺭﺡ ﺃﺴﺌﻠﺔ ﺘﺜﻴﺭ ﺍﻫﺘﻤﺎﻡ ﺍﻝﻁﻠﺒﺔ ﻝﻠﺩﺭﺱ .
5 4 3 2 1 .34ﻤﺘﺎﺒﻌﺔ ﺍﻝﻜﺸﻭﻓﺎﺕ ﺍﻝﻤﻌﺩﺓ ﻝﺭﺼﺩ ﺩﺭﺠﺎﺕ ﺍﻝﻁﻠﺒﺔ .
.35ﻁﺭﺡ ﺍﻷﺴﺌﻠﺔ ﺍﻝﺸﻔﻬﻴﺔ ﺍﻝﺼﻔﻴﺔ ﺒﺼﻴﻐﺔ ﻤﺜﻴﺭﺓ ﻝﺘﻔﻜﻴﺭ
5 4 3 2 1
ﺍﻝﻁﻠﺒﺔ .
5 4 3 2 1 .36ﺍﻝﺘﻨﻭﻴﻊ ﻓﻲ ﺒﻨﺎﺀ ﺍﺨﺘﺒﺎﺭﺍﺕ ﺘﻘﻭﻴﻡ ﺘﻌﻠﻡ ﺍﻝﻁﻠﺒﺔ .
.37ﻤﺭﺍﻋﺎﺓ ﺍﻝﻔﺭﻭﻕ ﺍﻝﻔﺭﺩﻴﺔ ﺒﻴﻥ ﺍﻝﻁﻠﺒﺔ ﻓﻲ ﻋﻤﻠﻴﺔ
5 4 3 2 1
ﺍﻝﺘﻘﻭﻴﻡ.
.38ﺒﻨﺎﺀ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﺍﻝﺘﺤﺼﻴﻠﻴﺔ ﻭﻓﻕ ﺠﺩﻭل
5 4 3 2 1
ﺍﻝﻤﻭﺍﺼﻔﺎﺕ.
121
ﺃﻭﺍﻓﻕ ﻻ ﺃﻭﺍﻓﻕ
ﻤﺤﺎﻴﺩ ﺃﻭﺍﻓﻕ ﻻ ﺃﻭﺍﻓﻕ ﺍﻝﻔﻘﺭﺓ
ﺒﺸﺩﺓ ﺒﺸﺩﺓ
.39ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ ﺘﺤﻠﻴل ﻨﺘﺎﺌﺞ ﺍﻝﺘﻘﻭﻴﻡ ﻓﻲ ﺘﺤﺴﻴﻥ ﻋﻤﻠﻴﺔ
5 4 3 2 1
ﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻝﺘﻌﻠﻡ.
5 4 3 2 1 .40ﺍﺴﺘﺨﺩﺍﻡ ﺃﺴﺎﻝﻴﺏ ﻤﺘﻨﻭﻋﺔ ﻓﻲ ﺘﻘﻭﻴﻡ ﻤﺴﺘﻭﻯ ﺍﻝﻁﻠﺒﺔ.
5 4 3 2 1 .41ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻜﺸﻜل ﻤﻥ ﺃﺸﻜﺎل ﺍﻝﺘﻘﻭﻴﻡ .
5 4 3 2 1 .42ﺘﻭﻀﻴﺢ ﺃﻫﺩﺍﻑ ﺍﻝﺘﻘﻭﻴﻡ ﻝﻠﻁﻠﺒﺔ .
5 4 3 2 1 .43ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ ﺨﺒﺭﺓ ﺍﻝﺯﻤﻼﺀ ﻓﻲ ﺘﺤﻜﻴﻡ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ .
ﻗﻀﺎﻴﺎ ﺃﺨﺭﻯ ﺘﻭﺩ/ﻱ ﺇﻀﺎﻓﺘﻬﺎ ﺃﻭ ﺍﻝﺤﺩﻴﺙ ﻋﻨﻬﺎ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﻤﻭﻀﻭﻉ ﺍﻹﺸﺭﺍﻑ:
___________________________________________________ .1
___________________________________________________ .2
___________________________________________________ .3
___________________________________________________ .4
ﺸﻜﺭﹰﺍ ﻝﺘﻌﺎﻭﻨﻜﻡ
122
ﻤﻠﺤﻕ ﺭﻗﻡ
)(2
ﺠﺩﻭل ﺒﺎﺴﻤﺎﺀ
ﺍﻝﻤﺤﻜﻤﻴﻥ
123
ﻤﻠﺤﻕ ﺭﻗﻡ
)(3
ﻜﺘﺎﺏ ﻤﻭﺠﻪ ﻤﻥ ﺍﻝﺠﺎﻤﻌﺔ
ﺘﺴﻬﻴل ﻤﻬﻤﺔ
125
126
ﻤﻠﺤﻕ ﺭﻗﻡ
)(4
ﻜﺘﺎﺏ ﻤﻭﺠﻪ ﻤﻥ ﺩﺍﺌﺭﺓ
ﺍﻻﻭﻗﺎﻑ
ﺘﺴﻬﻴل ﻤﻬﻤﺔ
127