‫‪2021(02 )13 -ISSN : 2170-1121‬‬ ‫‪‬‬

‫ﻤﺴﺘﻭﻯ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ‬

‫ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﺃﺴﺎﺘﺫﺓ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺜﺎﻨﻭﻱ‬
‫‪The level of Emotional Intelligence and its relation to Classroom Management‬‬
‫‪in a sample of secondary education teachers‬‬

‫*‪1‬‬
‫ﺯﻴﻨﺏ ﺒﻥ ﺒﺭﻴﻜﺔ‬
‫‪ 1‬ﺍﻟﻤﺩﺭﺴﺔ ﺍﻟﻌﻠﻴﺎ ﻟﻸﺴﺎﺘﺫﺓ ﺍﻟﺸﻴﺦ ﻤﺤﻤﺩ ﺍﻟﺒﺸﻴﺭ ﺍﻹﺒﺭﺍﻫﻴﻤﻲ ﺍﻟﻘﺒﺔ )ﺍﻟﺠﺯﺍﺌﺭ(‬

‫ﺘﺎﺭﻴﺦ ﺍﻻﺴﺘﻼﻡ ‪2019-11-22 :‬؛ ﺘﺎﺭﻴﺦ ﺍﻟﻤﺭﺍﺠﻌﺔ ‪2020-11-14 :‬؛ ﺘﺎﺭﻴﺦ ﺍﻟﻘﺒﻭل ‪2021- 06- 30 :‬‬

‫ﻤﻠﺨﺹ‪:‬‬
‫ﺘﻬﺩﻑ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺘﻘﺼﻲ ﻤﺴﺘﻭﻯ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﺃﺴﺎﺘﺫﺓ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺜﺎﻨﻭﻱ‪ .‬ﺘﺘﻜﻭﻥ‬
‫ﺍﻟﻌﻴﻨﺔ ﻤﻥ ‪ 80‬ﺃﺴﺘﺎﺫ ﻭﺃﺴﺘﺎﺫﺓ ﻤﻥ ﻤﺭﺤﻠﺔ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺜﺎﻨﻭﻱ‪ .‬ﻁﺒﻕ ﻋﻠﻴﻬﻡ ﻤﻘﻴﺎﺱ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻟﻌﺜﻤﺎﻥ ﻭﺭﺯﻕ )‪ ،(2001‬ﻭﻤﻘﻴﺎﺱ ﺍﻹﺩﺍﺭﺓ‬
‫ﺍﻟﺼﻔﻴﺔ ﻟﺒﺩﺭ )‪ .(1986‬ﺘﻭﺼﻠﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ‪ :‬ﺘﻤﺘﻊ ﻜل ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺒﻤﺴﺘﻭﻯ ﻋﺎل ﻤﻥ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ‪ .‬ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻕ ﺠﻭﻫﺭﻱ ﺒﻴﻥ‬
‫ﺍﻷﺴﺎﺘﺫﺓ ﻭﺍﻷﺴﺘﺎﺫﺍﺕ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ‪ .‬ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻕ ﺠﻭﻫﺭﻱ ﺒﻴﻥ ﻓﺌﺘﻲ ﻤﺘﻐﻴﺭ ﺍﻷﻗﺩﻤﻴﺔ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ‪.‬‬
‫ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﻪ ﻤﻭﺠﺒﺔ ﺩﺍﻟﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ ﺃﻗل ﻤﻥ ‪ ،0.01‬ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﺩﺭﺠﺎﺘﻬﻡ‬
‫ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ‪.‬‬

‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﻤﻔﺘﺎﺤﻴﺔ‪ :‬ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ‪ ،‬ﺃﺴﺎﺘﺫﺓ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺜﺎﻨﻭﻱ‪ ،‬ﺍﻟﺠﻨﺱ‪ ،‬ﺍﻷﻗﺩﻤﻴﺔ‪.‬‬

‫‪Abstract:‬‬
‫‪The aim of this research is to determine the level of emotional intelligence in a sample of‬‬
‫‪secondary education teachers and its relation to classroom management. The sample consists of 80‬‬
‫‪teachers from secondary education. Two measures were applied to the sample: Emotional Intelligence‬‬
‫‪Scale Osman and Rizk (2001) and the Grade Management Scale Badr (1986).‬‬
‫‪The results of the reseasch: The teachers of the sample have a high level of emotional‬‬
‫‪intelligence. There are no significant differences in emotional intelligence attributed to the gender and‬‬
‫‪seniority variable. A positive correlative relation was found at 0.01, between the emotional intelligence‬‬
‫‪scale and their scores on the grade management scale.‬‬

‫‪Key words: Emotional intelligence, Classroom management, Secondary Education Teachers, the‬‬
‫‪gender, seniority.‬‬

‫‪ – I‬ﻤﻘﺩﻤﺔ‪:‬‬
‫ﺍﻨﺤﺼﺭﺕ ﺒﺤﻭﺙ ﻭﺩﺭﺍﺴﺎﺕ ﺍﻟﻌﻠﻤﺎﺀ ﻓﻲ ﺍﻟﻤﺎﻀﻲ ﻋﻠﻰ ﺍﻟﺠﻭﺍﻨﺏ ﺍﻟﺴﻠﺒﻴﺔ ﻤﻥ ﺸﺨﺼﻴﺔ ﺍﻹﻨﺴﺎﻥ‪ ،‬ﻭﻋﻠﻰ ﻤﺨﺘﻠﻑ ﺍﻟﻤﺸﻜﻼﺕ‬
‫ﻭﺍﻻﻀﻁﺭﺍﺒﺎﺕ‪ .‬ﺃﻤﺎ ﻓﻲ ﺍﻟﻌﺼﺭ ﺍﻟﺤﺩﻴﺙ ﻓﻘﺩ ﺘﺤﻭل ﺍﻻﻫﺘﻤﺎﻡ ﺇﻟﻰ ﺩﺭﺍﺴﺔ ﻤﻭﺍﻀﻴﻊ ﺍﻟﺨﺒﺭﺍﺕ ﻭﺍﻟﺨﺼﺎﺌﺹ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻟﻠﺸﺨﺼـﻴﺔ‪،‬‬
‫‪(Positif‬‬ ‫ﻭﻟﻬﺫﺍ ﺴﻌﻰ ﺴﻠﻴﺠﻤﺎﻥ )‪ (Seligman‬ﺇﻟﻰ ﻭﻀﻊ ﻓﻲ ﺃﻭﺍﺨﺭ ﺜﻤﺎﻨﻴﻨﺎﺕ ﺍﻟﻘﺭﻥ ﺍﻟﻤﺎﻀﻲ ﻤﺼﻁﻠﺢ ﻋﻠﻡ ﺍﻟﻨﻔﺱ ﺍﻹﻴﺠـﺎﺒﻲ‬
‫)‪ Psychologie‬ﻟﻠﺘﺄﻜﻴﺩ ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﺘﻘﺼﻲ ﺍﻟﺴﻤﺎﺕ ﻭﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻓﻲ ﺸﺨﺼﻴﺔ ﺍﻹﻨﺴﺎﻥ‪ ،‬ﺴﻌﻴﺎ ﻟﻠﻭﺼﻭل ﺇﻟـﻰ ﻁـﺭﻕ‬
‫ﻭﺃﺴﺎﻟﻴﺏ ﺠﺩﻴﺩﺓ ﺘﺴﺎﻋﺩ ﺍﻟﻔﺭﺩ ﻋﻠﻰ ﺍﻟﻤﻭﺍﺠﻬﺔ ﻭﺍﻟﺘﻐﻠﺏ ﻋﻠﻰ ﻤﺨﺘﻠﻑ ﺍﻟﺼﻌﻭﺒﺎﺕ‪ ،‬ﻭﺘﻤﻜﻨﻪ ﻤﻥ ﺘﻁﻭﻴﺭ ﺫﺍﺘﻪ ﻭﺘﻨﻤﻴﺘﻬﺎ‪ .‬ﻤـﻥ ﻫـﺫﻩ‬
‫ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ‪ ،‬ﻫﺫﺍ ﺍﻟﻤﻔﻬﻭﻡ ﺍﻟﺫﻱ ﺃﺸﺎﺭ ﺇﻟﻴﻪ )‪ (Daniel Golman, 1995‬ﻓﻲ ﻜﺘﺎﺒﻪ ﺒﻌﻨﻭﺍﻥ "ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ"‪.‬‬

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 ‫ﻤﺴﺘﻭﻯ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ ) ﺹ‪ ،‬ﺹ ‪(484 -471‬‬

‫ﻴﺘﻀﻤﻥ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ‪:‬‬

‫ﺍﻟﻤﻌﺭﻓﺔ ﺍﻻﻨﻔﻌﺎﻟﻴﺔ‪ :‬ﺍﻟﺘﻲ ﺘﺘﻤﺜل ﻓﻲ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻻﻨﺘﺒﺎﻩ ﻭﺍﻹﺩﺭﺍﻙ ﻟﻼﻨﻔﻌﺎﻻﺕ ﻭﺍﻟﻤﺸﺎﻋﺭ ﺍﻟﺫﺍﺘﻴﺔ ﻭﺤﺴﻥ ﺍﻟﺘﻤﻴﻴﺯ ﺒﻴﻨﻬـﺎ ﻭﺍﻟﺘﻌﺒﻴـﺭ‬
‫ﻋﻨﻬﺎ‪ ،‬ﻭﺍﻟﻭﻋﻲ ﺒﺎﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻷﻓﻜﺎﺭ ﻭﺍﻟﻤﺸﺎﻋﺭ ﻭﺍﻷﺤﺩﺍﺙ‪.‬‬
‫ﺇﺩﺍﺭﺓ ﺍﻻﻨﻔﻌﺎﻻﺕ‪ :‬ﺘﺘﻤﺜل ﻓﻲ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺘﺤﻜﻡ ﻓﻲ ﺍﻻﻨﻔﻌﺎﻻﺕ ﺍﻟﺴﻠﺒﻴﺔ ﻭﺍﻟﺴﻴﻁﺭﺓ ﻋﻠﻴﻬـﺎ‪ ،‬ﻭﺍﺴـﺘﺩﻋﺎﺀ ﺍﻻﻨﻔﻌـﺎﻻﺕ ﺍﻹﻴﺠﺎﺒﻴـﺔ‬
‫ﺒﺴﻬﻭﻟﺔ‪ ،‬ﻭﻜﺴﺏ ﺍﻟﻭﻗﺕ ﻟﻠﺘﺤﻜﻡ ﻓﻲ ﺍﻻﻨﻔﻌﺎﻻﺕ ﺍﻟﺴﻠﺒﻴﺔ ﻭﺘﺤﻭﻴﻠﻬﺎ ﺇﻟﻰ ﺍﻨﻔﻌﺎﻻﺕ ﺇﻴﺠﺎﺒﻴﺔ‪ ،‬ﻭﻫﺯﻴﻤﺔ ﺍﻟﻘﻠﻕ ﻭﺍﻻﻜﺘﺌـﺎﺏ ﻭﻤﻤﺎﺭﺴـﺔ‬
‫ﻤﻬﺎﺭﺍﺕ ﺍﻟﺤﻴﺎﺓ ﺒﻔﺎﻋﻠﻴﺔ‪.‬‬
‫ﺘﻨﻅﻴﻡ ﺍﻻﻨﻔﻌﺎﻻﺕ‪ :‬ﻴﺘﻀﻤﻥ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺘﻨﻅﻴﻡ ﺍﻻﻨﻔﻌﺎﻻﺕ ﻭﺍﻟﻤﺸﺎﻋﺭ ﻭﺘﻭﺠﻴﻬﻬﺎ ﺇﻟﻰ ﺘﺤﻘﻴﻕ ﺍﻻﻨﺠﺎﺯ ﻭﺍﻟﺘﻔﻭﻕ‪ ،‬ﻭﺍﺴﺘﻌﻤﺎل ﺍﻟﻤﺸﺎﻋﺭ‬
‫ﻭﺍﻻﻨﻔﻌﺎﻻﺕ ﻓﻲ ﺼﻨﻊ ﺃﻓﻀل ﺍﻟﻘﺭﺍﺭﺍﺕ ﺤﺘﻰ ﻭﺇﻥ ﻜﺎﻥ ﺘﺤﺕ ﻀﻐﻁ ﺍﻨﻔﻌﺎﻟﻲ ﻤﻥ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﻓﻬـﻡ ﻜﻴـﻑ ﻴﺘﻌﺎﻤـل ﺍﻵﺨـﺭﻭﻥ‬
‫ﺒﺎﻻﻨﻔﻌﺎﻻﺕ ﺍﻟﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﻜﻴﻑ ﺘﺘﺤﻭل ﺍﻻﻨﻔﻌﺎﻻﺕ ﻤﻥ ﻤﺭﺤﻠﺔ ﺇﻟﻰ ﺃﺨﺭﻯ‪.‬‬
‫ﺍﻟﺘﻌﺎﻁﻑ‪ :‬ﻴﺘﻀﻤﻥ ﻗﺩﺭﺓ ﺍﻟﻔﺭﺩ ﻋﻠﻰ ﺇﺩﺭﺍﻙ ﺍﻨﻔﻌﺎﻻﺕ ﺍﻵﺨﺭﻴﻥ ﻭﻓﻬﻡ ﻤﺸﺎﻋﺭﻫﻡ ﻭﺍﻨﻔﻌﺎﻻﺘﻬﻡ ﻭﺍﻟﺤﺴﺎﺴﻴﺔ ﻻﺤﺘﻴﺎﺠﺎﺘﻬﻡ ﺤﺘﻰ ﻟﻭ ﻟـﻡ‬
‫ﻴﻔﺼﺤﻭﺍ ﻋﻨﻬﺎ ﻭﺍﻟﺘﻨﺎﻏﻡ ﻤﻌﻬﻡ ﻭﺍﻻﺘﺼﺎل ﺒﻬﻡ ﺩﻭﻥ ﺃﻥ ﻴﻜﻭﻥ ﺍﻟﺴﻠﻭﻙ ﻤﺤﻤل ﺒﺎﻻﻨﻔﻌﺎﻻﺕ ﺍﻟﺸﺨﺼﻴﺔ‪.‬‬
‫ﺍﻟﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ‪ :‬ﻴﺘﻤﺜل ﻓﻲ ﻗﺩﺭﺓ ﺍﻟﻔﺭﺩ ﻋﻠﻰ ﺍﻟﺘﺄﺜﻴﺭ ﺍﻹﻴﺠﺎﺒﻲ ﻓﻲ ﺍﻵﺨﺭﻴﻥ ﻭﺫﻟﻙ ﻤﻥ ﺨﻼل ﺇﺩﺭﺍﻙ ﻭﻓﻬﻡ ﺍﻨﻔﻌﺎﻻﺘﻪ ﻭﻤﺸﺎﻋﺭﻩ‬
‫ﻭﻤﻌﺭﻓﺔ ﻤﺘﻰ ﻴﻤﺎﺭﺱ ﺍﻟﻘﻴﺎﺩﺓ ﻭﻤﺘﻰ ﻴﺘﺒﻊ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﻴﺴﺎﻨﺩﻫﻡ ﻭﻴﺘﺼﺭﻑ ﻤﻌﻬﻡ ﺒﻁﺭﻴﻘﺔ ﻻﺌﻘﺔ‪.‬‬
‫ﻴﺸﻴﺭ ﻜﻭﺒﺭﻭ ﺴﻤﻴﺙ ﺇﻟﻰ ﺃﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻟﺫﻴﻥ ﻟﺩﻴﻬﻡ ﻤﺴﺘﻭﻯ ﻤﺭﺘﻔﻊ ﻤﻥ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻫﻡ ﺃﻜﺜـﺭ ﺼـﺤﺔ ﻭﻨﺠﺎﺤـﺎ ﻓـﻲ‬
‫ﺤﻴﺎﺘﻬﻡ‪ ،‬ﻭﻴﻤﺘﻠﻜﻭﻥ ﻤﻬﺎﺭﺍﺕ ﻗﻴﺎﺩﻴﺔ ﻓﺎﻋﻠﺔ‪ ،‬ﺇﻀﺎﻓﺔ ﺇﻟﻰ ﺍﻟﻨﺠﺎﺡ ﺍﻟﻤﻬﻨﻲ‪ ،‬ﻭﺘﺄﺴﻴﺱ ﻋﻼﻗﺎﺕ ﺸﺨﺼﻴﺔ ﻗﻭﻴﺔ ﻤﻘﺎﺭﻨﺔ ﻤﻊ ﻨﻅﺭﺍﺌﻬﻡ ﻤﻤﻥ‬
‫ﻟﺩﻴﻬﻡ ﻤﺴﺘﻭﻯ ﻤﻨﺨﻔﺽ ﻤﻥ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ‪.‬‬
‫ﻭﻴﺅﻜﺩ ﻜل ﻤﻥ ﻜﻭﺒﺭ )‪ ،(Cooper‬ﺠﻭﻥ )‪ ،(John‬ﺴﻭﻟﻴﻔﺎﻥ )‪ (Sullivan‬ﻭﺠﻭﻟﻤـﺎﻥ )‪ (Golman‬ﻋﻠـﻰ ﺃﻥ ﺍﻟـﺫﻜﺎﺀ‬
‫ﺍﻟﻭﺠﺩﺍﻨﻲ ﻴﻤﻜﻥ ﺘﻌﻠﻤﻪ ﻓﻲ ﻤﺭﺍﺤل ﺍﻟﻌﻤﺭ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻭﻜﻠﻤﺎ ﻜﺎﻥ ﺫﻟﻙ ﻤﺒﻜﺭﺍ ﻜﺎﻥ ﺃﻓﻀل‪ ،‬ﻓﺎﻟﺘﺭﺒﻴﺔ ﺘﺘﻁﻠﺏ ﻤـﻥ ﺍﻷﻤﻬـﺎﺕ ﻭﺍﻵﺒـﺎﺀ‬
‫ﻭﺍﻟﻤﺭﺒﻴﻥ ﻭﺍﻟﻤﻌﻠﻤﻴﻥ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺘﻨﻤﻴﺔ ﺍﻟﻔﺭﺩ ﻤﻥ ﺍﻟﻨﺎﺤﻴﺔ ﺍﻟﻌﻘﻠﻴﺔ ﻭﺍﻟﻭﺠﺩﺍﻨﻴﺔ ﻤﻥ ﺃﺠل ﺒﻨﺎﺀ ﻤﺠﺘﻤﻊ ﺴﻠﻴﻡ ﻴﺘﻤﺘﻊ ﺃﻓﺭﺍﺩﻩ ﺒﻨﻤـﻭ ﻋﻘﻠـﻲ‬
‫ﻤﺘﻤﻴﺯ ﻭﻨﻤﻭ ﺍﻨﻔﻌﺎﻟﻲ ﻤﺭﺘﻔﻊ‪.‬‬
‫ﺘﺠﺩﺭ ﺍﻹﺸﺎﺭﺓ ﺇﻟﻰ ﺃﻫﻤﻴﺔ ﺍﻤﺘﻼﻙ ﺍﻟﻤﺭﺒﻴﻥ )ﺍﻷﻤﻬﺎﺕ‪ ،‬ﺍﻵﺒﺎﺀ‪ ،‬ﺍﻟﻤﻌﻠﻤﻴﻥ( ﻟﻘﺩﺭﺍﺕ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻟﻠﻨﺠﺎﺡ ﻓـﻲ ﺠﻭﺍﻨـﺏ‬
‫ﺍﻟﺤﻴﺎﺓ ﺍﻟﻤﺨﺘﻠﻔﺔ‪ .‬ﻓﺎﻟﻤﻌﻠﻡ ﺇﺫﺍ ﻟﻡ ﻴﻜﻥ ﻴﺘﻤﺘﻊ ﺒﺩﺭﺠﺔ ﻋﺎﻟﻴﺔ ﻤﻥ ﻫﺫﺍ ﺍﻟﺫﻜﺎﺀ ﺘﻌﺫﺭ ﻋﻠﻴﻪ ﺃﻥ ﻴﻨﺘﺞ ﻗﺴـﻤﺎ ﻋﻠـﻰ ﺩﺭﺠـﺔ ﻋﺎﻟﻴـﺔ ﻤـﻥ‬
‫ﺍﻹﻨﺘﺎﺠﻴﺔ‪ ،‬ﺒﺈﺭﺴﺎﺀ ﻨﻅﺎﻡ ﻓﺎﻋل ﻹﺩﺍﺭﺓ ﺼﻔﻴﺔ ﻓﺎﻋﻠﺔ‪.‬‬
‫ﺘﺘﻤﺜل ﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ ﻓﻲ ﻜل ﻤﺎ ﻴﻘﻭﻡ ﺒﻪ ﺍﻟﻤﻌﻠﻡ ﺩﺍﺨل ﻏﺭﻓﺔ ﺍﻟﺼﻑ ﻤﻥ ﺴﻠﻭﻜﺎﺕ ﺴﻭﺍﺀ ﻜﺎﻨـﺕ ﻟﻔﻅﻴـﺔ ﻭﻤﺒﺎﺸـﺭﺓ ﺃﻭ‬
‫ﻀﻤﻨﻴﺔ ﻭﻏﻴﺭ ﻤﺒﺎﺸﺭﺓ ﺒﺤﻴﺙ ﺘﺤﻘﻕ ﺒﻠﻭﻍ ﺍﻷﻫﺩﺍﻑ ﺍﻟﺘﺭﺒﻭﻴﺔ ﺍﻟﻤﺭﺴﻭﻤﺔ‪ ،‬ﻭﻫﻲ ﻜﺫﻟﻙ ﻤﺠﻤل ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﻭﺠﻴـﻪ ﻭﺍﻟﺘﻔﺎﻋـل ﺍﻟﺘـﻲ‬
‫ﻴﺘﺒﺎﺩﻟﻬﺎ ﺍﻟﻤﻌﻠﻡ ﻭﺍﻟﺘﻼﻤﻴﺫ ﻭﺃﻨﻤﺎﻁ ﺍﻟﺴﻠﻭﻙ ﺍﻟﻤﺘﺼﻠﺔ ﺒﻬﺎ ﻭﺫﻟﻙ ﻟﺘﺤﻘﻴﻕ ﻫﺩﻑ ﻤﻌﻴﻥ ﻤﺸﺘﺭﻙ ﻤﻥ ﺨﻼل ﺘﻨﻅﻴﻡ ﺠﻬﻭﺩ ﻫﺅﻻﺀ ﺍﻷﻓـﺭﺍﺩ‬
‫ﻭﺘﻨﺴﻴﻘﻬﺎ ﻭﺍﺴﺘﺜﻤﺎﺭﻫﺎ ﺒﺄﻗﺼﻰ ﻁﺎﻗﺔ ﻤﻤﻜﻨﺔ ﻭﺫﻟﻙ ﻟﺠﻌل ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻡ ﻭﺍﻟﺘﻌﻠﻡ ﻓﻲ ﻏﺭﻓﺔ ﺍﻟﺼﻑ ﺃﻤﺭﺍ ﻤﻤﻜﻨﺎ ﻭﻫﺎﺩﻓـﺎ ﻭﻤﺸـﻭﻗﺎ‪،‬‬
‫ﻭﻟﻠﺤﺼﻭل ﻋﻠﻰ ﺃﻓﻀل ﺍﻟﻨﺘﺎﺌﺞ ﺒﺄﻓﻀل ﺠﻬﺩ ﻭﺃﻗل ﻭﻗﺕ )ﻋﻭﺽ‪.(75 :1988 ،‬‬
‫ﺘﺘﻀﻤﻥ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ‪:‬‬
‫ﺤﻔﻅ ﺍﻟﻨﻅﺎﻡ‪ :‬ﻴﺸﻤل ﻤﺠﻤﻭﻋﺔ ﺍﻷﺩﺍﺀﺍﺕ ﺍﻟﺘﻲ ﻴﻘﻭﻡ ﺒﻬﺎ ﺍﻟﻤﻌﻠﻡ ﺒﺩﻗﺔ ﻭﺒﺴﺭﻋﺔ ﻭﺒﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻜﻴﻑ ﻤﻊ ﺍﻟﻤﻌﻁﻴﺎﺕ ﺍﻟﺘﺩﺭﻴﺴﻴﺔ ﺒﻘﺼﺩ‬
‫ﻤﻨﻊ ﺴﻠﻭﻜﺎﺕ ﺍﻟﺸﻐﺏ ﻗﺒل ﺤﺩﻭﺜﻬﺎ‪ ،‬ﺃﻭ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻴﻬﺎ ﻭﻓﻬﻡ ﺃﺴﺒﺎﺒﻬﺎ ﻭﻭﻗﻑ ﺤﺩﻭﺜﻬﺎ‪ ،‬ﻭﻤﻥ ﺜﻡ ﺍﻟﺘﻌﺎﻤل ﻤﻌﻬـﺎ ﺒﺎﻷﺴـﻠﻭﺏ ﺍﻟـﺫﻱ‬
‫ﻴﻨﺎﺴﺒﻬﺎ ﺒﻬﺩﻑ ﺍﻟﺘﺨﻔﻴﻑ ﻤﻥ ﺤﺩﺘﻬﺎ ﺃﻭ ﺇﻴﻘﺎﻓﻬﺎ ﺘﻤﺎﻤﺎ‪.‬‬
‫ﺘﻭﻓﻴﺭ ﺍﻟﺨﺒﺭﺍﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ﺇﻥ ﺘﻭﻓﻴﺭ ﺨﺒﺭﺍﺕ ﺘﻌﻠﻴﻤﻴﺔ ﻤﺘﻨﻭﻋﺔ ﻤﻬﻤﺔ ﺃﺴﺎﺴﻴﺔ ﻟﻠﻤﻌﻠﻡ ﻴﺘﻡ ﻤﻥ ﺨﻼﻟﻬـﺎ ﻤﺭﺍﻋـﺎﺓ ﺍﻟﻔـﺭﻭﻕ‬
‫ﺍﻟﻔﺭﺩﻴﺔ ﺒﻴﻥ ﺍﻟﺘﻼﻤﻴﺫ‪ ،‬ﺒﺤﻴﺙ ﺘﻌﻁﻰ ﻓﺭﺼﺔ ﻟﻠﺠﻤﻴﻊ ﺒﺎﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﺍﻟﺘﻌﻠﻡ ﻭﻻ ﻨﺘﺭﻙ ﻤﺠﺎﻻ ﻟﻠﺘﻠﻤﻴﺫ ﺒﻌﺩﻡ ﺍﻟﻤﺸـﺎﺭﻜﺔ‬
‫ﻓﻲ ﻫﺫﻩ ﺍﻟﻌﻤﻠﻴﺔ )ﺯﻴﺘﻭﻥ‪.(435 :2001 ،‬‬

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 ‫‪2021(02 )13 -ISSN : 2170-1121‬‬ ‫‪‬‬

‫‪ - II‬ﻤﺸﻜﻠﺔ ﺍﻟﺩﺭﺍﺴﺔ‪:‬‬
‫ﺇﻥ ﺍﻟﻤﻌﺭﻓﺔ ﺍﻻﻨﻔﻌﺎﻟﻴﺔ ﻭﺇﺩﺍﺭﺓ ﻭﺘﻨﻅﻴﻡ ﺍﻻﻨﻔﻌﺎﻻﺕ‪ ،‬ﺍﻟﺘﻌﺎﻁﻑ ﻭﺍﻟﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ ﻫﻲ ﺼﻔﺎﺕ ﺇﺫﺍ ﺍﻤﺘﻠﻜﻬﺎ ﺍﻷﺴـﺘﺎﺫ ﺃﺩﻯ‬
‫ﺫﻟﻙ ﺇﻟﻰ ﺘﺤﻘﻴﻕ ﺇﺩﺍﺭﺓ ﺼﻔﻴﺔ ﻓﺎﻋﻠﺔ‪ ،‬ﻭﺒﺎﻟﺘﺎﻟﻲ ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﺒﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻟﻤﺘﻌﻠﻤﻴﻥ ﻭﺇﺤﺩﺍﺙ ﺘﻐﻴﺭﺍﺕ ﻤﺭﻏﻭﺏ ﻓﻴﻬﺎ‬
‫ﻓﻲ ﺴﻠﻭﻜﺎﺘﻬﻡ‪ ،‬ﻭﺘﻁﻭﻴﺭ ﺇﻤﻜﺎﻨﻴﺎﺘﻬﻡ ﻭﺸﺨﺼﻴﺎﺘﻬﻡ ﺇﻟﻰ ﺃﻗﺼﻰ ﺩﺭﺠﺔ ﻤﻤﻜﻨﺔ‪ ،‬ﻭﻤﻥ ﺜﻤﺔ ﺘﺤﻘﻴﻕ ﺇﺩﺍﺭﺓ ﺼﻔﻴﺔ ﻓﺎﻋﻠـﺔ‪ .‬ﻓﻜﻠﻤـﺎ ﺘﻤﺘـﻊ‬
‫ﺍﻷﺴﺘﺎﺫ ﺒﺩﺭﺠﺔ ﻋﺎﻟﻴﺔ ﻤﻥ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻜﻠﻤﺎ ﺘﺤﻜﻡ ﺃﻜﺜﺭ ﻓﻲ ﺃﺒﻌﺎﺩ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ ﺍﻟﻤﺘﻤﺜﻠﺔ ﻓﻲ ﺤﻔﻅ ﺍﻟﻨﻅﺎﻡ‪ ،‬ﻭﺘﻭﻓﻴﺭ ﺍﻟﺨﺒﺭﺍﺕ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫ﻭﻋﻠﻴﻪ ﻴﻤﻜﻥ ﺘﻠﺨﻴﺹ ﻤﺸﻜﻠﺔ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻲ ﺍﻟﺘﺴﺎﺅﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -1‬ﻫل ﻴﻭﺠﺩ ﻓﺭﻭﻕ ﻓﻲ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻟﺩﻯ ﺃﺴﺎﺘﺫﺓ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺜﺎﻨﻭﻱ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ؟‬
‫‪ -2‬ﻫل ﻴﻭﺠﺩ ﻓﺭﻭﻕ ﻓﻲ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻟﺩﻯ ﺃﺴﺎﺘﺫﺓ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺜﺎﻨﻭﻱ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ ﺍﻷﻗﺩﻤﻴﺔ؟‬
‫‪ -3‬ﻫل ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ ﻟﺩﻯ ﺃﺴﺎﺘﺫﺓ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺜﺎﻨﻭﻱ؟‬
‫‪ - III‬ﻓﺭﻀﻴﺎﺕ ﺍﻟﺩﺭﺍﺴﺔ‪:‬‬
‫‪ -1‬ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﺍﻷﺴﺘﺎﺫﺍﺕ ﻭﺍﻷﺴﺎﺘﺫﺓ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ‪.‬‬
‫‪ -2‬ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﺍﻷﺴﺎﺘﺫﺓ ﺍﻟﻘﺩﺍﻤﻰ ﻭﺍﻷﺴﺎﺘﺫﺓ ﺍﻟﺠﺩﺩ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ‪.‬‬
‫‪ -3‬ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﻪ ﺒﻴﻥ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ ﻟﺩﻯ ﺃﺴﺎﺘﺫﺓ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺜﺎﻨﻭﻱ‪.‬‬
‫‪ - IV‬ﺃﻫﻤﻴﺔ ﺍﻟﺩﺭﺍﺴﺔ‪:‬‬
‫ﺘﻅﻬﺭ ﺃﻫﻤﻴﺔ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻴﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ -‬ﺘﻨﺎﻭل ﻤﻭﻀﻭﻉ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﺍﻟﺫﻱ ﻻ ﻴﺯﺍل ﻏﺎﻤﻀﺎ‪ ،‬ﻭﻴﻭﺠﺩ ﺨﻼﻑ ﺤﻭل ﻜﻭﻨﻪ ﻗﺩﺭﺍﺕ ﻋﻘﻠﻴﺔ‪ ،‬ﺃﻡ ﻤﻬﺎﺭﺍﺕ ﺍﺠﺘﻤﺎﻋﻴـﺔ‪ ،‬ﺃﻡ‬
‫ﺴﻤﺎﺕ ﺸﺨﺼﻴﺔ‪ ،‬ﻭﻫﺫﺍ ﺍﻟﻐﻤﻭﺽ ﻴﺤﺘﺎﺝ ﺇﻟﻰ ﺍﻟﻤﺯﻴﺩ ﻤﻥ ﺍﻟﺘﻘﺼﻲ ﻭﺍﻟﺒﺤﺙ‪.‬‬
‫‪ -‬ﺘﺴﺘﻤﺩ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻫﻤﻴﺘﻬﺎ ﻜﺫﻟﻙ ﻤﻥ ﺃﻫﻤﻴﺔ ﻤﻭﻀﻭﻉ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ‪ ،‬ﺍﻟﺫﻱ ﺃﺸﺎﺭ ﺍﻟﺘﺭﺍﺙ ﺍﻟﺴﻴﻜﻭﻟﻭﺠﻲ ﺒﺄﻨـﻪ ﻴﺴـﻬﻡ ﻓـﻲ‬
‫ﺇﻨﺠﺎﺡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ـ ﺍﻟﺘﻌﻠﻤﻴﺔ‪.‬‬
‫‪ -‬ﺘﻨﺎﻭل ﻤﻭﻀﻭﻉ ﻴﺘﺼل ﺍﺘﺼﺎﻻ ﻤﺒﺎﺸﺭﺍ ﺒﺎﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ـ ﺍﻟﺘﻌﻠﻤﻴﺔ ﻭﻫﻭ ﻤﻭﻀﻭﻉ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ‪.‬‬
‫‪ -‬ﺘﺴﻬﻡ ﻨﺘﺎﺌﺞ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻲ ﺘﺯﻭﻴﺩ ﺍﻟﺒﺎﺤﺜﻴﻥ ﺒﻤﻌﻠﻭﻤﺎﺕ ﻋﻥ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﺇﺴﻬﺎﻤﺎﺘﻪ ﻓﻲ ﻤﺠـﺎل ﺍﻟﻌﻤﻠﻴـﺔ ﺍﻟﺘﻌﻠﻴﻤﻴـﺔ ـ‬
‫ﺍﻟﺘﻌﻠﻤﻴﺔ‪.‬‬
‫‪ -‬ﻗﺩ ﺘﻭﺠﻪ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻟﺘﺭﺒﻴﺔ ﺍﻟﻭﺠﺩﺍﻨﻴﺔ ﻓﻲ ﺘﻜﻭﻴﻥ ﺸﺨﺼﻴﺔ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻭﺍﻟﻤﺘﻌﻠﻤﻴﻥ‪.‬‬
‫‪ -‬ﻜﻤﺎ ﺘﻨﺒﻊ ﺃﻫﻤﻴﺔ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺃﻫﻤﻴﺔ ﺍﻟﻭﺠﺩﺍﻥ ﻭﺩﻭﺭﻩ ﻓﻲ ﺤﻴﺎﺓ ﺍﻹﻨﺴﺎﻥ‪ ،‬ﻷﻥ ﺍﻟﻨﻅﺭﺓ ﺍﻟﻤﺘﺯﻨﺔ ﻟﻺﻨﺴﺎﻥ ﺘﻨﻅﺭ ﺇﻟﻴﻪ ﺒﺎﻋﺘﺒـﺎﺭﻩ‬
‫ﻜﺎﺌﻨﺎ ﻴﺠﻤﻊ ﺒﻴﻥ ﺍﻟﻌﻘل ﻭﺍﻟﻭﺠﺩﺍﻥ‪.‬‬

‫‪ - V‬ﺃﻫﺩﺍﻑ ﺍﻟﺩﺭﺍﺴﺔ‪:‬‬
‫‪ -‬ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻟﺩﻯ ﺃﺴﺎﺘﺫﺓ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺜﺎﻨﻭﻱ‪.‬‬
‫‪ -‬ﺘﻘﺼﻲ ﺍﻟﻔﺭﻭﻕ ﻓﻲ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻟﺩﻯ ﺃﺴﺎﺘﺫﺓ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺜﺎﻨﻭﻱ ﻭﻓﻕ ﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ‪.‬‬
‫‪ -‬ﺘﻘﺼﻲ ﺍﻟﻔﺭﻭﻕ ﻓﻲ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻟﺩﻯ ﺃﺴﺎﺘﺫﺓ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺜﺎﻨﻭﻱ ﻭﻓﻕ ﻤﺘﻐﻴﺭ ﺍﻷﻗﺩﻤﻴﺔ‪.‬‬
‫‪ -‬ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ ﻟﺩﻯ ﺃﺴﺎﺘﺫﺓ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺜﺎﻨﻭﻱ‪.‬‬
‫‪ - VI‬ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‪ :‬ﺘﻭﺠﺩ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺘﻲ ﺘﻨﺎﻭﻟﺕ ﻤﻭﻀﻭﻋﺎﺕ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ‪ ،‬ﻭﺫﻟﻙ ﻤـﻥ‬
‫ﺯﻭﺍﻴﺎ ﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﻗﺩ ﺘﻨﻭﻋﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺒﻴﻥ ﺍﻟﻌﺭﺒﻴﺔ ﻭﺍﻷﺠﻨﺒﻴﺔ‪ .‬ﻨﺴﺘﻌﺭﺽ ﻓﻲ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﺠﻤﻠﺔ ﻤﻥ ﺍﻟﺩﺭﺍﺴـﺎﺕ ﺍﻟﺘـﻲ‬
‫ﺘﻤﺕ ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻨﻬﺎ ﻤﻊ ﺍﻹﺸﺎﺭﺓ ﺇﻟﻰ ﺃﺒﺭﺯ ﻋﻨﺎﺼﺭﻫﺎ‪ ،‬ﻭﺘﻘﺩﻴﻡ ﺘﻌﻠﻴﻘﺎ ﻋﻠﻴﻬﺎ ﻴﺘﻀﻤﻥ ﺠﻭﺍﻨﺏ ﺍﻻﺘﻔﺎﻕ ﻭﺍﻻﺨﺘﻼﻑ‪ ،‬ﻭﻴﺒـﻴﻥ ﻤﻭﻗـﻊ‬

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 ‫ﻤﺴﺘﻭﻯ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ ) ﺹ‪ ،‬ﺹ ‪(484 -471‬‬

‫‪ 1995‬ﻭ‪ ،2014‬ﻭﺸﻤﻠﺕ ﻋﺩﺓ ﺒﻠـﺩﺍﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‪ ،‬ﻭﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺠﺎﺀﺕ ﻓﻲ ﺍﻟﻔﺘﺭﺓ ﺍﻟﺯﻤﻨﻴﺔ ﺒﻴﻥ‬
‫ﻤﻤﺎ ﻴﺸﻴﺭ ﺇﻟﻰ ﺘﻨﻭﻋﻬﺎ ﺍﻟﺯﻤﻨﻲ ﻭﺍﻟﺠﻐﺭﺍﻓﻲ‪ .‬ﻫﺫﺍ ﻭﻗﺩ ﺘﻡ ﺘﺼﻨﻴﻔﻬﺎ ﺤﺴﺏ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺭﺌﻴﺴﻴﺔ ﻟﻠﺩﺭﺍﺴﺔ ﻭﺤﺴﺏ ﻜﻭﻨﻬـﺎ ﺩﺭﺍﺴـﺎﺕ‬
‫ﻋﺭﺒﻴﺔ ﻭﺃﺠﻨﺒﻴﺔ ﺇﻟﻰ ﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ - 1 . VI‬ﺩﺭﺍﺴﺎﺕ ﺤﻭل ﻤﺘﻐﻴﺭ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ‪:‬‬
‫ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻌﺭﺒﻴﺔ‪:‬‬

‫‪ -‬ﺩﺭﺍﺴﺔ ﺭﺍﻀﻲ )‪ :(2001‬ﻫﺩﻓﺕ ﺇﻟﻰ ﺘﻘﺼﻲ ﺍﻟﻔﺭﻭﻕ ﻓﻲ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻟﺩﻯ ﻁﻼﺏ ﺍﻟﺠﺎﻤﻌﺔ ﻤﻥ ﺍﻟﺠﻨﺴﻴﻥ‪ ،‬ﻭﺍﻟﺘﻌﺭﻑ ﻋﻠـﻰ‬
‫ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻟﻁﻼﺏ ﻤﺭﺘﻔﻌﻲ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﻤﻨﺨﻔﻀﻲ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻓﻲ ﻜل ﻤﻥ ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ﻭﻗـﺩﺭﺍﺕ ﺍﻟﺘﻔﻜﻴـﺭ‬
‫ﺍﻹﺒﺩﺍﻋﻲ‪ .‬ﺘﻜﻭﻨﺕ ﺍﻟﻌﻴﻨﺔ ﻤﻥ ‪ 289‬ﻁﺎﻟﺒﺎ ﻭﻁﺎﻟﺒﺔ ﺒﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺒﺠﺎﻤﻌﺔ ﺍﻟﻤﻨﺼﻭﺭﺓ‪ .‬ﻜﺸﻔﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻋﻥ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟـﺔ‬
‫ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻓﻲ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻟﺼﺎﻟﺢ ﺍﻹﻨﺎﺙ‪ .‬ﻭﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﻤﺭﺘﻔﻌﻲ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠـﺩﺍﻨﻲ ﻭﻤﻨﺨﻔﻀـﻲ‬
‫ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻓﻲ ﻜل ﻤﻥ ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ﻭﺍﻟﺘﻔﻜﻴﺭ ﺍﻹﺒﺩﺍﻋﻲ ﻟﺼﺎﻟﺢ ﺍﻟﻁﻼﺏ ﻤﺭﺘﻔﻌﻲ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ‪.‬‬
‫‪ -‬ﺩﺭﺍﺴﺔ ﻋﻴﺴﻰ ﻭﺭﺸﻭﺍﻥ )‪ :(2006‬ﻫﺩﻓﺕ ﺇﻟﻰ ﺩﺭﺍﺴﺔ ﻋﻼﻗﺔ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﺒﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﻟـﺩﻯ ﻋﻴﻨـﺔ ﻤـﻥ‬
‫ﺍﻟﺘﻼﻤﻴﺫ ﺘﻀﻤﻨﺕ ‪ 300‬ﺘﻠﻤﻴﺫﺍ ﻭﺘﻠﻤﻴﺫﺓ ﻤﻥ ﺍﻟﺼﻔﻭﻑ ﺍﻟﺴﺎﺩﺱ ﺍﻻﺒﺘﺩﺍﺌﻲ‪ ،‬ﻭﺍﻷﻭل ﻭﺍﻟﺜﺎﻟﺙ ﺍﻟﻤﺘﻭﺴﻁ‪ ،‬ﺘﺭﺍﻭﺤﺕ ﺃﻋﻤﺎﺭﻫﻡ ﺒﻴﻥ )‪11‬‬
‫ـــ ‪ (14‬ﺴﻨﺔ‪ .‬ﺒﻴﻨﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻜﻜل ﻭﺃﺒﻌﺎﺩ ﺍﻟﺘﻌﺎﻁﻑ ﻭﺍﺴـﺘﺨﺩﺍﻡ‬
‫ﺍﻻﻨﻔﻌﺎﻻﺕ‪ ،‬ﻭﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺎ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺩﺭﺠﺎﺕ ﺍﻟﺠﻨﺴﻴﻥ ﻓﻲ ﺒﻌﺩ ﺍﻟﺘﻌﺒﻴﺭ ﻋﻥ ﺍﻻﻨﻔﻌﺎﻻﺕ ﻟﺼﺎﻟﺢ ﺍﻟﺒﻨﺎﺕ ﻭﻓـﻲ‬
‫ﺒﻌﺩ ﺘﻨﻅﻴﻡ ﺍﻻﻨﻔﻌﺎﻻﺕ ﻟﺼﺎﻟﺢ ﺍﻷﻭﻻﺩ‪.‬‬
‫‪ -‬ﺩﺭﺍﺴﺔ ﺍﻟﺴﻤﺎﺩﻭﻨﻲ )‪ :(2007‬ﺘﻨﺎﻭﻟﺕ ﻓﺤﺹ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻟﻠﻤﻌﻠﻡ ﻭﺍﻟﺘﻭﺍﻓﻕ ﺍﻟﻤﻬﻨﻲ ﻟﺩﻴﻪ‪ ،‬ﻭﺍﻟﻜﺸﻑ ﻋﻥ ﺃﺜـﺭ‬
‫ﺍﻟﺠﻨﺱ ﻭﺍﻟﺘﺨﺼﺹ ﻭﺍﻟﺨﺒﺭﺓ ﻓﻲ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ‪ .‬ﺍﺴﺘﹸﺨﺩﻤﺕ ﻋﻴﻨﺔ ﻗﻭﺍﻤﻬﺎ ‪ 360‬ﻤﻌﻠﻤﺎ ﻭﻤﻌﻠﻤﺔ ﻤﻥ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴﺔ‪ .‬ﺘﻭﺼﻠﺕ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﻪ ﻤﻭﺠﺒﺔ ﺇﺤﺼﺎﺌﻴﺎ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠـﺩﺍﻨﻲ ﻭﺩﺭﺠـﺎﺘﻬﻡ ﻋﻠـﻰ‬
‫ﻤﻘﻴﺎﺱ ﺍﻟﺘﻭﺍﻓﻕ ﺍﻟﻤﻬﻨﻲ‪ .‬ﻜﻤﺎ ﺃﻭﻀﺤﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ ﻓﻲ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﺃﺒﻌﺎﺩﻩ ﺍﻟﻔﺭﻋﻴﺔ ﻟﺼﺎﻟﺢ ﺍﻟﻤﻌﻠﻤﻴﻥ‪.‬‬
‫ﻭﺒﻴﻨﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﻓﺌﺎﺕ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ ﻟﻠﻤﻌﻠﻤﻴﻥ ﻭﺍﺨﺘﺼﺎﺼﺎﺘﻬﻡ ﺍﻷﻜﺎﺩﻴﻤﻴﺔ ﻓﻲ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠـﺩﺍﻨﻲ ﻭﻓـﻲ ﺃﺒﻌـﺎﺩ‬
‫ﺍﻟﺘﻌﺎﻁﻑ ﻭﺍﻟﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ‪.‬‬
‫‪ -‬ﺩﺭﺍﺴﺔ ﺇﺴﻤﺎﻋﻴل )‪ :(2008‬ﻫﺩﻓﺕ ﻟﻠﺘﻌﺭﻑ ﻋﻠﻰ ﻋﻼﻗﺔ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﺒﻜل ﻨﻤﻁ ﻗﻴﺎﺩﻱ ﻭﺃﺴﺎﻟﻴﺏ ﻤﻭﺍﺠﻬﺔ ﺍﻟﻀﻐﻭﻁ‪ ،‬ﻭﺫﻟﻙ‬
‫ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻜﻭﻨﺔ ﻤﻥ ‪ 180‬ﻤﻥ ﺍﻟﻘﺎﺩﺓ ﺍﻹﺩﺍﺭﻴﻴﻥ‪ .‬ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﻋﺩﺓ ﻨﺘﺎﺌﺞ ﻤﻥ ﻀﻤﻨﻬﺎ ﺃﻥ ﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻟﺫﻜﻭﺭ ﺃﻋﻠـﻰ ﻤـﻥ‬
‫ﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻹﻨﺎﺙ ﻓﻲ ﺒﻌﺽ ﺃﺒﻌﺎﺩ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ‪.‬‬
‫‪ -‬ﺩﺭﺍﺴﺔ ﺍﻟﻤﺼﺩﺭ )‪ :(2008‬ﻫﺩﻓﺕ ﺇﻟﻰ ﺩﺭﺍﺴﺔ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻻﻨﻔﻌﺎﻟﻴﺔ ﺘﻤﺜﻠﺕ ﻓـﻲ‬
‫ﻭﺠﻬﺔ ﺍﻟﻀﺒﻁ‪ ،‬ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻭﺍﻟﺨﺠل‪ .‬ﺒﻠﻎ ﺤﺠﻡ ﺍﻟﻌﻴﻨﺔ ‪ 219‬ﻁﺎﻟﺒﺎ ﻭﻁﺎﻟﺒﺔ ﻤﻥ ﻁﻼﺏ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺜﺎﻟﺙ ﺒﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﻤﻥ ﻁـﻼﺏ‬
‫ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺜﺎﻟﺙ ﺒﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺒﺠﺎﻤﻌﺔ ﺍﻷﺯﻫﺭ ﺒﻐﺯﺓ‪ .‬ﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻨﺘﺎﺌﺞ ﻤﻔﺎﺩﻫﺎ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﺍﻟﻁﻠﺒﺔ‬
‫ﻭﺍﻟﻁﺎﻟﺒﺎﺕ ﻓﻲ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ‪ ،‬ﻟﺼﺎﻟﺢ ﺍﻟﺫﻜﻭﺭ‪ ،‬ﻭﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﻤﺭﺘﻔﻌﻲ ﻭﻤﻨﺨﻔﻀﻲ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻓـﻲ ﺘﻘـﺩﻴﺭ ﺍﻟـﺫﺍﺕ‬
‫ﻟﺼﺎﻟﺢ ﺫﻭﻱ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﺍﻟﻤﺭﺘﻔﻊ‪ ،‬ﻭﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﻤﺭﺘﻔﻌﻲ ﻭﻤﻨﺨﻔﻀﻲ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠـﺩﺍﻨﻲ ﻓـﻲ ﻭﺠﻬـﺔ ﺍﻟﻀـﺒﻁ‬
‫ﻭﺍﻟﺨﺠل‪ ،‬ﻭﻭﺠﻭﺩ ﺘﺄﺜﻴﺭ ﺩﺍل ﻟﻠﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻋﻠﻰ ﻜل ﻤﻥ ﻭﺠﻬﺔ ﺍﻟﻀﺒﻁ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻭﺍﻟﺨﺠل‪.‬‬
‫‪ -‬ﺩﺭﺍﺴﺔ ﺍﻟﻔﻘﻲ )‪ :(2010‬ﺘﻨﺎﻭﻟﺕ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﺍﻟﺘﻔﺎﻋل ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﻓﺎﻋﻠﻴﺔ ﺍﻟﺫﺍﺕ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤـﻥ ﻤﻌﻠﻤـﻲ‬
‫ﻭﻤﻌﻠﻤﺎﺕ ﺍﻟﻤﺭﺤﻠﺘﻴﻥ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﻭﺍﻟﺜﺎﻨﻭﻴﺔ ﺒﻤﺼﺭ ﻭﺍﻟﺴﻌﻭﺩﻴﺔ‪ .‬ﺘﻀﻤﻨﺕ ﺍﻟﻌﻴﻨﺔ ‪ 400‬ﻤﻌﻠﻤﺎ ﻭﻤﻌﻠﻤﺔ ﺒﻭﺍﻗﻊ ‪ 100‬ﻤﻌﻠﻡ ﻭﻤﻌﻠﻤﺔ ﻤـﻥ‬
‫ﻜل ﻤﺭﺤﻠﺔ ﺘﻌﻠﻴﻤﻴﺔ ﻟﻜل ﻤﻥ ﺍﻟﺒﻠﺩﻴﻥ‪ ،‬ﺒﺤﻴﺙ ﺍﺨﺘﻴﺭﺕ ﻤﻥ ‪ 7‬ﻤﻌﺎﻫﺩ ﺃﺯﻫﺭﻴﺔ ﺒﻤﺼﺭ ﻭ‪ 33‬ﻤﺩﺭﺴﺔ ﻤﻥ ﺍﻟﺴﻌﻭﺩﻴﺔ‪ .‬ﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ‬
‫ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﻪ ﺫﺍﺕ ﺩﻻﻟﺔ ﺒﻴﻥ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﺍﻟﺘﻔﺎﻋل ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﻓﺎﻋﻠﻴﺔ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﺍﻟﻤﻌﻠﻤـﻴﻥ‬
‫ﻭﺍﻟﻤﻌﻠﻤﺎﺕ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ‪.‬‬

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‫‪ -‬ﺩﺭﺍﺴﺔ ﺒﻠﻘﺎﺴﻡ )‪ :(2014‬ﻫﺩﻓﺕ ﺇﻟﻰ ﺍﻟﻜﺸﻑ ﻋﻥ ﻁﺒﻴﻌﺔ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻨﻴﺔ ﻤـﻥ ﺍﻟﺘﻌﻠـﻴﻡ‬
‫ﺍﻟﺜﺎﻨﻭﻱ ﻭﺇﻨﺠﺎﺯﻫﻡ ﺍﻟﺩﺭﺍﺴﻲ‪ ،‬ﻭﺘﺄﺜﻴﺭ ﻋﺎﻤل ﺍﻟﺠﻨﺱ ﻭﺍﻟﺘﺨﺼﺹ ﺍﻟﺩﺭﺍﺴﻲ ﻭﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻟﻸﺏ ﻭﺍﻷﻡ‪ .‬ﻁﺒﻘﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ‬
‫ﻋﻴﻨﺔ ﻗﻭﺍﻤﻬﺎ ‪ 643‬ﺘﻠﻤﻴﺫ ﻭﺘﻠﻤﻴﺫﺓ ﻤﻥ ﺜﺎﻨﻭﻴﺎﺕ ﻭﻻﻴﺔ ﻏﻠﻴﺯﺍﻥ‪ .‬ﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺍﺭﺘﻔﺎﻉ ﻤﺴﺘﻭﻯ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻟﺩﻯ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ‪.‬‬
‫ﻭﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﻪ ﻤﻭﺠﺒﺔ ﺒﻴﻥ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﺍﻻﻨﺠﺎﺯ ﺍﻟﺩﺭﺍﺴﻲ‪ .‬ﻭﻭﺠﻭﺩ ﻓﺭﻭﻕ ﻓﻲ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﺘﻌـﺯﻯ ﻟﻤﺘﻐﻴـﺭ‬
‫ﺍﻟﺠﻨﺱ‪ ،‬ﺍﻟﺘﺨﺼﺹ‪ ،‬ﻭﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻟﻸﺒﻭﻴﻥ‪.‬‬
‫‪ -‬ﺩﺭﺍﺴﺔ ﺍﻟﺯﻫﺭﺍﻨﻲ )‪ :(2014‬ﺒﻌﻨﻭﺍﻥ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻟﻀﻐﻭﻁ ﺍﻟﺤﻴﺎﺘﻴﺔ ﻟﺩﻯ ﻁﻠﺒﺔ ﺠﺎﻤﻌﺔ ﺍﻟﻤﻠﻙ ﺴﻌﻭﺩ‪ .‬ﻫﺩﻓﺕ ﺇﻟﻰ‬
‫ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺃﻜﺜﺭ ﺍﻟﻀﻐﻭﻁ ﺍﻟﺤﻴﺎﺘﻴﺔ ﻭﺠﻭﺩﺍ‪ ،‬ﻭﺃﻜﺜﺭ ﺃﺒﻌﺎﺩ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﺍﻨﺘﺸﺎﺭﺍ‪ ،‬ﻭﻜﺫﻟﻙ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟـﺫﻜﺎﺀ‬
‫ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﺍﻟﻀﻐﻭﻁ ﺍﻟﺤﻴﺎﺘﻴﺔ‪ ،‬ﻭﺍﻟﻔﺭﻭﻕ ﻓﻲ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﺍﻟﻀﻐﻭﻁ ﺍﻟﺤﻴﺎﺘﻴﺔ ﺍﻟﺘﻲ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺠﻨﺱ‪ ،‬ﺍﻟﻌﻤﺭ‪ ،‬ﺍﻟﻤﻌﺩل‬
‫ﺍﻟﺘﺭﺍﻜﻤﻲ‪ ،‬ﺍﻟﺘﺨﺼﺹ ﺍﻟﺩﺭﺍﺴﻲ‪ ،‬ﻟﺩﻯ ﻁﻠﺒﺔ ﺠﺎﻤﻌﺔ ﺍﻟﻤﻠﻙ ﺴﻌﻭﺩ‪ .‬ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ‪ 420‬ﻁﺎﻟﺒﺎ ﻭﻁﺎﻟﺒﺔ ﺒﺠﺎﻤﻌﺔ ﺍﻟﻤﻠـﻙ‬
‫ﺴﻌﻭﺩ‪ .‬ﻭﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻭﺠﻭﺩ ﺍﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﺍﻟﻀﻐﻭﻁ ﺍﻟﺤﻴﺎﺘﻴﺔ ﺍﻟﺘﻲ ﻴﻭﺍﺠﻬﻬﺎ ﺍﻟﻁﻼﺏ ﻭﺍﻟﻁﺎﻟﺒـﺎﺕ‪ ،‬ﻭﻭﺠـﻭﺩ‬
‫ﻓﺭﻭﻕ ﺒﻴﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻓﻲ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻟﺼﺎﻟﺢ ﺍﻹﻨﺎﺙ‪ ،‬ﺒﻴﻨﻤﺎ ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺘﺭﺠﻊ ﺇﻟﻰ ﻜل ﻤﻥ ﺍﻟﺘﺨﺼﺹ ﻭﺍﻟﻌﻤـﺭ‪،‬‬
‫ﻭﻭﺠﻭﺩ ﻓﺭﻭﻕ ﻓﻲ ﺍﻟﻀﻐﻭﻁ ﺘﻌﺯﻯ ﺇﻟﻰ ﺍﻟﻌﻤﺭ‪ ،‬ﻭﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺘﺭﺠﻊ ﺇﻟﻰ ﻜل ﻤﻥ ﺍﻟﺠﻨﺱ‪ ،‬ﺍﻟﺘﺨﺼﺹ‪.‬‬
‫ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻷﺠﻨﺒﻴﺔ‪:‬‬

‫‪ -‬ﺩﺭﺍﺴﺔ ﺴﻜﻭﺕ "‪ :(1998) "Schutte‬ﺘﻨﺎﻭﻟﺕ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﺍﻟﻌﻼﻗﺎﺕ ﺒﻴﻥ ﺍﻷﺸﺨﺎﺹ ﻤﻥ ﺨﻼل ﺴﻠﺴﺔ ﻤـﻥ‬
‫ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺘﻲ ﺘﻨﺎﻭﻟﺕ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﺴﺒﻌﺔ ﻤﻅﺎﻫﺭ ﻟﻠﻌﻼﻗﺎﺕ ﺒﻴﻥ ﺍﻷﺸﺨﺎﺹ ﻭﻫﻲ‪ :‬ﺍﻟﺘﻌﺎﻁﻑ‪ ،‬ﺍﻟﻘـﺩﺭﺓ ﻋﻠـﻰ‬
‫ﻤﺭﺍﻗﺒﺔ ﺍﻟﺫﺍﺕ ﻓﻲ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺍﻟﺘﻌﺎﻭﻥ‪ .‬ﺃﻤﺎ ﺍﻟﻤﻅﺎﻫﺭ ﺍﻟﺜﻼﺙ ﺍﻟﺒﺎﻗﻴﺔ ﻓﺘﺸﻴﺭ ﺇﻟﻰ ﺩﻻﻻﺕ ﻤﻬﻤـﺔ‬
‫ﺤﻭل ﻨﻭﻋﻴﺔ ﺘﻠﻙ ﺍﻟﻌﻼﻗﺎﺕ ﻭﻫﻲ‪ :‬ﺍﻻﻨﺩﻤﺎﺝ‪ ،‬ﺍﻟﺭﻭﺍﺒﻁ ﺍﻟﻘﺭﻴﺒﺔ ﺍﻟﻔﻌﺎﻟﺔ ﻭﺍﻟﺭﻓﻘﺔ ﺍﻟﻘﺭﻴﺒﺔ ﺍﻟﻤ‪‬ﺭﻀﻴﺔ‪ .‬ﺃﺠﺭﻴﺕ ﺴﻠﺴﻠﺔ ﺍﻟﺩﺭﺍﺴﺎﺕ ﻋﻠـﻰ‬
‫ﻋﻴﻨﺎﺕ ﻤﺨﺘﻠﻔﺔ ﻓﻲ ﺃﺤﺠﺎﻤﻬﺎ ﻭﺃﻋﻤﺎﺭﻫﺎ‪ .‬ﺘﻭﺼﻠﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﺃﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻟﺫﻴﻥ ﺴﺠﻠﻭﺍ ﺩﺭﺠﺎﺕ ﻤﺭﺘﻔﻌﺔ ﻋﻠـﻰ ﻤﻘﻴـﺎﺱ ﺍﻟـﺫﻜﺎﺀ‬
‫ﺍﻟﻭﺠﺩﺍﻨﻲ ﻫﻡ ﺍﻟﺫﻴﻥ ﺤﺼﻠﻭﺍ ﻋﻠﻰ ﺩﺭﺠﺎﺕ ﻤﺭﺘﻔﻌﺔ ﻓﻲ ﺍﻟﻤﻅﺎﻫﺭ ﺍﻟﺴﺒﻌﺔ ﻟﻠﻌﻼﻗﺎﺕ ﺒﻴﻥ ﺍﻷﺸﺨﺎﺹ ﻓﻬﻡ ﺃﻜﺜﺭ ﺘﻌﺎﻁﻔﺎ‪ ،‬ﺃﻜﺜﺭ ﻗـﺩﺭﺓ‬
‫ﻋﻠﻰ ﻤﺭﺍﻗﺒﺔ ﺍﻟﺫﺍﺕ ﻓﻲ ﺍﻟﻤﻭﺍﻗﻑ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﻟﺩﻴﻬﻡ ﻗﺩﺭﺓ ﺃﻜﺒﺭ ﻤﻥ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻜﻤﺎ ﺃﻨﻬﻡ ﺃﻜﺜﺭ ﺘﻌﺎﻭﻨﺎ ﻤﻤﺎ ﻴﺩل ﻋﻠـﻰ‬
‫ﻜﻔﺎﺀﺘﻬﻡ ﻓﻲ ﺒﻨﺎﺀ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻻﻴﺠﺎﺒﻴﺔ ﻤﻊ ﺍﻵﺨﺭﻴﻥ‪.‬‬
‫‪ -‬ﺩﺭﺍﺴﺔ ﻤﺎﻴﺭ ﻭﻜﺎﺭﺴﻴﻭ ﻭﺴﺎﻟﻭﻓﻲ "‪ :(1999) "Mayer, Caruso & Salovy‬ﻫﺩﻓﺕ ﺇﻟﻰ ﺩﺭﺍﺴﺔ ﻤﻼﺌﻤﺔ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ‬
‫ﻟﻤﻌﺎﻴﻴﺭ ﺍﻟﺫﻜﺎﺀ ﺍﻟﺘﻘﻠﻴﺩﻱ‪ .‬ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ‪ 290‬ﻁﺎﻟﺒﺎ ﻭﻁﺎﻟﺒﺔ ﺒﺎﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ‪ .‬ﺘﻡ ﺘﻁﺒﻴﻕ ﻓﻲ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴـﺔ ﻤﻘﻴـﺎﺱ‬
‫ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ‪ .‬ﻜﺸﻔﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻥ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻴﺘﺼل ﺒﺎﻟﺴﻠﻭﻙ ﺍﻟﻭﺍﻗﻌﻲ ﻟﻠﻔﺭﺩ‪ ،‬ﺃﻜﺜﺭ ﻤﻥ ﺍﺘﺼﺎﻟﻪ ﺒﻘﺩﺭﺍﺘﻪ ﺍﻟﻌﻘﻠﻴﺔ‪ ،‬ﺃﻭ ﺴﻤﺎﺘﻪ‬
‫ﺍﻟﺸﺨﺼﻴﺔ‪ .‬ﻜﻤﺎ ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﺃﻥ ﺍﻹﻨﺎﺙ ﺃﻜﺜﺭ ﺘﻔﻭﻗﺎ ﻤﻥ ﺍﻟﺫﻜﻭﺭ ﻓﻲ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﺒﺸﻜل ﻋﺎﻡ‪ .‬ﻭﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﺍﻷﻜﺒﺭ ﺴﻨﺎ ﺃﻋﻠـﻰ‬
‫ﻜﻔﺎﺀﺓ ﻓﻲ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻤﻥ ﺍﻷﺼﻐﺭ ﺴﻨﺎ‪.‬‬
‫‪ -‬ﺩﺭﺍﺴﺔ ﺠﻭﺒﺭﺝ "‪ :(2001) "Joberg‬ﻫﺩﻓﺕ ﺇﻟﻰ ﺍﻟﻜﺸﻑ ﻋﻤﺎ ﺇﺫﺍ ﻜﺎﻥ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻋﺎﻤﻼ ﻓﻲ ﺍﻟﺘﻭﺍﻓﻕ ﺍﻟﻨﺎﺠﺢ ﻤﻊ ﺍﻟﺤﻴﺎﺓ‪.‬‬
‫ﻓﺎﻓﺘﺭﻀﺕ ﺍﺭﺘﺒﺎﻁ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﺇﻴﺠﺎﺒﺎ ﺒﻤﺴﺘﻭﻯ ﺍﻟﺘﻌﻠﻴﻡ‪ ،‬ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﻤﻘﺎﻭﻤﺔ ﺍﻟﻔﺸل‪ ،‬ﺍﻹﺒﺩﺍﻉ‪ ،‬ﻤﺴﺘﻭﻯ ﺍﻟـﺩﺨل ﺍﻟﺸـﻬﺭﻱ‪،‬‬
‫ﺍﻟﺩﺍﻓﻌﻴﺔ ﻟﻠﻌﻤل‪ ،‬ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‪ ،‬ﺍﻟﺘﻭﺍﺯﻥ ﺍﻟﺠﻴﺩ ﻓﻲ ﺍﻟﺤﻴﺎﺓ ﻭﺍﻟﻌﻤل‪ .‬ﻭﺍﺭﺘﺒﺎﻁﻪ ﺴﻠﺒﺎ ﺒﺎﻟﻌﻤﺭ‪ ،‬ﺍﻟﺭ‪‬ﻫﺎﺏ ﺍﻟﻨﻔﺴﻲ‪ ،‬ﺇﻋﻁﺎﺀ ﺍﻷﻭﻟﻭﻴـﺔ‬
‫ﻟﻠﻘﻴﻡ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‪ .‬ﺘﻜﻭﻨﺕ ﺍﻟﻌﻴﻨﺔ ﻤﻥ ‪ 153‬ﻤﻭﻅﻔﺎ‪ .‬ﺘﻭﺼﻠﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺇﻴﺠﺎﺒﻴﺔ ﺒﻴﻥ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠـﺩﺍﻨﻲ‪ ،‬ﻭﻤﻘﺎﻭﻤـﺔ‬
‫ﺍﻟﻔﺸل ﻭﺍﻻﺤﺒﺎﻁﺎﺕ‪ ،‬ﺍﻹﺒﺩﺍﻋﻴﺔ‪ ،‬ﻗﻠﺔ ﺍﻟﺭ‪‬ﻫﺎﺏ ﺍﻟﻨﻔﺴﻲ‪ ،‬ﺍﺭﺘﻔﺎﻉ ﻤﺴﺘﻭﻯ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﺍﻟﺘﻭﺍﺯﻥ ﺍﻟﺠﻴﺩ ﻓﻲ ﺍﻟﺤﻴﺎﺓ ﻭﺍﻟﻌﻤـل‪ ،‬ﺍﻟـﺩﺨل‬
‫ﺍﻟﺸﻬﺭﻱ ﺍﻷﻋﻠﻰ‪ ،‬ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‪ ،‬ﺍﻟﺩﺍﻓﻌﻴﺔ ﻟﻠﻌﻤل‪ ،‬ﺇﻋﻁﺎﺀ ﺍﻷﻭﻟﻭﻴﺔ ﻟﻠﻘﻴﻡ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‪ .‬ﻭﻭﺠﻭﺩ ﻓﺭﻭﻕ ﻓﻲ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﺒـﻴﻥ‬
‫ﺍﻟﺠﻨﺴﻴﻥ ﻟﺼﺎﻟﺢ ﺍﻹﻨﺎﺙ‪ .‬ﻭﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﺍﻟﻜﺒﺎﺭ ﻭﺍﻟﺼﻐﺎﺭ ﻟﺼﺎﻟﺢ ﺍﻟﺼﻐﺎﺭ‪.‬‬

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 ‫ﻤﺴﺘﻭﻯ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ ) ﺹ‪ ،‬ﺹ ‪(484 -471‬‬

‫‪ -‬ﺩﺭﺍﺴﺔ ﺭﻭﺒﺭﺘﺱ ﻭﺁﺨﺭﻭﻥ "‪ :(2002) "Roberts et al‬ﻫﺩﻓﺕ ﺇﻟﻰ ﺩﺭﺍﺴﺔ ﺍﻟﺒﻨﻴﺔ ﺍﻟﻌﺎﻤﻠﻴﺔ ﻟﻤﻘﻴﺎﺱ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻤﺘﻌـﺩﺩ‬
‫ﺍﻟﻌﻭﺍﻤل ﻭﻋﻼﻗﺔ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﺒﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻜﺒﺭﻯ ﻭﺃﺜﺭ ﺍﻟﺠﻨﺱ ﻋﻠﻰ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ‪ .‬ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤـﻥ ‪7‬‬
‫ﺃﺸﺨﺎﺹ ﻤﻥ ﺍﻟﺭﺠﺎل ﻭﺍﻟﻨﺴﺎﺀ‪ .‬ﻁﺒﻘﺕ ﻋﻠﻴﻬﻡ ﻗﺎﺌﻤﺔ ﻟﻠﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‪) :‬ﺍﻟﻌﺼﺎﺒﻴﺔ‪ ،‬ﺍﻻﻨﺒﺴﺎﻁﻴﺔ‪ ،‬ﻴﻘﻅﺔ ﺍﻟﻀﻤﻴﺭ‪ ،‬ﺍﻻﻨﻔﺘﺎﺡ ﻋﻠـﻰ‬
‫ﺍﻟﺨﺒﺭﺓ( ﻭﺒﻁﺎﺭﻴﺔ ﻟﻼﺴﺘﻌﺩﺍﺩ ﺍﻟﻤﻬﻨﻲ ﻟﻘﻴﺎﺱ ﺍﻟﺫﻜﺎﺀ‪ .‬ﺃﻅﻬﺭﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﻤﻭﺠﺒﺔ ﺒﻴﻥ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﺍﻟـﺫﻜﺎﺀ ﺍﻟﻌـﺎﻡ‬
‫ﻭﺒﻌﺽ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺸﺨﺼﻴﺔ‪ .‬ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺴﺎﻟﺒﺔ ﺒﺴﻤﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ‪ ،‬ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﺍﻟﺭﺠﺎل ﻭﺍﻟﻨﺴﺎﺀ ﻓـﻲ ﺍﻟـﺫﻜﺎﺀ ﺍﻟﻭﺠـﺩﺍﻨﻲ‬
‫ﻟﺼﺎﻟﺢ ﺍﻟﻨﺴﺎﺀ ﻋﻨﺩﻤﺎ ﻴﺘﻡ ﺘﻘﺩﻴﺭ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﺘﻘﺩﻴﺭﺍ ﺫﺍﺘﻴﺎ ﻭﻟﺼﺎﻟﺢ ﺍﻟﺭﺠﺎل ﻋﻨﺩﻤﺎ ﻴﺘﻡ ﺘﻘـﺩﻴﺭ ﺍﻟـﺫﻜﺎﺀ ﺍﻟﻭﺠـﺩﺍﻨﻲ ﺒﻭﺍﺴـﻁﺔ‬
‫ﺍﻟﺨﺒﺭﺍﺀ‪.‬‬
‫‪ -‬ﺩﺭﺍﺴﺔ ﺍﻟﻌﻤﺭﺍﻥ ﻭﺒﻭﻨﺎﻤﺎﻜﻲ ‪ :(2008) Alumran &Punamaki‬ﻫﺩﻓﺕ ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﻋﻠـﻰ ﺍﻟﻔـﺭﻭﻕ ﻓـﻲ ﺍﻟـﺫﻜﺎﺀ‬
‫ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﻓﻕ ﺍﻟﺠﻨﺱ ﻭﺍﻟﻌﻤﺭ‪ ،‬ﺘﻜﻭﻨﺕ ﺍﻟﻌﻴﻨﺔ ﻤﻥ ‪ 312‬ﻤﻥ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﺍﻟﺒﺤﺭﻴﻨﻴﻴﻥ ﺘﻡ ﺍﺨﺘﻴﺎﺭﻫﺎ ﻋﺸﻭﺍﺌﻴﺎ ﻤﻥ ﻤﺩﺍﺭﺱ ﻤﺘﻭﺴـﻁﺔ‬
‫ﻭﺜﺎﻨﻭﻴﺔ ﻭﻁﻠﺒﺔ ﻤﻥ ﺠﺎﻤﻌﺔ ﺍﻟﺒﺤﺭﻴﻥ‪ .‬ﺍﺴﺘﻌﻤل ﻓﻲ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻘﻴﺎﺱ ﺒﺎﺭ ـــ ﺃﻭﻥ ﻟﻠﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ‪ .‬ﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟـﻰ‬
‫ﻭﺠﻭﺩ ﺍﺭﺘﺒﺎﻁﺎ ﺇﻴﺠﺎﺒﻴﺎ ﺩﺍﻻ ﺇﺤﺼﺎﺌﻴﺎ ﺒﻴﻥ ﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ ﻭﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻟﺼﺎﻟﺢ ﺍﻹﻨﺎﺙ‪ ،‬ﻭﻜﺫﻟﻙ ﺒﻴﻥ ﻤﺘﻐﻴـﺭ ﺍﻟﻌﻤـﺭ ﻭﺍﻟـﺫﻜﺎﺀ‬
‫ﺍﻟﻭﺠﺩﺍﻨﻲ ﻟﺼﺎﻟﺢ ﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﺔ‪.‬‬

‫‪ - 2 .VI‬ﺩﺭﺍﺴﺎﺕ ﺤﻭل ﻤﺘﻐﻴﺭ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ‪:‬‬

‫ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻌﺭﺒﻴﺔ‪:‬‬

‫‪ -‬ﺩﺭﺍﺴﺔ ﺍﻟﻨﻭﻴﺼﺭ )‪ :(2000‬ﻫﺩﻓﺕ ﺇﻟﻰ ﺩﺭﺍﺴﺔ ﻜﻔﺎﻴﺎﺕ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ ﻟﺩﻯ ﺍﻟﻤﻌﻠﻤﻴﻥ ﺒﺎﻟﻤﺩﺍﺭﺱ ﺍﻟﻤﺘﻭﺴﻁﺔ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻟﻠﺒﻨـﻴﻥ‬
‫ﺒﻤﺩﻴﻨﺔ ﺍﻟﺭﻴﺎﺽ‪ ،‬ﻁﺒﻘﺕ ﻋﻠﻰ ﻋﻴﻨﺔ ﻗﻭﺍﻤﻬﺎ ‪ 264‬ﻤﻌﻠﻤﺎ‪ ،‬ﻭﻗﺩ ﻜﺸﻔﺕ ﻋﻠﻰ ﺍﻟﻜﻔﺎﻴﺎﺕ ﺍﻟﺼﻔﻴﺔ ﺍﻟﻭﺍﺠـﺏ ﺘﻭﺍﻓﺭﻫـﺎ ﻓـﻲ ﺍﻟﻤﻌﻠـﻡ‪،‬‬
‫ﻭﺍﻟﻜﻔﺎﻴﺎﺕ ﺍﻷﻜﺜﺭ ﻤﻤﺎﺭﺴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻭﺍﻟﻤﺩﻴﺭﻴﻥ ﻭﺍﻟﻤﺸﺭﻓﻴﻥ ﺍﻟﺘﺭﺒﻭﻴﻴﻥ ﻫﻲ‪ :‬ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻻﻟﺘﺯﺍﻡ ﺒﺎﻟﻌـﺩل ﺒـﻴﻥ‬
‫ﺍﻟﺘﻼﻤﻴﺫ‪ ،‬ﺍﻻﻟﺘﺯﺍﻡ ﺒﺒﺩﺀ ﺍﻟﺤﺼﺔ ﻓﻲ ﻤﻭﻋﺩﻫﺎ‪ ،‬ﺍﻟﺤﺯﻡ ﻭﺍﻹﻨﺼﺎﻑ ﻓﻲ ﻤﻌﺎﻤﻠﺔ ﺍﻟﻁﻼﺏ‪ ،‬ﺍﻟﻘﺩﺭﺓ ﻋﻠـﻰ ﺘﺤﻀـﻴﺭ ﺍﻟﺠﻴـﺩ ﻟﻠـﺩﺭﻭﺱ‬
‫ﺍﻟﻴﻭﻤﻴﺔ‪ ،‬ﺇﻅﻬﺎﺭ ﻤﺴﺘﻭﻯ ﻋﺎل ﻤﻥ ﺍﻷﺨﻼﻕ‪ ،‬ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﻜﺘﺎﺏ ﺍﻟﻤﺩﺭﺴﻲ‪.‬‬

‫‪ -‬ﺩﺭﺍﺴﺔ ﺍﻟﻜﻌﺒﻲ )‪ :(2000‬ﺒﻌﻨﻭﺍﻥ ﺃﺴﺎﻟﻴﺏ ﺇﺩﺍﺭﺓ ﺍﻟﺼﻑ ﻟﺩﻯ ﻤﻌﻠﻤﺎﺕ ﺍﻟﺒﻨﻴﻥ ﻓﻲ ﺍﻟﺤﻠﻘﺔ ﺍﻟﺜﺎﻨﻴﺔ ﻤﻥ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﺒﻤﻤﻠﻜـﺔ‬
‫ﺍﻟﺒﺤﺭﻴﻥ ﻭﺍﻟﺘﻲ ﻁﺒﻘﺕ ﻋﻠﻰ ‪ 172‬ﻤﻌﻠﻤﺔ ﻤﻥ ﺃﺼل ‪ 363‬ﻤﻌﻠﻤﺔ ﻤﻥ ﻤﻌﻠﻤﺎﺕ ﺍﻟﺒﻨﻴﻥ ﺍﻟﻼﺘﻲ ﻴﻌﻤﻠﻥ ﻓـﻲ ‪ 27‬ﻤﺩﺭﺴـﺔ ﺍﺒﺘﺩﺍﺌﻴـﺔ‬
‫ﺤﻜﻭﻤﻴﺔ ﺒﻤﻤﻠﻜﺔ ﺍﻟﺒﺤﺭﻴﻥ‪ ،‬ﺒﺤﻴﺙ ﺃﺴﻔﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻋﻠﻰ ﺃﻥ ﺃﻜﺜﺭ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻨﺘﺸﺎﺭﺍ ﻫﻲ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﺘـﻲ ﺘﻀـﻤﻨﻬﺎ ﺒﻌـﺩ ﺍﻟﻤﻨـﺎﺥ‬
‫ﺍﻟﻌﺎﻁﻔﻲ‪ ،‬ﻭﺃﻥ ﺃﻗل ﺍﻷﺴﺎﻟﻴﺏ ﺍﻨﺘﺸﺎﺭﺍ ﻫﻲ ﺍﻟﺘﻲ ﺘﻀﻤﻨﻬﺎ ﺒﻌﺩ ﺤﻔﻅ ﺍﻟﻨﻅﺎﻡ‪.‬‬

‫‪ -‬ﺩﺭﺍﺴﺔ ﺃﺒﻭ ﺼﻭﻱ )‪ :(2003‬ﻫﺩﻓﺕ ﺇﻟﻰ ﺘﻘﻴﻴﻡ ﺇﺩﺍﺭﺓ ﺍﻟﺼﻑ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻭﺍﻟﻤﺩﻴﺭﻴﻥ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺍﻟﻘﺩﺱ‪ ،‬ﻭﻫﺩﻓﺕ‬
‫ﺇﻟﻰ ﺘﺤﺩﻴﺩ ﺍﻟﻤﻤﺎﺭﺴﺎﺕ ﺍﻟﻤﺭﺘﺒﻁﺔ ﺒﺈﺩﺍﺭﺓ ﺍﻟﺼﻑ ﻭﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺴﺎﻋﺩﺓ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﻌﻴﻘﺔ ﻟﻬﺎ‪ ،‬ﺘﺄﻟﻔﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ‪407‬‬
‫ﻓﺭﺩﺍ ﻤﻨﻬﻡ ‪ 336‬ﻤﻌﻠﻤﺎ ﻭ‪ 71‬ﻤﺩﻴﺭﺍ‪ ،‬ﺍﺨﺘﻴﺭﻭﺍ ﺒﻁﺭﻴﻘﺔ ﺍﻟﻌﻴﻨﺔ ﺍﻟﻁﺒﻘﻴﺔ ﺍﻟﻌﺸﻭﺍﺌﻴﺔ ﻤﻥ ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ‪ .‬ﺘﻭﺼـﻠﺕ ﺇﻟـﻰ ﺃﻥ ﺃﻜﺜـﺭ‬
‫ﺍﻟﻤﻤﺎﺭﺴﺎﺕ ﺍﻟﻤﺭﺘﺒﻁﺔ ﺒﺈﺩﺍﺭﺓ ﺍﻟﺼﻑ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻟﻤﺩﻴﺭﻴﻥ ﻭﺍﻟﻤﻌﻠﻤﻴﻥ ﺘﻤﺜﻠﺕ ﻓﻲ‪ :‬ﺘﻨﻅﻴﻡ ﺍﻟﺘﻔﺎﻋل ﺍﻟﺼﻔﻲ ﻭﺘﻭﺠﻴﻪ ﺍﻷﺴـﺌﻠﺔ‪،‬‬
‫ﻤﻼﺤﻅﺔ ﺍﻟﻁﻼﺏ ﻭﻤﺘﺎﺒﻌﺘﻬﻡ ﺍﻟﺘﺩﺭﻴﺱ ﻭﺍﻟﺘﺨﻁﻴﻁ ﻗﺒل ﺒﺩﺀ ﺍﻟﺤﺼﺔ ﻭﺘﻨﻅﻴﻡ ﺍﻟﺒﻴﺌـﺔ ﺍﻟﺼـﻔﻴﺔ ﻟﻠـﺘﻌﻠﻡ‪ ،‬ﺘـﻭﻓﻴﺭ ﺍﻟﻤﻨـﺎﺥ ﺍﻟﻨﻔﺴـﻲ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻤﻭﺍﺠﻬﺔ ﺤﺎﺠﺎﺕ ﺍﻟﻁﻼﺏ ﻭﻀﺒﻁ ﺴﻠﻭﻜﻬﻡ‪ .‬ﻜﻤﺎ ﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺃﻥ ﺃﻜﺜﺭ ﺍﻟﻌﻭﺍﻤـل ﺍﻟﻤﺴـﺎﻋﺩﺓ ﻋﻠـﻰ ﺇﺩﺍﺭﺓ‬
‫ﺍﻟﺼﻑ ﺘﻤﺜﻠﺕ ﻓﻲ‪ :‬ﻭﺼﻭل ﺍﻟﻤﻌﻠﻡ ﺇﻟﻰ ﺍﻟﺼﻑ ﻗﺒل ﺒﺩﺀ ﺍﻟﺤﺼﺔ‪ ،‬ﺤﺴﻥ ﺍﻟﻤﻅﻬﺭ‪ ،‬ﺍﺴﺘﺨﺩﺍﻡ ﺴﺠل ﺍﻟﺴﻠﻭﻙ ﺍﻟﺼـﻔﻲ‪ ،‬ﺃﻥ ﻴﺘـﺭﺍﻭﺡ‬
‫ﻋﺩﺩ ﻁﻼﺏ ﺍﻟﺼﻑ ﺒﻴﻥ ‪ 15‬ـــ ‪ 20‬ﻁﺎﻟﺒﺎ‪ ،‬ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺴﺘﺎﺌﺭ‪ ،‬ﻜﺒﺭ ﺤﺠﻡ ﺍﻟﻐﺭﻓﺔ ﻭﻜﺒﺭ ﺤﺠﻡ ﺍﻟﻨﺎﻓﺫﺓ‪ .‬ﺃﻤﺎ ﺒﺨﺼـﻭﺹ ﺃﻜﺜـﺭ‬
‫ﺍﻟﻌﻭﺍﻤل ﻤﻌﻴﻘﺔ ﻹﺩﺍﺭﺓ ﺍﻟﺼﻑ ﺘﻤﺜﻠﺕ ﻓﻲ‪ :‬ﻗﺭﺏ ﺍﻟﺼﻑ ﻤﻥ ﺍﻟﺸﺎﺭﻉ ﺍﻟﻌﺎﻡ‪ ،‬ﺩﺨﻭل ﺍﻟﻁﻠﺒﺔ ﻤﺘﺄﺨﺭﻴﻥ ﺇﻟﻰ ﺍﻟﺼﻑ‪ ،‬ﺍﻟﻌﻭﺍﻤل ﺍﻟﺠﻭﻴﺔ‬
‫)ﺍﻟﺤﺭ ﺃﻭ ﺍﻟﺒﺭﺩ(‪ ،‬ﻗﺭﺏ ﺍﻟﺼﻑ ﻤﻥ ﺍﻟﺩﺭﺝ‪ ،‬ﺍﻹﻋﻼﻨﺎﺕ ﺍﻟﻌﺎﻤﺔ ﺒﻭﺍﺴﻁﺔ ﻤﻜﺒﺭﺍﺕ ﺍﻟﺼﻭﺕ ﺍﻟﺩﺍﺨﻠﻴﺔ ﺃﻭ ﺍﻟﻌﺎﻤـﺔ‪ ،‬ﺍﻟﻘﻴـﺎﻡ ﺒﺄﻋﻤـﺎل‬
‫ﺍﻟﺼﻴﺎﻨﺔ ﻭﺍﻹﺼﻼﺤﺎﺕ ﻟﻠﻤﺭﺍﻓﻕ ﺍﻟﻤﺩﺭﺴﻴﺔ ﺃﺜﻨﺎﺀ ﺍﻟﺩﻭﺍﻡ ﺍﻟﺭﺴﻤﻲ‪.‬‬

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 ‫‪2021(02 )13 -ISSN : 2170-1121‬‬ ‫‪‬‬

‫ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻷﺠﻨﺒﻴﺔ‪:‬‬

‫‪ -‬ﺩﺭﺍﺴﺔ ﺭﺍﺝ )‪ :Wragg (1995‬ﻫﺩﻓﺕ ﺇﻟﻰ ﺘﻘﺩﻴﻡ ﺘﻘﺭﻴﺭ ﺤﻭل ﺇﺩﺍﺭﺓ ﺍﻟﺼﻑ ﺍﻟﻔﺎﻋﻠﺔ ﻓﻲ ﻤﺩﺍﺭﺱ ﺍﻷﺴﺎﺱ ﺍﻟﺒﺭﻴﻁﺎﻨﻴـﺔ ﻤـﻊ‬
‫ﺍﻟﺘﺸﺩﻴﺩ ﻋﻠﻰ ﻜﻴﻔﻴﺔ ﺘﻌﺎﻤل ﺍﻟﻤﺩﺭﺴﻴﻥ ﻤﻊ ﺍﻟﺴﻠﻭﻙ ﻏﻴﺭ ﺍﻟﺴﻭﻱ‪ .‬ﺃﺠﺭﻴﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻋﺒﺭ ﻤﻼﺤﻅﺔ ‪ 239‬ﺩﺭﺴﺎ ﻭﻤﻘﺎﺒﻠﺔ ‪ 60‬ﻤﺩﺭﺴـﺎ‬
‫ﻭﻤﻘﺎﺒﻠﺔ ‪ 430‬ﻁﺎﻟﺒﺎ ﺒﻴﻥ ‪ 5‬ـــ ‪ 12‬ﺴﻨﺔ‪ .‬ﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﻭﺠﻭﺩ ﺘﻔﺎﻭﺘﺎ ﺒﻴﻥ ﺇﺩﺭﺍﻙ ﺍﻟﻁﻼﺏ ﻭﺇﺩﺭﺍﻙ ﺍﻟﻤﺩﺭﺴـﻴﻥ‪ .‬ﺇﺫ ﺃﻥ‬
‫ﺍﻟﻁﻼﺏ ﻫﻡ ﻤﺼﺩﺭ ﻤﻬﻡ ﻟﻠﻤﻌﻠﻭﻤﺎﺕ ﻭﻟﻜﻥ ﺍﻟﻤﺩﺭﺴﻴﻥ ﺭﺒﻤﺎ ﻻ ﻴﻼﺤﻅﻭﻥ ﺫﻟﻙ ﺃﻭ ﺃﻨﻬﻡ ﻻ ﻴﺩﺭﻜﻭﻥ ﺃﻫﻤﻴﺔ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻟﻁـﻼﺏ‪،‬‬
‫ﻓﺒﺎﻟﺭﻏﻡ ﻤﻥ ﺃﻨﻪ ﻭﻓﻲ ﺒﻌﺽ ﺍﻟﻔﺼﻭل ﻴﺴﺘﺨﺩﻡ ﺍﻟﺘﻔﺎﻋل ﺒﻴﻥ ﺍﻟﻁﺎﻟﺏ ﻭﺍﻟﻤﺩﺭﺱ ﻓﻲ ﻤﻨﺎﻗﺸﺔ ﺴﻠﻭﻙ ﺍﻟﻁـﻼﺏ ﻭﻟﻜـﻥ ﻻ ﺘﻤـﻨﺢ ﺃﻱ‬
‫ﻓﺭﺼﺔ ﻟﻤﻨﺎﻗﺸﺔ ﺍﻟﻁﺎﻟﺏ ﻭﺍﻟﻤﺩﺭﺱ‪ ،‬ﻜﻤﺎ ﺃﻥ ﺍﻟﻁﻼﺏ ﻻ ﻴﺴﺘﻁﻴﻌﻭﻥ ﺍﻟﺘﺤﺩﺙ ﺒﺄﻤﺎﻨﺔ ﻤﻊ ﻤﺩﺭﺴﻲ ﺍﻟﺼـﻑ ﺒـﻨﻔﺱ ﺍﻟﻘـﺩﺭ ﺍﻟـﺫﻱ‬
‫ﻴﺘﺤﺩﺜﻭﻥ ﺒﻪ ﻟﻠﺒﺎﺤﺜﻴﻥ ﺒﺴﺒﺏ ﺍﻟﺨﻭﻑ ﺃﻭ ﻏﻴﺭﻩ‪ .‬ﺃﻭﻀﺤﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻥ ﺍﻟﻁﻼﺏ ﻤﻬﺘﻤﻭﻥ ﺒﺎﻟﻠﻁﻑ ﻭﻻ ﻴﺤﺒـﻭﻥ ﺍﻟﻤـﺩﺭﺱ ﺍﻟـﺫﻱ‬
‫ﻴﺼﺭﺥ ﻓﻴﻬﻡ‪ ،‬ﻜﻤﺎ ﺨﻠﺼﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺃﻨﻪ ﻭﺒﺎﻟﺭﻏﻡ ﻤﻥ ﺼﻌﻭﺒﺔ ﺇﺩﺨﺎل ﻭﺠﻬﺎﺕ ﻨﻅﺭ ﺍﻟﻁﻼﺏ ﻓﻲ ﺍﻟﻨﻅﺎﻡ ﻓﺈﻥ ﺍﻟﻁﻼﺏ ﻴﻘﺩﻤﻭﻥ‬
‫ﺒﺼﻴﺭﺓ ﻨﺎﻓﺫﺓ ﻓﻲ ﺤﻴﺎﺓ ﺍﻟﺼﻑ ﻻ ﻴﻤﻜﻥ ﺘﺠﺎﻫﻠﻬﺎ ﺇﺫﺍ ﺭﻏﺏ ﺍﻟﻤﺩﺭﺴﻭﻥ ﻓﻲ ﻓﻬﻡ ﺃﻓﻀل ﻟﻠﻬﻔﻭﺍﺕ ﺍﻟﺼﻐﻴﺭﺓ ﺍﻟﺘﻲ ﺘﺄﺨﺫ ﻤﻌﻅﻡ ﻭﻗﺘﻬﻡ‪،‬‬
‫ﻭﺘﻘﻠﻴل ﺍﻟﻘﻠﻕ ﻤﻥ ﺍﻟﺭﻗﺎﺒﺔ ﺍﻟﺘﻲ ﻴﺸﻌﺭ ﺒﻬﺎ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﻤﺩﺭﺴﻴﻥ‪.‬‬
‫‪ -‬ﺩﺭﺍﺴﺔ ﻭﺍﺭﺠﺎ )‪ :Warga (1996‬ﻫﺩﻓﺕ ﺇﻟﻰ ﺍﻟﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺃﺴﺎﻟﻴﺏ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ ﻟﻠﻤﻌﻠﻤﻴﻥ ﺍﻟﻤﺒﺘﺩﺌﻴﻥ ﻭﺍﻟﻤﻌﻠﻤﻴﻥ ﺍﻟﺨﺒـﺭﺍﺀ‪.‬‬
‫ﻗﺎﻡ ﺍﻟﺒﺎﺤﺙ ﺒﻤﻘﺎﺭﻨﺔ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ ﻓﻲ ﺇﺩﺍﺭﺓ ﺍﻟﺼﻑ ﻟﺩﻯ ‪ 15‬ﻤﻌﻠﻤﺎ ﻤﺒﺘﺩﺌﺎ ﻭ‪ 15‬ﻤﻌﻠﻤﺎ ﺫﻭ ﺨﺒﺭﺓ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴـﺔ‪،‬‬
‫ﻟﻴﺭﻯ ﺇﻟﻰ ﺃﻱ ﻤﺩﻯ ﻴﺴﺘﺨﺩﻡ ﻫﺅﻻﺀ ﺍﻟﻤﻌﻠﻤﻭﻥ ﺃﺴﺎﻟﻴﺏ ﻤﻭﻀﻌﻴﺔ ﻓﻲ ﺇﺩﺍﺭﺓ ﺍﻟﺼﻑ‪ ،‬ﻭﺒﺎﺴﺘﺨﺩﺍﻡ ﺇﺠﺭﺍﺀﺍﺕ ﻓﻲ ﺠﻤﻊ ﺍﻟﺒﻴﺎﻨﺎﺕ ﻭﺍﻟﺘﻲ‬
‫ﺘﺸﻤل ﻋﻠﻰ ﻤﺴﺢ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺫﺍﺘﻴﺔ ﻭﺍﻟﻤﻘﺎﺒﻼﺕ ﺍﻟﻤﻭﺠﻬﺔ ﻭﺍﻟﻤﺭﺍﻗﺒﺎﺕ ﺍﻟﺼﻔﻴﺔ ﺴﻌﻰ ﺍﻟﺒﺎﺤﺙ ﻟﺘﺤﺩﻴﺩ ﺍﻟﻔﺭﻭﻕ ﻭﺍﻻﺨﺘﻼﻓﺎﺕ ﻓﻲ ﺃﺴﺎﻟﻴﺏ‬
‫ﺇﺩﺍﺭﺓ ﺍﻟﺼﻑ ﻭﺍﻟﻔﺎﻋﻠﻴﺔ ﺒﻴﻥ ﺍﻟﻤﻌﻠﻤﻴﻥ ﺍﻟﻤﺒﺘﺩﺌﻴﻥ ﻭﺍﻟﻤﻌﻠﻤﻴﻥ ﺍﻟﺨﺒﺭﺍﺀ‪ ،‬ﻤﻨﻁﻠﻘﺎ ﻤﻥ ﻓﻜﺭﺓ ﺃﻥ ﺍﻟﻤﻌﻠﻤﻴﻥ ﺍﻟﺨﺒﺭﺍﺀ ﺍﻟﻤﺘﻤﺭﺴﻴﻥ ﻴﻁﻭﺭﻭﻥ‬
‫ﺒﻤﺭﻭﺭ ﺍﻟﻭﻗﺕ ﻁﺭﻗﺎ ﻨﺎﺠﺤﺔ ﻹﺩﺍﺭﺓ ﺍﻟﺼﻑ ﻓﻲ ﺤﻴﻥ ﺃﻥ ﺍﻟﻤﻌﻠﻤﻴﻥ ﺍﻟﻤﺒﺘﺩﺌﻴﻥ ﻋﺎﺩﺓ ﻤﺎ ﻴﺒﺩﺅﻭﻥ ﺒﺩﺍﻴﺎﺕ ﺨﺎﻁﺌﺔ ﻋﺩﻴﺩﺓ ﻓـﻲ ﺴـﻌﻴﻬﻡ‬
‫ﻹﺩﺍﺭﺓ ﻨﺎﺠﺤﺔ ﻟﻠﺼﻑ‪ ،‬ﻓﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﻌﻠﻡ ﺍﻟﻤﺒﺘﺩﺉ ﺘﻜﻭﻥ ﺍﻟﻤﺸﻜﻼﺕ ﻓﻲ ﻤﺴﺄﻟﺔ ﻀﺒﻁ ﺍﻟﻁﻠﺒﺔ‪ ،‬ﻟﻴﺱ ﻓﻘﻁ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﻌﻠﻡ ﺒـل ﺃﻴﻀـﺎ‬
‫ﻟﻠﻤﺸﺭﻑ ﺍﻟﺘﺭﺒﻭﻱ ﻭﻫﺫﺍ ﻴﺅﺜﺭ ﻋﻠﻰ ﺘﺤﺼﻴل ﺍﻟﻁﻠﺒﺔ‪ .‬ﻟﻜﻥ ﺘﺒﻴﻥ ﺃﻥ ﻫﻨﺎﻙ ﺍﻟﻘﻠﻴل ﺠﺩﺍ ﻤﻥ ﺍﻟﻔﺭﻭﻗﺎﺕ ﻓﻲ ﺘﺒﺎﻴﻥ ﺃﻭ ﻓﻌﺎﻟﻴـﺔ ﺃﺴـﺎﻟﻴﺏ‬
‫ﺇﺩﺍﺭﺓ ﺍﻟﺼﻑ ﺒﻴﻥ ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ ﺇﺫ ﻓﻀﻠﺕ ﻜﻠﺘﺎ ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ ﻤﻥ ﺍﻟﻤﻌﻠﻤﻴﻥ ﺍﻟﻤﺒﺘﺩﺌﻴﻥ ﻭﺍﻟﺨﺒﺭﺍﺀ ﺃﺴﺎﻟﻴﺏ ﺍﻟﻨﻅﺭﻴﺔ ﺃﻨﻔﺔ ﺍﻟﺫﻜﺭ ﻋﻠـﻰ‬
‫ﺍﻷﺴﺎﻟﻴﺏ ﺍﻷﺨﺭﻯ‪.‬‬
‫ﺍﻟﺘﻌﻠﻴﻕ ﻋﻠﻰ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‪ :‬ﻴﺘﺒﻴﻥ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ﺃﻥ ﻤﻭﻀﻭﻋﺎﺕ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ ﻗـﺩ ﺃﺜـﺎﺭﺕ‬
‫ﺍﻫﺘﻤﺎﻡ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﺒﺎﺤﺜﻴﻥ ﻓﻲ ﻤﺠﺎل ﺍﻟﺘﺭﺒﻴﺔ ﻭﻋﻠﻡ ﺍﻟﻨﻔﺱ‪ .‬ﻭﻴﺘﺒﻴﻥ ﻜﺫﻟﻙ ﺃﻨﻪ ﻴﻭﺠﺩ ﺘﺒﺎﻴﻥ ﺒﻴﻥ ﻫﺅﻻﺀ ﺍﻟﺒﺎﺤﺜﻴﻥ ﻓﻲ ﺘﻨـﺎﻭﻟﻬﻡ ﻟﻬـﺫﻩ‬
‫ﺍﻟﻤﻭﻀﻭﻋﺎﺕ ﻤﻥ ﺤﻴﺙ ﺍﻷﻫﺩﺍﻑ‪ ،‬ﺍﻟﻤﻨﺎﻫﺞ‪ ،‬ﺍﻟﻌﻴﻨﺎﺕ‪ ،‬ﺍﻷﺩﻭﺍﺕ‪ ،‬ﻭﺍﻟﻨﺘﺎﺌﺞ‪.‬‬
‫ﻤﻥ ﺤﻴﺙ ﺍﻷﻫﺩﺍﻑ‪ :‬ﻨﺠﺩ ﺃﻥ ﺒﻌﺽ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺤﻭل ﻤﺘﻐﻴﺭ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﺘﻬﺩﻑ ﺇﻟﻰ ﺘﺤﺩﻴﺩ ﻤﺴﺘﻭﻴﺎﺘﻪ ﻭﻓﻕ ﻤﺠﻤﻭﻋـﺔ‬
‫‪Martha‬‬ ‫ﻤﻥ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﻜﺎﻟﺠﻨﺱ‪ ،‬ﺍﻟﻌﺭﻕ‪ ،‬ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ﻭﺍﻟﻌﻤﺭ ﻜﺩﺭﺍﺴﺔ ﺭﺍﻀﻲ )‪ ،(2001‬ﻋﻴﺴﻰ ﻭﺭﺸﻭﺍﻥ )‪،(2006‬‬
‫)‪ .&George (2001), Alumran &Runamaki (2008‬ﻭﺍﻟﺒﻌﺽ ﺍﻵﺨﺭ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﻴﺘﻨﺎﻭل ﻤﻭﻀﻭﻉ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ‬
‫ﻓﻲ ﺍﺭﺘﺒﺎﻁﻪ ﺒﺒﻌﺽ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﻜﺎﻟﺘﻭﺍﻓﻕ ﺍﻟﻤﻬﻨﻲ‪ ،‬ﺃﺴﺎﻟﻴﺏ ﻤﻭﺍﺠﻬﺔ ﺍﻟﻀﻐﻭﻁ‪ ،‬ﻭﺠﻬﺔ ﺍﻟﻀﺒﻁ‪ ،‬ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﺍﻟﺨﺠـل‪ ،‬ﺍﻟﺘﻔﺎﻋـل‬
‫ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻓﺎﻋﻠﻴﺔ ﺍﻟﺫﺍﺕ‪ ،‬ﺍﻻﻨﺠﺎﺯ ﺍﻟﺩﺭﺍﺴﻲ‪ ،‬ﺍﻟﻀﻐﻭﻁ ﺍﻟﺤﻴﺎﺘﻴﺔ‪ ،‬ﺍﻟﺘﻭﺍﻓﻕ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﺍﻟﻤﻅﺎﻫﺭ ﺍﻟﻌﻼﺌﻘﻴﺔ ﻜﺩﺭﺍﺴـﺔ ﺍﻟﺴـﻤﺎﺩﻭﻨﻲ‬
‫)‪ ،(2007‬ﺍﺴﻤﺎﻋﻴل )‪ ،(2008‬ﺍﻟﻤﺼﺩﺭ )‪ ،(2008‬ﺍﻟﻔﻘﻲ )‪ ،(2010‬ﺒﻠﻘﺎﺴﻡ )‪ ،(2014‬ﺍﻟﺯﻫﺭﺍﻨﻲ )‪Joberg (2001), ،(2014‬‬
‫)‪.Schutte (1998‬‬
‫ﺃﻤﺎ ﻓﻴﻤﺎ ﻴﺨﺹ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺤﻭل ﻤﺘﻐﻴﺭ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ ﻓﻬﺩﻓﺕ ﺇﻟﻰ ﺘﺤﺩﻴﺩ ﺍﻟﻜﻔﺎﻴﺎﺕ ﺍﻟﺼﻔﻴﺔ ﻭﺃﺴـﺎﻟﻴﺏ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺼـﻔﻴﺔ‬
‫ﺍﻟﻔﺎﻋﻠﺔ ﻜﺩﺭﺍﺴﺔ ﺍﻟﻜﻌﺒﻲ )‪ ،(2000‬ﺍﻟﻨﻭﻴﺼﺭ )‪ .(2000‬ﺃﻤﺎ ﺩﺭﺍﺴﺔ ﺃﺒﻭ ﺼﻭﻱ )‪ (2003‬ﻓﻬﺩﻓﺕ ﺇﻀﺎﻓﺔ ﺇﻟﻰ ﺘﺤﺩﻴﺩ ﺃﺴﺎﻟﻴﺏ ﺍﻹﺩﺍﺭﺓ‬
‫ﺍﻟﺼﻔﻴﺔ‪ ،‬ﺇﻟﻰ ﺘﺤﺩﻴﺩ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺴﺎﻋﺩﺓ ﻋﻠﻰ ﺘﺤﻘﻴﻕ ﻫﺫﻩ ﺍﻷﺴﺎﻟﻴﺏ‪.‬‬

‫‪477‬‬
 ‫ﻤﺴﺘﻭﻯ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ ) ﺹ‪ ،‬ﺹ ‪(484 -471‬‬

‫ﻤﻥ ﺤﻴﺙ ﺍﻟﻤﻨﺎﻫﺞ‪ :‬ﺍﺘﺨﺫﺕ ﺒﻌﺽ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺎﺕ ﻜﻤﻨﻬﺞ ﻟﻬﺎ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻭﺼﻔﻲ ﻜﺩﺭﺍﺴﺔ ﺭﺍﻀﻲ )‪ ،(2001‬ﻋﻴﺴﻰ‬
‫ﻭﺭﺸﻭﺍﻥ )‪ ،(2006‬ﺍﻟﻨﻭﻴﺼﺭ )‪ ،(2000‬ﺍﻟﻜﻌﺒﻲ )‪ ،Joberg (2001) ،(2000‬ﻭ ﺩﺭﺍﺴﺔ )‪ .Martha &George (2001‬ﺃﻤﺎ‬
‫ﺍﻟﺒﻌﺽ ﺍﻵﺨﺭ ﻓﺎﺘﺨﺫﺕ ﻜﻤﻨﻬﺞ ﻟﻬﺎ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻭﺼﻔﻲ ﺍﻻﺭﺘﺒﺎﻁﻲ ﻜﺩﺭﺍﺴﺔ ﺍﻟﺴﻤﺎﺩﻭﻨﻲ )‪ ،(2007‬ﺍﺴﻤﺎﻋﻴل )‪ ،(2008‬ﺍﻟﻤﺼﺩﺭ‬
‫)‪ ،(2008‬ﺍﻟﻔﻘﻲ )‪ ،(2010‬ﺒﻠﻘﺎﺴﻡ )‪ ،(2014‬ﻭﺩﺭﺍﺴﺔ ﺍﻟﺯﻫﺭﺍﻨﻲ )‪ .(2014‬ﻤﺎ ﻋﺩﺍ ﺩﺭﺍﺴﺔ )‪ ،Roberts &al (2002‬ﻭ ‪Wraag‬‬
‫)‪ (1995‬ﺍﻟﺘﻲ ﺍﻋﺘﻤﺩﺕ ﺇﻀﺎﻓﺔ ﺇﻟﻰ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻭﺼﻔﻲ ﻋﻠﻰ ﻤﻨﻬﺞ ﺩﺭﺍﺴﺔ ﺤﺎﻟﺔ‪.‬‬
‫ﻤﻥ ﺤﻴﺙ ﺍﻟﻌﻴﻨﺎﺕ‪ :‬ﺘﻨﺎﻭﻟﺕ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺤﻭل ﻤﺘﻐﻴﺭ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻋﻴﻨﺎﺕ ﻜﺒﻴﺭﺓ ﻤﻥ ﺍﻟﻤﺘﻌﻠﻤﻴﻥ ﻭﻤﻥ ﻤﺴﺘﻭﻴﺎﺕ ﺘﻌﻠﻴﻤﻴﺔ‬
‫ﻤﺨﺘﻠﻔﺔ )ﺍﺒﺘﺩﺍﺌﻲ‪ ،‬ﻤﺘﻭﺴﻁ‪ ،‬ﺜﺎﻨﻭﻱ‪ ،‬ﺠﺎﻤﻌﻲ( ﻜﺩﺭﺍﺴﺔ ﺭﺍﻀﻲ )‪ ،(2001‬ﻋﻴﺴﻰ ﻭﺭﺸﻭﺍﻥ )‪ ،(2006‬ﺍﻟﻤﺼﺩﺭ )‪ ،(2008‬ﺒﻠﻘﺎﺴﻡ‬
‫)‪ ،(2014‬ﺍﻟﺯﻫﺭﺍﻨﻲ )‪ ،(2014‬ﻭ)‪ . Mayer &al (1999‬ﻭﺍﻟﻤﻌﻠﻤﻴﻥ ﻜﺩﺭﺍﺴﺔ ﺍﻟﺴﻤﺎﺩﻭﻨﻲ )‪ ،(2007‬ﻭﺍﻟﻔﻘﻲ )‪.(2010‬‬
‫ﻭﺍﻟﻤﺩﻴﺭﻴﻥ ﻜﺩﺭﺍﺴﺔ ﺍﺴﻤﺎﻋﻴل )‪ .(2008‬ﻭﺍﻟﻤﻭﻅﻔﻴﻥ ﻜﺩﺭﺍﺴﺔ )‪.Joberg (2001‬‬
‫ﻤﻥ ﺤﻴﺙ ﺍﻷﺩﻭﺍﺕ‪ :‬ﺍﻋﺘﻤﺩﺕ ﻤﻌﻅﻡ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ﻋﻠﻰ ﺍﻟﻤﻘﺎﻴﻴﺱ ﻭﺍﻻﺴﺘﺒﻴﺎﻨﺎﺕ ﻜﻭﻨﻬﺎ ﺩﺭﺍﺴﺎﺕ ﻤﺴﺤﻴﺔ ﻭﺼﻔﻴﺔ‬
‫ﻭﻭﺼﻔﻴﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﻤﺎ ﻋﺩﺍ ﺩﺭﺍﺴﺔ )‪ ،(Roberts &al, 2002‬ﻭﺩﺭﺍﺴﺔ )‪ (Wraag, 1995‬ﺍﻟﺘﻲ ﺍﻋﺘﻤﺩﺕ ﻋﻠﻰ ﺍﻟﻤﻼﺤﻅﺔ‬
‫ﻭﺍﻟﻤﻘﺎﺒﻠﺔ ﻻﺘﺨﺎﺫﻫﺎ ﻤﻨﻬﺞ ﺩﺭﺍﺴﺔ ﺤﺎﻟﺔ‪.‬‬
‫ﻤﻥ ﺤﻴﺙ ﺍﻟﻨﺘﺎﺌﺞ‪ :‬ﺘﻭﺼﻠﺕ ﺒﻌﺽ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺇﻟﻰ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﻓﻲ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﺘﻨﺴﺏ ﺇﻟﻰ ﺍﻟﺠﻨﺱ‪ ،‬ﺍﻟﺨﺒﺭﺓ‪،‬‬
‫ﺍﻟﺘﺨﺼﺹ‪ ،‬ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻜﺩﺭﺍﺴﺔ )ﺭﺍﻀﻲ‪) (2001 ،‬ﺍﻟﺴﻤﺎﺩﻭﻨﻲ‪) (2007 ،‬ﺍﺴﻤﺎﻋﻴل‪) (2008 ،‬ﻋﻴﺴﻰ ﻭﺭﺸﻭﺍﻥ‪(2006 ،‬‬
‫)ﺍﻟﺯﻫﺭﺍﻨﻲ‪) (2014 ،‬ﺍﻟﻔﻘﻲ‪) (2010 ،‬ﺍﻟﻤﺼﺩﺭ‪) (2008 ،‬ﺒﻠﻘﺎﺴﻡ‪.Joberg (2001), Roberts &al (2002) ،(2014 ،‬‬
‫ﻜﻤﺎ ﺃﺴﻔﺭﺕ ﻨﺘﺎﺌﺞ ﺃﻏﻠﺒﻴﺔ ﺍﻟﺩﺭﺍﺴﺎﺕ ﻋﻠﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﻤﻭﺠﺒﺔ ﺒﻴﻥ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﺍﻟﺘﻔﻜﻴﺭ ﺍﻻﺒﺩﺍﻋﻲ‪،‬‬
‫ﺍﻟﺘﻭﺍﻓﻕ ﺍﻟﻤﻬﻨﻲ‪ ،‬ﺍﺭﺘﻔﺎﻉ ﻤﺴﺘﻭﻯ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﺠﻬﺔ ﺍﻟﻀﺒﻁ ﺍﻟﺩﺍﺨﻠﻴﺔ‪ ،‬ﺍﻟﺘﻔﺎﻋل ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻓﺎﻋﻠﻴﺔ ﺍﻟﺫﺍﺕ‪ ،‬ﺍﻻﻨﺠﺎﺯ ﺍﻟﺩﺭﺍﺴﻲ‪،‬‬
‫ﻤﻘﺎﻭﻤﺔ ﺍﻟﻔﺸل ﻭﺍﻻﺤﺒﺎﻁﺎﺕ‪ ،‬ﺍﻻﺒﺩﺍﻋﻴﺔ‪ ،‬ﻗﻠﺔ ﺍﻟﺭﻫﺎﺏ ﺍﻟﻨﻔﺴﻲ‪ ،‬ﺍﻟﺘﻭﺍﺯﻥ ﺍﻟﺠﻴﺩ ﻟﻠﺤﻴﺎﺓ‪ ،‬ﺍﻟﻌﻤل‪ ،‬ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‪ ،‬ﺍﻟﺩﺍﻓﻌﻴﺔ ﻟﻠﻌﻤل‬
‫ﻜﺩﺭﺍﺴﺔ ﺭﺍﻀﻲ )‪ ،(2001‬ﺍﻟﺴﻤﺎﺩﻭﻨﻲ )‪ ،(2007‬ﺍﻟﻤﺼﺩﺭ )‪ ،(2008‬ﺍﻟﻔﻘﻲ )‪ (2010‬ﺒﻠﻘﺎﺴﻡ )‪.Joberg (2001) ،(2014‬‬
‫ﻭﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﺴﺎﻟﺒﺔ ﺒﻴﻥ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﺴﻤﺎﺕ ﺍﻟﻌﺼﺎﺒﻴﺔ‪ ،‬ﺍﻟﺨﺠل‪ ،‬ﻭﺍﻟﺭﻫﺎﺏ ﺍﻟﻨﻔﺴﻲ ﻜﺩﺭﺍﺴﺔ )‪،Joberg (2001‬‬
‫ﻭ)‪.Roberts &al (2002‬‬
‫ﺃﻤﺎ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺘﻲ ﺘﻨﺎﻭﻟﺕ ﻤﻭﻀﻭﻉ ﺍﻻﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ ﻓﻘﺩ ﺍﺴﻔﺭﺕ ﻋﻠﻰ ﺘﺤﺩﻴﺩ ﺒﻌﺽ ﺍﺴـﺎﻟﻴﺏ ﺍﻻﺩﺍﺭﺓ ﺍﻟﺼـﻔﻴﺔ ﺍﻟﻔﺎﻋﻠـﺔ‬
‫ﻤﻨﻬﺎ‪ :‬ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻻﻟﺘﺯﺍﻡ ﺒﺎﻟﻌﺩل ﺒﻴﻥ ﺍﻟﺘﻼﻤﻴﺫ‪ ،‬ﺍﻻﻟﺘﺯﺍﻡ ﺒﺒﺩﺀ ﺍﻟﺤﺼﺔ ﻓﻲ ﻤﻭﻋﺩﻫﺎ‪ ،‬ﺍﻟﺤﺯﻡ ﻭﺍﻟﻨﺼﺎﻑ ﻓﻲ ﻤﻌﺎﻤﻠﺔ ﺍﻟﻁﻼﺏ‪ ،‬ﺍﻟﻘﺩﺭﺓ‬
‫ﻋﻠﻰ ﺍﻟﺘﺤﻀﻴﺭ ﺍﻟﺠﻴﺩ ﻟﻠﺩﺭﻭﺱ ﺍﻟﻴﻭﻤﻴﺔ‪ ،‬ﺇﻅﻬﺎﺭ ﻤﺴﺘﻭﻯ ﻋﺎل ﻤﻥ ﺍﻷﺨﻼﻕ‪ ،‬ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﺴـﺘﺨﺩﺍﻡ ﺍﻟﻜﺘـﺎﺏ ﺍﻟﻤﺩﺭﺴـﻲ‪ ،‬ﺘﻨﻅـﻴﻡ‬
‫ﺍﻟﺘﻔﺎﻋل ﺍﻟﺼﻔﻲ ﻭﺘﻭﺠﻴﻪ ﺍﻷﺴﺌﻠﺔ‪ ،‬ﻤﻼﺤﻅﺔ ﺍﻟﻁﻼﺏ ﻭﻤﺘﺎﺒﻌﺘﻬﻡ ﺍﻟﺘﺩﺭﻴﺱ ﻭﺍﻟﺘﺨﻁﻴﻁ ﻗﺒل ﺒﺩﺀ ﺍﻟﺤﺼﺔ ﻭﺘﻨﻅﻴﻡ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺼﻔﻴﺔ ﻟﻠﺘﻌﻠﻡ‪،‬‬
‫ﺘﻭﻓﻴﺭ ﺍﻟﻤﻨﺎﺥ ﺍﻟﻨﻔﺴﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻤﻭﺍﺠﻬﺔ ﺤﺎﺠﺎﺕ ﺍﻟﻁﻼﺏ ﻭﻀﺒﻁ ﺴﻠﻭﻜﻬﻡ‪ ،‬ﺍﻟﺘﻔﺎﻋـل ﺒـﻴﻥ ﺍﻟﻁﺎﻟـﺏ ﻭﺍﻟﻤـﺩﺭﺱ ﺍﻟﻨﻭﻴﺼـﺭ‬
‫)‪ ،(2000‬ﺍﻟﻜﻌﺒﻲ )‪ ،(2000‬ﺃﺒﻭﺼﻭﻱ )‪.Wragg (1995), Warga (1997) ،(2003‬‬

‫ﻤﻭﻗﻊ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‪ :‬ﺘﻌﺘﺒﺭ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻤﺘﺩﺍﺩ ﻟﻠﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‪ ،‬ﻭﻫﻲ ﺘﺘﻔﻕ ﻤـﻊ ﺃﻏﻠﺒﻴـﺔ ﻫـﺫﻩ‬
‫ﺍﻟﺩﺭﺍﺴﺎﺕ ﻤﻥ ﺤﻴﺙ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻤﺴﺘﻌﻤل ﻭﻫﻭ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻭﺼﻔﻲ ﺍﻻﺭﺘﺒﺎﻁﻲ‪ ،‬ﻭﻜﺫﺍ ﺒﺎﺴﺘﻌﻤﺎﻟﻬﺎ ﻟﻠﻤﻘﺎﻴﻴﺱ ﻜﺄﺩﻭﺍﺕ ﻟﺠﻤـﻊ ﺍﻟﺒﻴﺎﻨـﺎﺕ‪،‬‬
‫ﺃﻴﻀﺎ ﺘﺘﻔﻕ ﻤﻊ ﺒﻌﺽ ﺍﻟﺩﺭﺍﺴﺎﺕ ﻓﻲ ﺍﻟﻌﻴﻨﺔ ﺍﻟﻤﺘﻤﺜﻠﺔ ﻓﻲ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺃﺴﺎﺘﺫﺓ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺜﺎﻨﻭﻱ‪ .‬ﺃﻤﺎ ﻤﺎ ﻴﻤﻴﺯ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻓﻬـﻭ‬
‫ﺘﻨﺎﻭﻟﻬﺎ ﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻲ ﻓﻲ ﺍﺭﺘﺒﺎﻁﻬﻤﺎ‪ ،‬ﻓﻌﻠﻰ ﺤﺩ ﻋﻠﻡ ﺍﻟﺒﺎﺤﺜﺔ ﻻ ﺘﻭﺠﺩ ﺩﺭﺍﺴﺔ ﺘﻨﺎﻭﻟﺕ ﺍﻟﻌﻼﻗﺔ ﺒـﻴﻥ‬
‫ﻫﺫﻴﻥ ﺍﻟﻤﺘﻐﻴﺭﻴﻥ‪.‬‬

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‫‪ .VII‬ﺇﺠﺭﺍﺀﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ‪:‬‬
‫‪ .1 .VII‬ﻤﻨﻬﺞ ﺍﻟﺩﺭﺍﺴﺔ‪ :‬ﺍﻟﻤﻨﻬﺞ ﺍﻟﻤﻌﺘﻤﺩ ﻓﻲ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻫﻭ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻭﺼﻔﻲ ﺍﻻﺭﺘﺒﺎﻁﻲ‪.‬‬
‫‪ .2 .VII‬ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‪ :‬ﺘﺘﻜﻭﻥ ﺍﻟﻌﻴﻨﺔ ﻤﻥ ‪ 80‬ﺃﺴﺘﺎﺫﺍ ﻭﺃﺴﺘﺎﺫﺓ ﻤﻥ ﻤﺭﺤﻠﺔ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺜﺎﻨﻭﻱ‪ ،‬ﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺃﻓﺭﺍﺩﻫﺎ ﺒﻁﺭﻴﻘﺔ ﻋﺸﻭﺍﺌﻴﺔ‬
‫ﺒﺴﻴﻁﺔ ﻤﻥ ﺜﺎﻨﻭﻴﺎﺕ ﻤﺨﺘﻠﻔﺔ ﺒﺎﻟﺠﺯﺍﺌﺭ )ﺜﺎﻨﻭﻴﺔ ﺍﻟﻤﺠﺎﻫﺩ ﺩﺭﺒﺎل ﺴﻠﻴﻤﺎﻥ )ﺍﻟﺠﻠﻔﺔ(؛ ﺜﺎﻨﻭﻴﺔ ﺍﻟﺸﻴﺦ ﺒﻭﻋﻤﺎﻤﺔ )ﺍﻟﺠﻠﻔﺔ(؛ ﺜﺎﻨﻭﻴﺔ ﺠﻠـﻭل‬
‫ﺒﻠﻤﻴﻠﻭﺩ )ﺘﻴﺒﺎﺯﺓ((‪ ،‬ﻴﻤﻜﻥ ﺘﻭﻀﻴﺢ ﺨﺼﺎﺌﺼﻬﺎ ﻓﻲ ﺍﻟﺠﺩﻭل )‪.(1‬‬
‫ﺍﻟﺠﺩﻭل )‪ :(1‬ﺘﻭﺯﻴﻊ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻭﻓﻕ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺠﻨﺱ ﻭﺍﻷﻗﺩﻤﻴﺔ‬
‫ﺍﻷﻗﺩﻤﻴﺔ‬
‫ﺍﻟﻤﺠﻤﻭﻉ‬ ‫ﺍﻟﻤﺘﻐﻴﺭﺍﺕ‬
‫‪ 10‬ﺴﻨﻭﺍﺕ ﻓﻤﺎ ﻓﻭﻕ‬ ‫ﺃﻗل ﻤﻥ ‪ 10‬ﺴﻨﻭﺍﺕ‬
‫‪29‬‬ ‫‪10‬‬ ‫‪19‬‬ ‫ﺃﺴﺎﺘﺫﺓ‬
‫ﺍﻟﺠﻨﺱ‬
‫‪51‬‬ ‫‪21‬‬ ‫‪30‬‬ ‫ﺃﺴﺘﺎﺫﺍﺕ‬
‫‪80‬‬ ‫‪31‬‬ ‫‪49‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬

‫‪ .3 .VII‬ﺃﺩﻭﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ‪ :‬ﺍﻋﺘﻤﺩﻨﺎ ﻓﻲ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﺃﺩﺍﺘﻴﻥ )ﻤﻘﻴﺎﺴﻴﻥ(‪:‬‬

‫‪ .1 .3 .VII‬ﻤﻘﻴﺎﺱ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻟﻌﺜﻤﺎﻥ ﻭﺭﺯﻕ )‪ :(2001‬ﻴﺘﻀﻤﻥ ‪ 58‬ﻋﺒﺎﺭﺓ ﻤﻭﺯﻋﺔ ﻋﻠﻰ ﺨﻤﺴـﺔ ﺃﺒﻌـﺎﺩ )ﺍﻟﻤﻌﺭﻓـﺔ‬
‫ﺍﻻﻨﻔﻌﺎﻟﻴﺔ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﻻﻨﻔﻌﺎﻻﺕ‪ ،‬ﺘﻨﻅﻴﻡ ﺍﻻﻨﻔﻌﺎﻻﺕ‪ ،‬ﺍﻟﺘﻌﺎﻁﻑ‪ ،‬ﺍﻟﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ(‪ .‬ﻴﻀﻡ ﻜل ﺒﻌﺩ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻌﺒـﺎﺭﺍﺕ ﺍﻟﺘـﻲ‬
‫ﺘﻘﻴﺴﻪ ﻴﻘﺎﺒﻠﻬﺎ ﺴﻠﻡ ﻟﻴﻜﺭﺕ ‪ Likert‬ﺍﻟﺨﻤﺎﺴﻲ‪ .‬ﻜﻤﺎ ﻫﻭ ﻤﻭﻀﺢ ﻓﻲ ﺍﻟﺠﺩﻭل )‪:(2‬‬

‫ﺍﻟﺠﺩﻭل )‪ :(2‬ﺘﻭﺯﻴﻊ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻋﻠﻰ ﺃﺒﻌﺎﺩ ﻤﻘﻴﺎﺱ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ‬

‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫ﺍﻷﺒﻌﺎﺩ‬
‫ﺴﺎﻟﺒﺔ‬ ‫ﻤﻭﺠﺒﺔ‬
‫‪10‬‬ ‫‪16‬‬ ‫‪46 ،41 ،36 ،31 ،26 ،21 ،11 ،6 ،1‬‬ ‫ﺍﻟﻤﻌﺭﻓﺔ ﺍﻻﻨﻔﻌﺎﻟﻴﺔ‬
‫‪15‬‬ ‫‪58 ،57 ،55 ،53 ،50 ،47 ،42 ،37 ،32 ،27 ،22 ،17 ،12 ،7 ،2‬‬ ‫ﺇﺩﺍﺭﺓ ﺍﻻﻨﻔﻌﺎﻻﺕ‬
‫‪13‬‬ ‫‪56 ،51‬‬ ‫‪54 ،48 ،43 ،38 ،33 ،28 ،23 ،18 ،13 ،8 ،3‬‬ ‫ﺘﻨﻅﻴﻡ ﺍﻻﻨﻔﻌﺎﻻﺕ‬
‫‪11‬‬ ‫‪4‬‬ ‫‪52 ،49 ،44 ،39 ،34 ،29 ،24 ،19 ،14 ،9‬‬ ‫ﺍﻟﺘﻌﺎﻁﻑ‬
‫‪9‬‬ ‫‪15 ،5‬‬ ‫‪45 ،40 ،35 ،30 ،25 ،20 ،10‬‬ ‫ﺍﻟﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ‬
‫‪58‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬

‫‪ .2 .3 .VII‬ﻤﻘﻴﺎﺱ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ ﻟﺒﺩﺭ )‪ :(1986‬ﻴﺘﻀﻤﻥ ‪ 25‬ﻋﺒﺎﺭﺓ ﻤﻭﺯﻋﺔ ﻋﻠﻰ ﺒﻌﺩﻴﻥ )ﺤﻔﻅ ﺍﻟﻨﻅﺎﻡ‪ ،‬ﺘﻭﻓﻴﺭ ﺍﻟﺨﺒـﺭﺍﺕ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ(‪ ،‬ﻴﻀﻡ ﻜل ﺒﻌﺩ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻴﻘﺎﺒﻠﻬﺎ ﺴﻠﻡ ﻟﻴﻜﺭﺕ ‪ Likert‬ﺍﻟﺨﻤﺎﺴﻲ‪ .‬ﻜﻤﺎ ﻫﻭ ﻤﻭﻀﺢ ﻓﻲ ﺍﻟﺠﺩﻭل )‪:(3‬‬

‫ﺍﻟﺠﺩﻭل )‪ :(3‬ﺘﻭﺯﻴﻊ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻋﻠﻰ ﺃﺒﻌﺎﺩ ﻤﻘﻴﺎﺱ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ‬

‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫ﺍﻷﺒﻌﺎﺩ‬
‫‪13‬‬ ‫‪25 ،23 ،21 ،19 ،17 ،15 ،13 ،11 ،9 ،7 ،5 ،3 ،1‬‬ ‫ﺤﻔﻅ ﺍﻟﻨﻅﺎﻡ‬
‫‪12‬‬ ‫‪24 ،22 ،20 ،18 ،16 ،14 ،12 ،10 ،8 ،6 ،4 ،2‬‬ ‫ﺘﻭﻓﻴﺭ ﺍﻟﺨﺒﺭﺍﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫‪25‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬

‫‪479‬‬
 ‫ﻤﺴﺘﻭﻯ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ ) ﺹ‪ ،‬ﺹ ‪(484 -471‬‬

‫ﺍﻟﺨﺼﺎﺌﺹ ﺍﻟﺴﻴﻜﻭﻤﺘﺭﻴﺔ‪:‬‬
‫ﺍﻟﺼﺩﻕ‪ :‬ﺍﻋﺘﻤﺩﻨﺎ ﻋﻠﻰ ﻨﻭﻋﻴﻥ ﻤﻥ ﺍﻟﺼﺩﻕ‪:‬‬
‫ﺼﺩﻕ ﺍﻟﻤﺤﻜﻤﻴﻥ‪ :‬ﺍﻋﺘﻤﺩﻨﺎ ﻋﻠﻰ ﻫﺫﺍ ﺍﻟﻨﻭﻉ ﻤﻥ ﺍﻟﺼﺩﻕ ﻟﻤﻌﺭﻓﺔ ﻤﺩﻯ ﺘﻤﺜﻴل ﻫﺫﻩ ﺍﻟﻤﻘﺎﻴﻴﺱ ﻟﻠﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ‪ .‬ﺘﻡ‬
‫ﺍﻟﺘﺤﻘﻕ ﻤﻥ ﺫﻟﻙ ﻋﻥ ﻁﺭﻴﻕ ﻋﺭﺽ ﻤﻘﻴﺎﺴﻲ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ ﻋﻠﻰ ﺨﻤﺴﺔ ﻤﻥ ﺍﻟﻤﺤﻜﻤﻴﻥ )ﺍﻷﺴﺎﺘﺫﺓ ﺍﻟﺠـﺎﻤﻌﻴﻴﻥ‬
‫ﺍﻟﻤﺨﺘﺼﻴﻥ ﻓﻲ ﻋﻠﻡ ﺍﻟﻨﻔﺱ ﻭﻋﻠﻭﻡ ﺍﻟﺘﺭﺒﻴﺔ ﺒﺎﻟﻤﺩﺭﺴﺔ ﺍﻟﻌﻠﻴﺎ ﻟﻸﺴﺎﺘﺫﺓ ﺒﺎﻟﻘﺒﺔ( ﺒﻬﺩﻑ ﺍﻟﺘﺤﻘﻕ ﻤﻥ ﻤﻨﺎﺴﺒﺔ ﺍﻟﻤﻘﻴﺎﺴﻴﻥ ﻟﻠﺩﺭﺍﺴﺔ‪ ،‬ﻭﻤـﻥ‬
‫ﺍﻟﺴﻼﻤﺔ ﺍﻟﻠﻐﻭﻴﺔ ﻟﻠﻌﺒﺎﺭﺍﺕ‪ ،‬ﻭﻤﺩﻯ ﺍﻨﺘﻤﺎﺌﻬﺎ ﻟﻸﺒﻌﺎﺩ ﺍﻟﺘﻲ ﻭﻀﻌﺕ ﻟﻘﻴﺎﺴﻬﺎ‪ ،‬ﻭﻜﺫﻟﻙ ﻤﺩﻯ ﻭﻀﻭﺡ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﻭﺩﺭﺠﺔ ﻤﺎ ﺘﺘﻤﺘﻊ ﺒـﻪ‬
‫ﻤﻥ ﻤﻭﻀﻭﻋﻴﺔ‪ .‬ﻓﻲ ﻀﻭﺀ ﺁﺭﺍﺀ ﺍﻟﻤﺤﻜﻤﻴﻥ ﺘﻡ ﺘﻐﻴﻴـﺭ ﺍﻟﻌﺒـﺎﺭﺍﺕ )‪،36 ،28 ،26 ،25 ،20 ،18 ،15 ،14 ،13 ،11 ،4 ،3‬‬
‫‪ (47 ،43 ،38 ،37‬ﻭﺍﻻﺤﺘﻔﺎﻅ ﺒﺎﻟﻌﺒﺎﺭﺍﺕ ﺍﻷﺨﺭﻯ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻤﻘﻴﺎﺱ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ‪ .‬ﺃﻤﺎ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻤﻘﻴﺎﺱ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ ﻓﻘﺩ ﺘﻡ‬
‫ﺍﻻﺤﺘﻔﺎﻅ ﺒﻜل ﺍﻟﻌﺒﺎﺭﺍﺕ ﺩﻭﻥ ﺘﻐﻴﻴﺭ ﻟﻜﻭﻨﻬﺎ ﻭﺍﻀﺤﺔ ﻭﻤﻔﻬﻭﻤﺔ‪.‬‬
‫ﺼﺩﻕ ﺍﻻﺘﺴﺎﻕ ﺍﻟﺩﺍﺨﻠﻲ )ﺼﺩﻕ ﺍﻟﺒﻨﺎﺀ(‪ :‬ﻟﻠﺘﺄﻜﺩ ﻤﻥ ﻫﺫﺍ ﺍﻟﻨﻭﻉ ﻤﻥ ﺍﻟﺼﺩﻕ ﻭﺒﻌﺩ ﺘﻁﺒﻴﻕ ﺍﻟﻤﻘﻴﺎﺴﻴﻥ ﻋﻠﻰ ﻋﻴﻨﺔ ﺍﺴـﺘﻁﻼﻋﻴﺔ ﻤـﻥ‬
‫ﺨﺎﺭﺝ ﺍﻟﻌﻴﻨﺔ ﺍﻷﺴﺎﺴﻴﺔ ﺒﻠﻎ ﻋﺩﺩﻫﺎ ‪ 35‬ﺃﺴﺘﺎﺫﺍ ﻭﺃﺴﺘﺎﺫﺓ‪ ،‬ﺘﻡ ﺤﺴﺎﺏ ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﺒﻴﻥ ﻜل ﻋﺒﺎﺭﺓ ﻭﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴـﺔ‬
‫ﻟﻜل ﻤﻘﻴﺎﺱ‪ ،‬ﻓﺘﺭﺍﻭﺤﺕ ﻫﺫﻩ ﺍﻟﻤﻌﺎﻤﻼﺕ )‪ (0.60 -0.53‬ﺒﺎﻟﻨﺴﺒﺔ ﻟﻤﻘﻴﺎﺱ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﻫﻲ ﺩﺍﻟﺔ‪ .‬ﻭﺘﺭﺍﻭﺤﺕ ﺒﻴﻥ )‪-0.60‬‬
‫‪ (0.71‬ﺒﺎﻟﻨﺴﺒﺔ ﻟﻤﻘﻴﺎﺱ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ ﻭﻫﻲ ﺩﺍﻟﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ ‪.0.01‬ﻜﻤﺎ ﺘﻡ ﺤﺴﺎﺏ ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺃﺒﻌﺎﺩ ﻤﻘﻴﺎﺱ‬
‫ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ‪ ،‬ﻭﺍﻷﺒﻌﺎﺩ ﻓﻴﻤﺎ ﺒﻴﻨﻬﺎ‪ .‬ﻜﺫﻟﻙ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻤﻘﻴﺎﺱ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ ﺘﻡ ﺤﺴﺎﺏ ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺒـﻴﻥ‬
‫ﺃﺒﻌﺎﺩﻩ ﻭﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ‪ ،‬ﻭﺍﻷﺒﻌﺎﺩ ﻓﻴﻤﺎ ﺒﻴﻨﻬﺎ‪ .‬ﻜﻤﺎ ﻫﻭ ﻤﻭﻀﺢ ﻓﻲ ﺍﻟﺠﺩﻭل )‪ (4‬ﻭﺍﻟﺠﺩﻭل )‪:(5‬‬
‫ﺍﻟﺠﺩﻭل )‪ :(4‬ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺍﻟﺒﻴﻨﻴﺔ ﻟﻤﻘﻴﺎﺱ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﺃﺒﻌﺎﺩﻩ‬
‫ﺍﻟﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﺘﻌﺎﻁﻑ‬ ‫ﺘﻨﻅﻴﻡ ﺍﻻﻨﻔﻌﺎﻻﺕ‬ ‫ﺇﺩﺍﺭﺓ ﺍﻻﻨﻔﻌﺎﻻﺕ‬ ‫ﺍﻟﻤﻌﺭﻓﺔ ﺍﻻﻨﻔﻌﺎﻟﻴﺔ‬ ‫ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ‬
‫‪1‬‬ ‫ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ‬
‫‪1‬‬ ‫‪0.89‬‬ ‫ﺍﻟﻤﻌﺭﻓﺔ ﺍﻻﻨﻔﻌﺎﻟﻴﺔ‬
‫‪1‬‬ ‫‪0.72‬‬ ‫‪0.76‬‬ ‫ﺇﺩﺍﺭﺓ ﺍﻻﻨﻔﻌﺎﻻﺕ‬
‫‪1‬‬ ‫‪0.64‬‬ ‫‪0.77‬‬ ‫‪0.89‬‬ ‫ﺘﻨﻅﻴﻡ ﺍﻻﻨﻔﻌﺎﻻﺕ‬
‫‪1‬‬ ‫‪0.67‬‬ ‫‪0.46‬‬ ‫‪0.66‬‬ ‫‪0.81‬‬ ‫ﺍﻟﺘﻌﺎﻁﻑ‬
‫‪1‬‬ ‫‪0.63‬‬ ‫‪0.71‬‬ ‫‪0.53‬‬ ‫‪0.63‬‬ ‫‪0.81‬‬ ‫ﺍﻟﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ‬

‫ﻴﻅﻬﺭ ﻤﻥ ﺍﻟﺠﺩﻭل )‪ (4‬ﺃﻥ ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺍﻷﺒﻌﺎﺩ ﻭﺍﻟﻤﻘﻴﺎﺱ ﻜﻜل ﻭﺍﻷﺒﻌﺎﺩ ﻓﻴﻤﺎ ﺒﻴﻨﻬﺎ‪ ،‬ﺠﺎﺀﺕ ﻜﻠﻬـﺎ ﺩﺍﻟـﺔ ﻋﻨـﺩ‬
‫ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ ‪0.01‬‬
‫ﺍﻟﺠﺩﻭل )‪ :(5‬ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺍﻟﺒﻴﻨﻴﺔ ﻟﻤﻘﻴﺎﺱ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ ﻭﺃﺒﻌﺎﺩﻩ‬
‫ﺘﻭﻓﻴﺭ ﺍﻟﺨﺒﺭﺍﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺤﻔﻅ ﺍﻟﻨﻅﺎﻡ‬ ‫ﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ‬
‫‪1‬‬ ‫ﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ‬
‫‪1‬‬ ‫‪0.80‬‬ ‫ﺤﻔﻅ ﺍﻟﻨﻅﺎﻡ‬
‫‪1‬‬ ‫‪0.79‬‬ ‫‪0.83‬‬ ‫ﺘﻭﻓﻴﺭ ﺍﻟﺨﺒﺭﺍﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬

‫ﻴﺘﺒﻴﻥ ﻤﻥ ﺍﻟﺠﺩﻭل )‪ (5‬ﺃﻥ ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺍﻷﺒﻌﺎﺩ ﻭﺍﻟﻤﻘﻴﺎﺱ ﻜﻜل ﻭﺍﻷﺒﻌﺎﺩ ﻓﻴﻤﺎ ﺒﻴﻨﻬﺎ‪ ،‬ﺠﺎﺀﺕ ﻜﻠﻬـﺎ ﺩﺍﻟـﺔ ﻋﻨـﺩ‬
‫ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ ‪0.01‬‬

‫ﺍﻟﺜﺒﺎﺕ‪ :‬ﺘﻡ ﺍﻟﺘﺤﻘﻕ ﻤﻥ ﺜﺒﺎﺕ ﺍﻟﻤﻘﻴﺎﺴﻴﻥ ﺒﺘﻁﺒﻴﻘﻬﻤﺎ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﻌﺎﺩﻟﺔ ﺃﻟﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ ﻟﻠﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺩﻯ ﺍﺘﺴﺎﻕ ﻋﺒﺎﺭﺍﺕ ﺍﻟﻤﻘﻴﺎﺴـﻴﻥ‪،‬‬
‫ﻓﺘﺤﺼﻠﻨﺎ ﻋﻠﻰ ﻤﻌﺎﻤل ﺍﺘﺴﺎﻕ ﺩﺍﺨﻠﻲ ﻟﻤﻘﻴﺎﺱ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻜﻜل )‪ ،(0.83‬ﻭﻤﻌﺎﻤل ﺍﺘﺴﺎﻕ ﺩﺍﺨﻠﻲ ﻟﻤﻘﻴـﺎﺱ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺼـﻔﻴﺔ‬
‫)‪ .(0.80‬ﻜﻤﺎ ﻫﻭ ﻤﻭﻀﺢ ﻓﻲ ﺍﻟﺠﺩﻭل )‪ (6‬ﻭﺍﻟﺠﺩﻭل )‪:(7‬‬

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‫ﺍﻟﺠﺩﻭل )‪ :(6‬ﻤﻌﺎﻤﻼﺕ ﺍﻟﺜﺒﺎﺕ ﻟﻤﻘﻴﺎﺱ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﺃﺒﻌﺎﺩﻩ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺃﻟﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ‬
‫ﻤﻌﺎﻤﻼﺕ ﺃﻟﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ‬ ‫ﺍﻷﺒﻌﺎﺩ‬
‫‪0.61‬‬ ‫ﺍﻟﻤﻌﺭﻓﺔ ﺍﻻﻨﻔﻌﺎﻟﻴﺔ‬
‫‪0.72‬‬ ‫ﺇﺩﺍﺭﺓ ﺍﻻﻨﻔﻌﺎﻻﺕ‬
‫‪0.64‬‬ ‫ﺘﻨﻅﻴﻡ ﺍﻻﻨﻔﻌﺎﻻﺕ‬
‫‪0.76‬‬ ‫ﺍﻟﺘﻌﺎﻁﻑ‬
‫‪0.78‬‬ ‫ﺍﻟﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ‬
‫‪0.83‬‬ ‫ﺍﻟﻤﻘﻴﺎﺱ ﻜﻜل‬

‫ﻴﺘﺒﻴﻥ ﻤﻥ ﺍﻟﺠﺩﻭل )‪ (6‬ﺃﻥ ﻗﻴﻡ ﻤﻌﺎﻤﻼﺕ ﺍﻻﺘﺴﺎﻕ ﺍﻟﺩﺍﺨﻠﻲ ﻷﺒﻌﺎﺩ ﻤﻘﻴﺎﺱ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﺒﻠﻐﺕ )‪ (0.61‬ﻟﻤﺠﺎل ﺍﻟﻤﻌﺭﻓـﺔ‬
‫ﺍﻻﻨﻔﻌﺎﻟﻴﺔ‪ (0.72) ،‬ﻟﻤﺠﺎل ﺇﺩﺍﺭﺓ ﺍﻻﻨﻔﻌﺎﻻﺕ‪ (0.64) ،‬ﻟﻤﺠﺎل ﺘﻨﻅﻴﻡ ﺍﻻﻨﻔﻌﺎﻻﺕ‪ (0.76) ،‬ﻟﻤﺠﺎل ﺍﻟﺘﻌـﺎﻁﻑ‪ (0.78) ،‬ﻟﻤﺠـﺎل‬
‫ﺍﻟﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﻫﻲ ﻜﻠﻬﺎ ﺩﺍﻟﺔ‪.‬‬

‫ﺍﻟﺠﺩﻭل )‪:(7‬ﻤﻌﺎﻤﻼﺕ ﺍﻟﺜﺒﺎﺕ ﻟﻤﻘﻴﺎﺱ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ ﻭﺃﺒﻌﺎﺩﻩ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺃﻟﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ‬
‫ﻤﻌﺎﻤﻼﺕ ﺃﻟﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ‬ ‫ﺍﻷﺒﻌﺎﺩ‬
‫‪079‬‬ ‫ﺤﻔﻅ ﺍﻟﻨﻅﺎﻡ‬
‫‪0.73‬‬ ‫ﺘﻭﻓﻴﺭ ﺍﻟﺨﺒﺭﺍﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫‪0.80‬‬ ‫ﺍﻟﻤﻘﻴﺎﺱ ﻜﻜل‬

‫ﻴﺘﺒﻴﻥ ﻤﻥ ﺍﻟﺠﺩﻭل )‪ (7‬ﺃﻥ ﻗﻴﻡ ﻤﻌﺎﻤﻼﺕ ﺍﻻﺘﺴﺎﻕ ﺍﻟﺩﺍﺨﻠﻲ ﻷﺒﻌﺎﺩ ﻤﻘﻴﺎﺱ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ ﺒﻠﻐـﺕ )‪ (0.79‬ﻟﻤﺠـﺎل ﺤﻔـﻅ‬
‫ﺍﻟﻨﻅﺎﻡ‪ ،‬ﻭ)‪ (0.73‬ﻟﻤﺠﺎل ﺘﻭﻓﻴﺭ ﺍﻟﺨﺒﺭﺍﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﻫﻲ ﺩﺍﻟﺔ‪.‬‬
‫ﺘﺩل ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺴﻴﻜﻭﻤﺘﺭﻴﺔ ﺃﻥ ﻤﻘﻴﺎﺱ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﻤﻘﻴﺎﺱ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ ﻴﺘﻤﺘﻌﺎﻥ ﺒﺩﺭﺠﺔ ﺼﺩﻕ ﻭﺜﺒﺎﺕ ﻜﺎﻓﻴﺔ‬
‫ﻟﺠﻌﻠﻬﻤﺎ ﻤﻨﺎﺴﺒﺎﻥ ﻷﻏﺭﺍﺽ ﺍﺴﺘﺨﺩﺍﻤﻬﻤﺎ ﻓﻲ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ‪.‬‬
‫‪ .4 .VII‬ﺍﻷﺴﺎﻟﻴﺏ ﺍﻹﺤﺼﺎﺌﻴﺔ ﺍﻟﻤﺴﺘﻌﻤﻠﺔ ﻓﻲ ﺍﻟﺩﺭﺍﺴﺔ‪ :‬ﺘﻡ ﺘﺤﻠﻴل ﺍﻟﺒﻴﺎﻨﺎﺕ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺒﺭﻨـﺎﻤﺞ ﺍﻟﺤﺯﻤـﺔ ﺍﻹﺤﺼـﺎﺌﻴﺔ ﻟﻠﻌﻠـﻭﻡ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ‪ ،Spss 23‬ﺒﺤﻴﺙ ﺍﻋﺘﻤﺩﻨﺎ ﻋﻠﻰ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﻭﺼﻔﻴﺔ )ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ‪ ،‬ﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ( ﻭﺃﺴﺎﻟﻴﺏ ﺍﻟﺩﻻﻟـﺔ‬
‫ﺍﻹﺤﺼﺎﺌﻴﺔ )ﺍﺨﺘﺒﺎﺭ ‪ t‬ﻟﺩﻻﻟﺔ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﻋﻴﻨﺘﻴﻥ ﻤﺴﺘﻘﻠﺘﻴﻥ‪ ،‬ﻭﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ(‪.‬‬

‫‪ .VIII‬ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ‪:‬‬

‫ﻋﺭﺽ ﻭﺘﺤﻠﻴل ﻭﺘﻔﺴﻴﺭ ﻭﻤﻨﺎﻗﺸﺔ ﻨﺘﻴﺠﺔ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻷﻭﻟﻰ‪" :‬ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﺍﻷﺴﺘﺎﺫﺍﺕ ﻭﺍﻷﺴـﺎﺘﺫﺓ ﻋﻠـﻰ ﻤﻘﻴـﺎﺱ ﺍﻟـﺫﻜﺎﺀ‬
‫ﺍﻟﻭﺠﺩﺍﻨﻲ"‪.‬‬

‫ﻻﺨﺘﺒﺎﺭ ﻫﺫﻩ ﺍﻟﻔﺭﻀﻴﺔ ﺘﻡ ﺤﺴﺎﺏ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻟﻜل ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻭﻟﻜﻼ ﺍﻟﺠﻨﺴـﻴﻥ ﻋﻠـﻰ ﻤﻘﻴـﺎﺱ‬
‫ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ‪ ،‬ﻭﺍﺴﺘﻌﻤﺎل ﺍﺨﺘﺒﺎﺭ ‪ t‬ﻟﺩﻻﻟﺔ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﻤﺠﻤﻭﻋﺘﻴﻥ ﻤﺴﺘﻘﻠﺘﻴﻥ )ﺍﻟﺠﻨﺴﻴﻥ(‪ ،‬ﻓﺘﻭﺼﻠﻨﺎ ﺇﻟﻰ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﻭﻀﺤﺔ ﻓـﻲ‬
‫ﺍﻟﺠﺩﻭل )‪:(8‬‬
‫ﺍﻟﺠﺩﻭل )‪ :(8‬ﻗﻴﻤﺔ ‪ t‬ﻟﺩﻻﻟﺔ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ ﻓﻲ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ‬
‫ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ‬ ‫ﻗﻴﻤﺔ ‪t‬‬ ‫ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ‬
‫‪25.54‬‬ ‫‪224.73‬‬ ‫ﺃﺴﺎﺘﺫﺓ‬
‫‪0.860‬‬
‫‪0.178‬‬ ‫‪19.61‬‬ ‫‪223.33‬‬ ‫ﺃﺴﺘﺎﺫﺍﺕ‬
‫)ﻏﻴﺭ ﺩﺍل(‬
‫‪22.57‬‬ ‫‪224.03‬‬ ‫ﻜل ﺍﻟﻌﻴﻨﺔ‬

‫‪481‬‬
 ‫ﻤﺴﺘﻭﻯ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ ) ﺹ‪ ،‬ﺹ ‪(484 -471‬‬

‫ﻴﺘﺒﻴﻥ ﻤﻥ ﺍﻟﺠﺩﻭل )‪ (8‬ﺃﻨﻪ ﻴﻭﺠﺩ ﻓﺭﻕ ﻨﺴﺒﻲ ﺒﻴﻥ ﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻷﺴﺎﺘﺫﺓ )‪ (224.73‬ﻭﻤﺘﻭﺴﻁ ﺩﺭﺠـﺎﺕ ﺍﻷﺴـﺘﺎﺫﺍﺕ‬
‫)‪ (223.33‬ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻴﻤﻴل ﺇﻟﻰ ﺍﻷﺴﺘﺎﺫﺍﺕ‪ ،‬ﻭﺒﺎﺴﺘﻌﻤﺎل ﺍﺨﺘﺒﺎﺭ ‪ t‬ﻟﺩﺭﺍﺴﺔ ﻤﺩﻯ ﺩﻻﻟﺔ ﻫﺫﺍ ﺍﻟﻔﺭﻕ ﺘﺒـﻴﻥ ﺃﻨـﻪ‬
‫ﻟﻴﺱ ﻓﺭﻕ ﺠﻭﻫﺭﻱ ﺇﺫ ﺒﻠﻐﺕ ﻗﻴﻤﺔ ‪ (0.178) t‬ﻭﻫﻲ ﻏﻴﺭ ﺩﺍﻟﺔ‪ ،‬ﻭﺒﺎﻟﺘﺎﻟﻲ ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺎ ﺒﻴﻥ ﺍﻷﺴﺎﺘﺫﺓ ﻭﺍﻷﺴﺘﺎﺫﺍﺕ‬
‫ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ‪ .‬ﺃﻱ ﻋﺩﻡ ﺘﺤﻘﻕ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻷﻭﻟﻰ‪ .‬ﻴﻤﻜﻥ ﺘﻔﺴﻴﺭ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺒﺄﻥ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻴ‪‬ﺘﻌﻠﻡ ﻤﻥ ﺨـﻼل‬
‫ﺍﻟﻨﻤﺫﺠﺔ ﻭﺍﻟﺒﻴﺌﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﻋﻠﻰ ﺭﺃﺴﻬﺎ ﺍﻷﺴﺭﺓ ﻭﺍﻟﻤﺩﺭﺴﺔ ﻭﺍﻟﺠﺎﻤﻌﺔ ﻭﻤﺠﺎل ﺍﻟﻌﻤل‪ ،‬ﻤﻥ ﺜﻤﺔ ﻨﺘﻭﻗﻊ ﺃﻥ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻻﻨﻔﻌﺎﻟﻴﺔ ﺍﻟﺘﻲ‬
‫ﻴﺘﻌﺭﺽ ﻟﻬﺎ ﺍﻟﺫﻜﻭﺭ ﻻ ﺘﺨﺘﻠﻑ ﻋﻥ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﺘﻲ ﻴﺘﻌﺭﺽ ﻟﻬﺎ ﺍﻹﻨﺎﺙ‪ .‬ﻜﻤﺎ ﻴﻤﻜﻥ ﺘﻔﺴﻴﺭ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠـﺔ ﺒـﺘﻘﻠﺹ ﺍﻟﻔـﻭﺍﺭﻕ ﺒـﻴﻥ‬
‫ﺍﻟﺠﻨﺴﻴﻥ ﻨﺘﻴﺠﺔ ﺍﻟﺘﻐﻴﺭ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻟﺴﺭﻴﻊ ﻭﺍﻟﺘﺤﻭﻻﺕ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﺠﺯﺍﺌﺭﻱ‪ .‬ﻓﺎﻟﻨﻅﺭﺓ ﻟﻠﻤﺭﺃﺓ‬
‫ﻓﻲ ﺍﻟﻭﻗﺕ ﺍﻟﺤﺎﻀﺭ ﺘﺨﺘﻠﻑ ﻋﻥ ﺍﻟﻨﻅﺭﺓ ﻟﻬﺎ ﻓﻲ ﺍﻟﺴﺎﺒﻕ‪ ،‬ﻓﻬﻲ ﻤﺸﺎﺭﻜﺔ ﻓﻲ ﻤﻴﺎﺩﻴﻥ ﺍﻟﺤﻴﺎﺓ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻟﻜﻭﻨﻬﺎ ﺃﺼﺒﺤﺕ ﺃﻜﺜﺭ ﺤﺭﺼـﺎ‬
‫ﻭﺍﻫﺘﻤﺎﻤﺎ ﺒﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻡ ﻭﺍﻟﻨﺠﺎﺡ ﺍﻟﺩﺭﺍﺴﻲ‪ ،‬ﻭﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﻨﻔﺱ ﻭﺇﻋﺩﺍﺩ ﻨﻔﺴﻬﺎ ﺫﺍﺘﻴﺎ ﻟﻼﻨﺨﺭﺍﻁ ﻓﻲ ﺍﻟﺤﻴﺎﺓ ﺍﻟﻌﻤﻠﻴﺔ‪ ،‬ﻫﺫﺍ ﻤﺎ ﻤﻜﻨﻬﺎ‬
‫ﻤﻥ ﺍﻻﺴﺘﻘﻼﻟﻴﺔ ﻭﺍﻟﺘﻌﺒﻴﺭ ﻋﻥ ﻤﺸﺎﻋﺭﻫﺎ ﻭﺍﻨﻔﻌﺎﻻﺘﻬﺎ ﺒﺼﻭﺭﺓ ﺼﺭﻴﺤﺔ‪ .‬ﻟﻬﺫﺍ ﻻ ﻴﻭﺠﺩ ﻓﺭﻕ ﺒﻴﻥ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻤـﻥ ﺍﻟﺠﻨﺴـﻴﻥ ﻓـﻲ‬
‫ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ‪ ،‬ﻓﻜﻼ ﺍﻟﺠﻨﺴﻴﻥ ﻴﺘﻤﺘﻊ ﺒﺎﻟﺤﺴﻡ ﻭﺍﻟﺘﻌﺒﻴﺭ ﻋﻥ ﺍﻟﻤﺸﺎﻋﺭ ﺒﺼﻭﺭﺓ ﻤﺒﺎﺸﺭﺓ‪ ،‬ﺍﻟﺜﻘﺔ ﻓﻲ ﺍﻟﻤﺸﺎﻋﺭ‪ ،‬ﺍﻟﺘﻜﻴﻑ ﻤﻊ ﺍﻟﻀﻐﻭﻁ‬
‫ﺍﻟﻤﻬﻨﻴﺔ‪ ،‬ﺍﻟﻭﻋﻲ ﻭﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺘﺤﻜﻡ ﻓﻲ ﺍﻟﻤﺸﺎﻋﺭ ﻋﻨﺩ ﻤﻭﺍﺠﻬﺔ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺤﻴﺎﺘﻴﺔ ﻭﺍﻟﺘﻤﻜﻥ ﻤﻥ ﺤﻠﻬﺎ‪ ،‬ﺍﻟﺼﻤﻭﺩ ﻭﺍﻟﺴﻴﻁﺭﺓ ﻓـﻲ‬
‫ﺘﻨﻅﻴﻡ ﺍﻻﻨﻔﻌﺎﻻﺕ‪ ،‬ﺘﺤﻘﻴﻕ ﺍﻟﻨﺠﺎﺡ ﺘﺤﺕ ﺍﻟﻀﻐﻭﻁ‪ ،‬ﺍﻟﻔﻌﺎﻟﻴﺔ ﻓﻲ ﺍﻻﺴﺘﻤﺎﻉ ﻟﻤﺸﻜﻼﺕ ﺍﻵﺨﺭﻴﻥ ﻭﺇﺠﺎﺩﺓ ﻓﻬﻡ ﻤﺸﺎﻋﺭﻫﻡ‪ .‬ﺘﺘﻔﻕ ﻫـﺫﻩ‬
‫ﺍﻟﻨﺘﻴﺠﺔ ﻤﻊ ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴﺔ ﻋﻴﺴﻰ ﻭﺭﺸﻭﺍﻥ )‪ ،(2006‬ﻭﺍﻟﻔﻘﻲ )‪ ،(2010‬ﻭﺭﺍﻀﻲ )‪ (2001‬ﺍﻟﺘﻲ ﺘﺒﻴﻥ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓـﺭﻭﻕ ﺒـﻴﻥ‬
‫ﺍﻟﺠﻨﺴﻴﻥ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻜﻜل ﻭﺃﺒﻌﺎﺩ ﺍﻟﺘﻌﺎﻁﻑ ﻭﺍﺴﺘﺨﺩﺍﻡ ﺍﻻﻨﻔﻌﺎﻻﺕ‪ ،‬ﻭﺘﺘﻌﺎﺭﺽ ﻤﻊ ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴـﺔ ﺍﻟﺴـﻤﺎﺩﻭﻨﻲ‬
‫)‪ ،(2007‬ﻭﺇﺴﻤﺎﻋﻴل )‪ ،(2008‬ﻭﺍﻟﺯﻫﺭﺍﻨﻲ )‪ ،(2014‬ﻭﺒﻠﻘﺎﺴـﻡ )‪ ،(2014‬ﻭﺩﺭﺍﺴـﺎﺕ ‪Joberg (2001), Roberts &al‬‬
‫)‪ (2002), Alumran &Punamaki (2008‬ﺍﻟﺘﻲ ﺃﺜﺒﺘﺕ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺠﻭﻫﺭﻴﺔ ﺒﻴﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻋﻠﻰ ﻤﻘﻴـﺎﺱ ﺍﻟـﺫﻜﺎﺀ‬
‫ﺍﻟﻭﺠﺩﺍﻨﻲ ﻜﻜل ﻭﻓﻲ ﺒﻌﺽ ﺃﺒﻌﺎﺩﻩ‪.‬‬
‫ﻋﺭﺽ ﻭﺘﺤﻠﻴل ﻭﺘﻔﺴﻴﺭ ﻭﻤﻨﺎﻗﺸﺔ ﻨﺘﻴﺠﺔ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺜﺎﻨﻴﺔ‪" :‬ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﺍﻷﺴﺎﺘﺫﺓ ﺍﻟﻘﺩﺍﻤﻰ ﻭﺍﻷﺴﺎﺘﺫﺓ ﺍﻟﺠﺩﺩ ﻋﻠـﻰ ﻤﻘﻴـﺎﺱ‬
‫ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ"‪.‬‬
‫ﻻﺨﺘﺒﺎﺭ ﻫﺫﻩ ﺍﻟﻔﺭﻀﻴﺔ ﺘﻡ ﺤﺴﺎﺏ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻭﺍﺨﺘﺒﺎﺭ ‪ t‬ﻟﺩﻻﻟـﺔ ﺍﻟﻔـﺭﻭﻕ ﺒـﻴﻥ ﻤﺠﻤـﻭﻋﺘﻴﻥ‬
‫ﻤﺴﺘﻘﻠﺘﻴﻥ )ﻓﺌﺘﻲ ﻤﺘﻐﻴﺭ ﺍﻷﻗﺩﻤﻴﺔ(‪ ،‬ﻓﺘﻭﺼﻠﻨﺎ ﺇﻟﻰ ﺍﻟﻨﺘﺎﺌﺞ ﻓﻲ ﺍﻟﺠﺩﻭل )‪:(9‬‬

‫ﺍﻟﺠﺩﻭل )‪ :(9‬ﻗﻴﻤﺔ ‪ t‬ﻟﺩﻻﻟﺔ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﻓﺌﺘﻲ ﻤﺘﻐﻴﺭ ﺍﻷﻗﺩﻤﻴﺔ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ‬

‫ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ‬ ‫ﻗﻴﻤﺔ ‪t‬‬ ‫ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻷﻗﺩﻤﻴﺔ‬

‫‪0.339‬‬ ‫‪18.40‬‬ ‫‪223.40‬‬ ‫ﺃﻗل ﻤﻥ ‪ 10‬ﺴﻨﻭﺍﺕ‬
‫‪0.387‬‬
‫)ﻏﻴﺭ ﺩﺍل(‬ ‫‪28.88‬‬ ‫‪224.16‬‬ ‫‪ 10‬ﺴﻨﻭﺍﺕ ﻓﻤﺎ ﻓﻭﻕ‬

‫ﻴﺘﺒﻴﻥ ﻤﻥ ﺍﻟﺠﺩﻭل )‪ (9‬ﺃﻨﻪ ﻴﻭﺠﺩ ﻓﺭﻕ ﺒﺴﻴﻁ ﻓﻲ ﻤﺘﻭﺴﻁﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻤﻥ ﻓﺌﺘﻲ ﺍﻷﻗﺩﻤﻴﺔ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ‬
‫ﻴﻤﻴل ﺇﻟﻰ ﻓﺌﺔ ﺫﻭﻱ ﺍﻟﺨﺒﺭﺓ ﺍﻟﻌﺎﻟﻴﺔ ﻓﻲ ﻤﻴﺩﺍﻥ ﺍﻟﺘﺩﺭﻴﺱ‪ ،‬ﻟﻜﻥ ﺒﺎﺴﺘﻌﻤﺎل ﺍﺨﺘﺒﺎﺭ ‪ t‬ﻟﺩﻻﻟﺔ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﻋﻴﻨﻴﺘﻥ ﻤﺴـﺘﻘﻠﺘﻴﻥ ﺒﻴﻨـﺕ ﺃﻥ‬
‫ﻗﻴﻤﺔ ‪ (0.387) t‬ﻏﻴﺭ ﺩﺍﻟﺔ‪ ،‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺃﻥ ﻫﺫﺍ ﺍﻟﻔﺭﻕ ﻏﻴﺭ ﺠﻭﻫﺭﻱ‪ ،‬ﺃﻱ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻕ ﺩﺍل ﺇﺤﺼﺎﺌﻴﺎ ﺒﻴﻥ ﻓﺌﺘـﻲ ﻤﺘﻐﻴـﺭ‬
‫ﺍﻷﻗﺩﻤﻴﺔ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ‪ ،‬ﻭﻤﻨﻪ ﻋﺩﻡ ﺘﺤﻘﻕ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺜﺎﻨﻴﺔ‪ .‬ﻴﻤﻜﻥ ﺘﻔﺴﻴﺭ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺒﺨﺼـﻭﺒﺔ ﻤﺠـﺎل ﺍﻟﺘﻌﻠـﻴﻡ‬
‫ﻭﻤﺴﺎﻋﺩﺘﻪ ﻋﻠﻰ ﺘﻁﻭﺭ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻷﻨﻪ ﻴﺘﺤﺘﻡ ﻋﻠﻰ ﺍﻷﺴﺘﺎﺫ ﺤﺘﻰ ﻭﺇﻥ ﻜﺎﻥ ﺤﺩﻴﺙ ﺍﻻﻟﺘﺤﺎﻕ ﺒﻤﺠﺎل ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﻓﺌﺎﺕ‬
‫ﻤﺨﺘﻠﻔﺔ ﻓﻲ ﺍﻟﻤﺩﺭﺴﺔ ﻜﺎﻟﻤﺩﻴﺭ ﻭﺍﻹﺩﺍﺭﻴﻴﻥ ﻭﺍﻟﻌﻤﺎل ﻭﺍﻟﺘﻼﻤﻴﺫ ﻋﻠﻰ ﻭﺠﻪ ﺍﻟﺨﺼﻭﺹ‪ .‬ﻓﻴﺘﻭﺠﺏ ﻋﻠﻴـﻪ ﺇﺩﺍﺭﺓ ﻭﺘﻨﻅـﻴﻡ ﺍﻨﻔﻌﺎﻻﺘـﻪ‬
‫ﻭﺍﺴﺘﺩﻋﺎﺀ ﺍﻹﻴﺠﺎﺒﻲ ﻤﻨﻬﺎ‪ :‬ﺍﻟﺼﺒﺭ‪ ،‬ﺍﻟﺘﻭﺍﺼل ﻤﻊ ﺍﻵﺨﺭﻴﻥ ﺒﺈﻴﺠﺎﺒﻴﺔ‪ ،‬ﻭﺍﻟﺘﻌﺎﻁﻑ ﻤﻊ ﺍﻟﻭﻀﻌﻴﺎﺕ ﻭﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻓﻲ ﺍﻟﻭﺴـﻁ‬
‫ﺍﻟﻤﺩﺭﺴﻲ‪ ،‬ﺍﻟﺘﺤﻜﻡ ﻓﻲ ﺍﻟﻤﺸﺎﻋﺭ ﻭﺍﻟﺘﺼﺭﻓﺎﺕ‪ ،‬ﺍﻟﺤﻔﺎﻅ ﻋﻠﻰ ﺍﻟﻬﺩﻭﺀ ﻓﻲ ﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﻀﺎﻏﻁﺔ‪ ،‬ﺘﺤﻤل ﻤﻀـﺎﻴﻘﺔ ﺍﻵﺨـﺭﻴﻥ‪ ،‬ﺇﺩﺭﺍﻙ‬
‫ﺍﻟﺤﺎﺠﺎﺕ ﺍﻟﻌﺎﻁﻔﻴﺔ ﻟﻶﺨﺭﻴﻥ‪ ،‬ﻓﻬﻡ ﻤﺸﺎﻋﺭ ﺍﻵﺨﺭﻴﻥ ﺒﻤﺎ ﻓﻴﻬﺎ ﺍﻟﺘﻲ ﻻ ﻴﻔﺼﺤﻭﻥ ﻋﻨﻬﺎ‪ ،‬ﺍﻤﺘﻼﻙ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺘﺄﺜﻴﺭ ﻓﻲ ﺍﻵﺨـﺭﻴﻥ‪،‬‬

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 ‫‪2021(02 )13 -ISSN : 2170-1121‬‬ ‫‪‬‬

‫ﺍﻻﺴﺘﺠﺎﺒﺔ ﺍﻟﻬﺎﺩﺌﺔ ﺍﻟﺒﻌﻴﺩﺓ ﻋﻥ ﺍﻟﻌﺼﺒﻴﺔ‪ .‬ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ﺍﻟﺘﻲ ﺘﻨﺎﻭﻟﺕ ﺍﻟﻔﺭﻭﻕ ﻓﻲ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﻓـﻕ ﺍﻷﻗﺩﻤﻴـﺔ ﻓـﻲ‬
‫ﺍﻟﺘﻌﻠﻴﻡ ﻨﺠﺩ ﺩﺭﺍﺴﺔ ﺍﻟﺴﻤﺎﺩﻭﻨﻲ )‪ (2007‬ﻭﻨﺘﺎﺌﺠﻬﺎ ﺘﺘﻌﺎﺭﺽ ﻤﻊ ﻨﺘﻴﺠﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ‪ ،‬ﺒﺤﻴﺙ ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺒـﻴﻥ‬
‫ﻓﺌﺎﺕ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ ﻟﻠﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﻓﻲ ﺃﺒﻌﺎﺩ ﺍﻟﺘﻌﺎﻁﻑ ﻭﺍﻟﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ‪.‬‬

‫ﻋﺭﺽ ﻭﺘﺤﻠﻴل ﻭﺘﻔﺴﻴﺭ ﻭﻤﻨﺎﻗﺸﺔ ﻨﺘﻴﺠﺔ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ‪" :‬ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﻪ ﺒﻴﻥ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ ﻟـﺩﻯ‬
‫ﺃﺴﺎﺘﺫﺓ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺜﺎﻨﻭﻱ"‪.‬‬
‫ﻻﺨﺘﺒﺎﺭ ﻫﺫﻩ ﺍﻟﻔﺭﻀﻴﺔ ﺘﻡ ﺤﺴﺎﺏ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ )‪ (pearson‬ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻋﻠﻰ ﻤﻘﻴﺎﺴﻲ ﺍﻟـﺫﻜﺎﺀ‬
‫ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ‪ ،‬ﻜﻤﺎ ﻫﻭ ﻤﻭﻀﺢ ﻓﻲ ﺍﻟﺠﺩﻭل )‪:(10‬‬
‫ﺍﻟﺠﺩﻭل )‪ :(10‬ﻗﻴﻤﺔ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﺒﻴﻥ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ ﻟﺩﻯ ﺃﺴﺎﺘﺫﺓ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺜﺎﻨﻭﻱ‬

‫ﺍﻟﺩﻻﻟﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ‬ ‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ‪pearson‬‬ ‫ﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ‬

‫ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ‬
‫‪) 0.001‬ﺩﺍل(‬ ‫‪0.569‬‬
‫ﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ‬

‫ﻴﺘﺒﻴﻥ ﻤﻥ ﺍﻟﺠﺩﻭل )‪ (10‬ﺃﻨﻪ ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﻪ ﻤﻭﺠﺒﺔ ﺒﻴﻥ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ ﻟﺩﻯ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴـﺔ‪،‬‬
‫ﻓﻘﻴﻤﺔ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ )‪ (0.569‬ﺩﺍﻟﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ ﺃﻗل ﻤﻥ )‪ .(0.01‬ﺘﻔﺴﺭ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺒﺄﻨﻪ ﻜﻠﻤﺎ ﺍﺭﺘﻔﻊ ﻤﺴﺘﻭﻯ‬
‫ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻟﺩﻯ ﺍﻷﺴﺘﺎﺫ ﻓﻜﺎﻥ ﺃﻜﺜﺭ ﻤﻌﺭﻓﺔ ﻭﺇﺩﺭﺍﻙ ﻻﻨﻔﻌﺎﻻﺘﻪ ﻭﻤﺸﺎﻋﺭﻩ ﺍﻟﺫﺍﺘﻴﺔ ﻭﺍﻟﺘﻌﺒﻴﺭ ﻋﻨﻬﺎ ﻭﺃﻜﺜﺭ ﻗﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺭﺒﻁ ﺒﻴﻥ‬
‫ﺍﻷﻓﻜﺎﺭ ﻭﺍﻟﻤﺸﺎﻋﺭ ﻭﺍﻷﺤﺩﺍﺙ‪ ،‬ﻭﺃﻜﺜﺭ ﻗﺩﺭﺓ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﻨﻔﻌﺎﻻﺘﻪ ﺒﺎﻟﺘﺤﻜﻡ ﻓﻲ ﺍﻟﺴﻠﺒﻲ ﻤﻨﻬﺎ ﻭﺍﺴـﺘﺩﻋﺎﺀ ﺍﻻﻨﻔﻌـﺎﻻﺕ ﺍﻹﻴﺠﺎﺒﻴـﺔ‪.‬‬
‫ﻭﺃﻜﺜﺭ ﻗﺩﺭﺓ ﻋﻠﻰ ﺘﻭﺠﻴﻪ ﻫﺫﻩ ﺍﻻﻨﻔﻌﺎﻻﺕ ﺇﻟﻰ ﺘﺤﻘﻴﻕ ﺍﻻﻨﺠﺎﺯ ﻭﺍﻟﺘﻔﻭﻕ‪ ،‬ﻜﻠﻤﺎ ﺴﺎﻋﺩﻩ ﺫﻟﻙ ﻋﻠﻰ ﺇﺩﺭﺍﻙ ﺍﻨﻔﻌﺎﻻﺕ ﻭﻤﺸﺎﻋﺭ ﺘﻼﻤﻴـﺫﻩ‬
‫ﻭﺍﻟﺤﺴﺎﺴﻴﺔ ﻻﺤﺘﻴﺎﺠﺎﺘﻬﻡ ﺤﺘﻰ ﻟﻭ ﻟﻡ ﻴﻔﺼﺤﻭﺍ ﻋﻨﻬﺎ ﻭﺍﻟﺘﺄﺜﻴﺭ ﺍﻹﻴﺠﺎﺒﻲ ﻓﻴﻬﻡ ﻭﻤﻤﺎﺭﺴﺔ ﺩﻭﺭﻩ ﻜﻘﺎﺌﺩ ﻓﻲ ﻗﺴـﻤﻪ ﻭﺍﻟﺘﻌﺎﻤـل ﻤﻌﻬـﻡ‬
‫ﺒﻁﺭﻴﻘﺔ ﻻﺌﻘﺔ‪ .‬ﻭﻫﺫﺍ ﻤﺎ ﻴﺤﻘﻕ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺤﻔﻅ ﺍﻟﻨﻅﺎﻡ ﻭﺘﻭﻓﻴﺭ ﺃﻜﺒﺭ ﻗﺩﺭ ﻤﻥ ﺍﻟﺨﺒﺭﺍﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﻠﺘﻼﻤﻴﺫ ﻭﺒﺎﻟﺘـﺎﻟﻲ ﺘﺤﻘـﻕ ﺇﺩﺍﺭﺓ‬
‫ﺼﻔﻴﺔ ﻓﻌﺎﻟﺔ‪ .‬ﺘﺘﻔﻕ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻊ ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴﺔ ﺴـﻤﺎﺩﻭﻨﻲ )‪ ،(2001‬ﻭﺩﺭﺍﺴـﺔ )‪ ،Schutte (2001‬ﻭﺩﺭﺍﺴـﺔ‬
‫)‪ ،Joberg (2001‬ﻭﺩﺭﺍﺴﺔ )‪ ،Fatt & Howe (2003‬ﻭﺩﺭﺍﺴﺔ ﻋﻴﺴﻰ ﻭﺭﺸﻭﺍﻥ )‪ ،(2006‬ﻭﺩﺭﺍﺴﺔ ﺍﻟﻔﻘﻲ )‪ .(2010‬ﺍﻟﺘـﻲ‬
‫ﺃﺜﺒﺘﺕ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﻪ ﻤﻭﺠﺒﺔ ﺒﻴﻥ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﺴﻤﺎﺕ ﺍﻻﻨﺒﺴﺎﻁﻴﺔ‪ ،‬ﻴﻘﻅﺔ ﺍﻟﻀﻤﻴﺭ‪ ،‬ﺍﻻﻨﻔﺘﺎﺡ ﻋﻠﻰ ﺍﻟﺨﺒـﺭﺓ ﺘﻘـﺩﻴﺭ‬
‫ﺍﻟﺫﺍﺕ‪ ،‬ﻤﻘﺎﻭﻤﺔ ﺍﻟﻔﺸل‪ ،‬ﺍﻹﺒﺩﺍﻉ ﻭﺍﻟﺘﻔﻜﻴﺭ ﺍﻹﺒﺩﺍﻋﻲ‪ ،‬ﺍﻟﺩﺍﻓﻌﻴﺔ ﻟﻠﻌﻤل‪ ،‬ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‪ ،‬ﺍﻟﺘﻭﺍﺯﻥ ﺍﻟﺠﻴـﺩ ﻓـﻲ ﺍﻟﺤﻴـﺎﺓ‪ ،‬ﺍﻟﻭﺍﻗﻌﻴـﺔ‪،‬‬
‫ﺍﻟﺘﻌﺎﻁﻑ‪ ،‬ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﻤﺭﺍﻗﺒﺔ ﺍﻟﺫﺍﺕ ﻓﻲ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺍﻟﺘﻔﺎﻋل ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻓﺎﻋﻠﻴﺔ ﺍﻟـﺫﺍﺕ‪ ،‬ﺍﻟﻤﻬـﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‪،‬‬
‫ﺍﻟﺘﻌﺎﻭﻥ‪ ،‬ﺍﻻﻨﺠﺎﺯ ﺍﻟﺩﺭﺍﺴﻲ‪ ،‬ﺍﻟﺘﻭﺍﻓﻕ ﺍﻟﻤﻬﻨﻲ‪ ...‬ﻭﺍﺭﺘﺒﺎﻁﻪ ﺴﻠﺒﺎ ﺒﺎﻟﻌﺼﺎﺒﻴﺔ‪ ،‬ﺍﻟﺭﻫﺎﺏ ﺍﻟﻨﻔﺴﻲ‪ ،‬ﻭﺍﻟﺨﺠل‪....‬‬
‫‪ .IX‬ﺍﺴﺘﻨﺘﺎﺠﺎﺕ ﻋﺎﻤﺔ‪:‬‬

‫‪ -‬ﻴﺘﻤﺘﻊ ﻜل ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺒﻤﺴﺘﻭﻯ ﻋﺎل ﻤﻥ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ‪.‬‬

‫‪ -‬ﻻ ﻴﻭﺠﺩ ﻓﺭﻕ ﺠﻭﻫﺭﻱ ﺒﻴﻥ ﺍﻷﺴﺎﺘﺫﺓ ﻭﺍﻷﺴﺘﺎﺫﺍﺕ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ‪.‬‬
‫‪ -‬ﻻ ﻴﻭﺠﺩ ﻓﺭﻕ ﺠﻭﻫﺭﻱ ﺒﻴﻥ ﻓﺌﺘﻲ ﻤﺘﻐﻴﺭ ﺍﻷﻗﺩﻤﻴﺔ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ‪.‬‬
‫‪ -‬ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﻪ ﻤﻭﺠﺒﺔ ﺒﻴﻥ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ ﻟﺩﻯ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‪.‬‬

‫‪ .X‬ﻤﻘﺘﺭﺤﺎﺕ‪:‬‬

‫‪ -‬ﻀﺭﻭﺭﺓ ﺘﻘﺩﻴﻡ ﺩﻭﺭﺍﺕ ﺘﺩﺭﻴﺒﻴﺔ ﻟﺘﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻤﺭﺘﺒﻁﺔ ﺒﺎﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻟﺩﻯ ﺍﻟﻤﻌﻠﻤﻴﻥ‪.‬‬
‫‪ -‬ﺇﻋﺩﺍﺩ ﺒﺭﺍﻤﺞ ﺘﺩﺭﻴﺒﻴﺔ ﻟﺘﻨﻤﻴﺔ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻟﺩﻯ ﺍﻷﺴﺎﺘﺫﺓ ﻓﻲ ﻜل ﺍﻟﻤﺭﺍﺤل ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫‪ -‬ﺍﻟﺘﻭﺴﻊ ﻓﻲ ﻤﺠﺎل ﺍﻟﺒﺤﻭﺙ ﺍﻟﺨﺎﺼﺔ ﺒﺎﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ ﻭﺘﻨﺎﻭﻟﻬﺎ ﺒﺎﻟﺩﺭﺍﺴﺔ ﻤﻨﻔﺭﺩﺓ ﻭﻤﺭﺘﺒﻁﺔ ﺒﻤﺘﻐﻴﺭﺍﺕ ﺃﺨﺭﻯ‪.‬‬

‫‪483‬‬
 ‫ﻤﺴﺘﻭﻯ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ ) ﺹ‪ ،‬ﺹ ‪(484 -471‬‬

‫‪ .XI‬ﺍﻟﻤﺭﺍﺠﻊ‪:‬‬

‫‪ .1‬ﺒﺩﺭ‪ ،‬ﺃﺤﻤﺩ )‪ ،(1986‬ﺃﺼﻭل ﺍﻟﺒﺤﺙ ﺍﻟﻌﻠﻤﻲ ﻭﻤﻨﺎﻫﺠﻪ‪ ،‬ﻭﻜﺎﻟﺔ ﺍﻟﻤﻁﺒﻭﻋﺎﺕ‪ ،‬ﺩﺍﺭ ﺍﻟﻨﺸﺭ‪ ،‬ﺍﻟﻘﺎﻫﺭﺓ‪ ،‬ﻤﺼﺭ‪.‬‬
‫‪ .2‬ﺒﻠﻘﺎﺴﻡ‪ ،‬ﻤﺤﻤﺩ )‪ ،(2014‬ﺍﻟﺫﻜﺎﺀ ﺍﻻﻨﻔﻌﺎﻟﻲ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻻﻨﺠﺎﺯ ﺍﻟﺩﺭﺍﺴﻲ ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺜﺎﻨﻭﻱ‪ ،‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ‪ ،‬ﺠﺎﻤﻌﺔ ﻭﻫﺭﺍﻥ‪.‬‬
‫‪ .3‬ﺠﻭﻟﻤﺎﻥ‪ ،‬ﺩﺍﻨﻴﺎل )‪ ،(1998‬ﺍﻟﺫﻜﺎﺀ ﺍﻟﻌﺎﻁﻔﻲ‪ ،‬ﺘﺭﺠﻤﺔ‪ :‬ﻟﻴﻠﻰ ﺍﻟﺠﺒﺎﻟﻲ‪ ،‬ﻋﺎﻟﻡ ﺍﻟﻤﻌﺭﻓﺔ‪ ،‬ﺍﻟﻜﻭﻴﺕ‪.‬‬
‫‪ .4‬ﺭﺍﻀﻲ‪ ،‬ﻓﻭﻗﻴﺔ ﻤﺤﻤﺩ )‪ ،(2001‬ﺍﻟﺫﻜﺎﺀ ﺍﻻﻨﻔﻌﺎﻟﻲ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ﻭﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻔﻜﻴﺭ ﺍﻻﺒﺘﻜﺎﺭﻱ‪ ،‬ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ‪،‬‬
‫ﺠﺎﻤﻌﺔ ﺍﻟﻤﻨﺼﻭﺭﺓ‪ ،‬ﺍﻟﻌﺩﺩ ‪.45‬‬
‫‪ .5‬ﺍﻟﺯﻫﺭﺍﻨﻲ‪ ،‬ﻋﺒﺩ ﺍﷲ ﺃﺤﻤﺩ )‪ ،(2014‬ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻟﻀﻐﻭﻁ ﺍﻟﺤﻴﺎﺘﻴﺔ ﻟﺩﻯ ﻁﻠﺒﺔ ﺠﺎﻤﻌﺔ ﺍﻟﻤﻠﻙ ﺴﻌﻭﺩ‪ ،‬ﻤﺠﻠﺔ ﺩﺭﺍﺴـﺎﺕ‪،‬‬
‫ﺍﻟﻤﺠﻠﺩ ‪ ،4‬ﺍﻟﻌﺩﺩ‪.3‬‬
‫‪ .6‬ﺯﻴﺘﻭﻥ‪ ،‬ﺤﺴﻥ ﺤﺴﻴﻥ )‪ ،(2001‬ﻤﻬﺎﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺱ‪ ،‬ﻋﺎﻟﻡ ﺍﻟﻜﺘﺏ‪ ،‬ﺍﻟﻘﺎﻫﺭﺓ‪ ،‬ﻤﺼﺭ‪.‬‬
‫‪ .7‬ﺍﻟﺴﻤﺎﺩﻭﻨﻲ‪ ،‬ﺍﻟﺴﻴﺩ ﺇﺒﺭﺍﻫﻴﻡ )‪ ،(2007‬ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ‪ :‬ﺃﺴﺴﻪ‪ ،‬ﺘﻁﺒﻴﻘﺎﺘﻪ ﻭﺘﻨﻤﻴﺘﻪ‪ ،‬ﺩﺍﺭ ﺍﻟﻔﻜﺭ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪.‬‬
‫‪ .8‬ﺍﻟﺴﻴﺩ‪ ،‬ﻓﺎﺭﻭﻕ ﻋﺜﻤﺎﻥ )‪ ،(2006‬ﺴﻴﻜﻭﻟﻭﺠﻴﺔ ﺍﻟﻔﺭﻭﻕ ﺍﻟﻔﺭﺩﻴﺔ ﻭﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﻌﻘﻠﻴﺔ‪ ،‬ﺩﺍﺭ ﺍﻷﻤﻴﻥ‪ ،‬ﻤﺼﺭ‪.‬‬
‫‪ .9‬ﻋﻭﺽ‪ ،‬ﻤﺤﻤﺩ )‪ ،(1998‬ﺍﻟﻤﻌﻠﻡ ﺍﻟﺠﺩﻴﺩ‪ ،‬ﺩﺍﺭ ﺍﻟﻤﺴﻴﺭﺓ ﻟﻠﻨﺸﺭ ﻭﺍﻟﺘﻭﺯﻴﻊ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪.‬‬
‫‪ .10‬ﺍﻟﻜﻌﺒﻲ‪ ،‬ﻋﻭﺍﻁﻑ ﻋﻠﻲ )‪ ،(2002‬ﺃﺴﺎﻟﻴﺏ ﺇﺩﺍﺭﺓ ﺍﻟﺼﻑ ﻟﺩﻯ ﻤﻌﻠﻤﺎﺕ ﺍﻟﺒﻨﻴﻥ ﻓﻲ ﺍﻟﺤﻠﻘﺔ ﺍﻟﺜﺎﻨﻴﺔ ﻤﻥ ﺍﻟﻤﺭﺍﺤـل ﺍﻻﺒﺘﺩﺍﺌﻴـﺔ ﺒﻤﻤﻠﻜـﺔ‬
‫ﺍﻟﺒﺤﺭﻴﻥ‪ ،‬ﻤﺠﻠﺔ ﺍﻟﻌﻠﻭﻡ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﺍﻟﻤﺠﻠﺩ ‪ ،3‬ﺍﻟﻌﺩﺩ ‪ ،2‬ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻟﺒﺤﺭﻴﻥ‪ ،‬ﻤﻤﻠﻜﺔ ﺍﻟﺒﺤﺭﻴﻥ‪.‬‬
‫‪ .11‬ﺍﻟﻤﺼﺩﺭ‪ ،‬ﻋﺒﺩ ﺍﻟﻌﻅﻴﻡ ﺴﻠﻴﻤﺎﻥ )‪ ،(2008‬ﺍﻟﺫﻜﺎﺀ ﺍﻻﻨﻔﻌﺎﻟﻲ ﻭﻋﻼﻗﺘﻪ ﺒﺒﻌﺽ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻻﻨﻔﻌﺎﻟﻴﺔ ﻟﺩﻯ ﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﺔ‪ ،‬ﻤﺠﻠﺔ ﺍﻟﺠﺎﻤﻌﺔ‬
‫ﺍﻹﺴﻼﻤﻴﺔ‪ ،‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺴﺎﺩﺱ ﻋﺸﺭ‪ ،‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل‪.‬‬
‫‪ .12‬ﺍﻟﻨﻭﻴﺼﺭ‪ ،‬ﻤﻨﺼﻭﺭ ﺒﻥ ﺼﺎﻟﺢ ﺒﻥ ﻋﺒﺩ ﺍﻟﺭﺤﻤﻥ )‪ ،(2003‬ﻜﻔﺎﻴﺎﺕ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ ﻟﺩﻯ ﺍﻟﻤﻌﻠﻤﻴﻥ ﺒﺎﻟﻤﺩﺍﺭﺱ ﺍﻟﻤﺘﻭﺴﻁﺔ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻟﻠﺒﻨﻴﻥ‬
‫ﺒﻤﺩﻴﻨﺔ ﺍﻟﺭﻴﺎﺽ‪ ،‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ‪ ،‬ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻟﻤﻠﻙ ﺴﻌﻭﺩ‪ ،‬ﺍﻟﻤﻤﻠﻜﺔ ﺍﻟﻌﺭﺒﻴﺔ ﺍﻟﺴﻌﻭﺩﻴﺔ‪.‬‬

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‫‪intelligence, and coping slyles in Bahrain adolescents. Individual Differencesearch. 6 (2).‬‬
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‫‪presented at the Annual Meeting of the Mid South Educational Research Association.‬‬
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‫‪&Individual Differences. Vol 25.‬‬
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‫‪management styles of beginning and experienced high school teachers. Dissertation. University George‬‬
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‫ﻜﻴﻔﻴﺔ ﺍﻹﺴﺘﺸﻬﺎﺩ ﺒﻬﺫﺍ ﺍﻟﻤﻘﺎل ﺤﺴﺏ ﺃﺴﻠﻭﺏ ‪: APA‬‬

‫ﺯﻴﻨﺏ ﺒﻥ ﺒﺭﻴﻜﺔ ‪ ( 2021) ،‬ﻤﺴﺘﻭﻯ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﺃﺴﺎﺘﺫﺓ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺜﺎﻨﻭﻱ ‪ ،‬ﻤﺠﻠﺔ ﺍﻟﺒﺎﺤﺙ ﻓـﻲ ﺍﻟﻌﻠـﻭﻡ‬
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