‫ﻋـﺩﺩ ‪ 15‬ﺩﻴﺴﻤﺒﺭ ‪2015‬‬ ‫ﻤﺨﺒﺭ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭ ﺍﻝﺘﺭﺒﻭﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ ﻨﻔﺴﻴﺔ ﻭ ﺘﺭﺒﻭﻴﺔ‪،‬‬

‫ﺍﻝﺴﻠﻭﻙ ﺍﻝﻘﻴﺎﺩﻱ ﻝﺩﻯ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ )ﺍﻝﻤﻔﺘﺸﻴﻥ(‬

‫ﻓﻲ ﺍﻝﺘﹼﻌﺎﻤل ﻤﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ‪.‬‬
‫) ﺩﺭﺍﺴﺔ ﺍﺴﺘﻁﻼﻋﻴﺔ ﻝﺩﻯ ﻤﻔﺘﺸﻲ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺍﻻﺒﺘﺩﺍﺌﻲ ﺒﻤﺩﻴﺭﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ﻝﻭﻻﻴﺔ ﻤﺴﺘﻐﺎﻨﻡ (‬

‫ﻤﺴﻜﻴﻥ ﻋﺒﺩ ﺍﷲ‬

‫ﺠﺎﻤﻌﺔ ﻭﻫﺭﺍﻥ ‪ ) 2-‬ﺍﻝﺠﺯﺍﺌﺭ(‬
‫ﺍﻝﻤﻠﺨﺹ‪:‬‬
‫ﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻘﻴﺎﺩﻱ ﺍﻝﺴﺎﺌﺩ ﻝﺩﻯ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺍﻝﺘﻌﺎﻤـل ﻤـﻊ ﺍﻝﻤﻌﻠﻤـﻴﻥ؛‬
‫ﻭﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ‪ 30‬ﻤﺸﺭﻑ ﻭﻤﺸﺭﻓﺔ ﺘﺭﺒﻭﻴﺔ ﺒﻤﺩﻴﺭﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ﺒﻤﺴﺘﻐﺎﻨﻡ‪ ،‬ﺘﻡ ﺍﺨﺘﻴﺎﺭﻫﻡ ﺒﻁﺭﻴﻘﺔ ﻋﺸﻭﺍﺌﻴﺔ ﺨـﻼل‬
‫ﺍﻝﻌﺎﻡ ﺍﻝﺩﺭﺍﺴﻲ )‪ ،(2014/2013‬ﻭﻝﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﺍﻝﺩﺭﺍﺴﺔ ﺍﺴﺘﺨﺩﻡ ﺍﻝﺒﺎﺤﺙ ﻤﻘﻴﺎﺱ ﺴﻠﻭﻙ ﺍﻝﻘﻴﺎﺩﺓ‪ ،‬ﺘ ‪‬ﻡ ﺍﻝﺘﹼﺤﻘﻕ ﻤـﻥ ﺩﻻﻻﺕ‬
‫ﺼﺩﻗﻪ ﻭﺜﺒﺎﺘﻪ؛ ﻭﺘﻭﺼﻠﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻵﺘﻴﺔ‪:‬‬
‫‪ - 1‬ﺃﻥ ﺩﺭﺠﺔ ﻤﻤﺎﺭﺴﺔ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻝﻠﺴﻠﻭﻙ ﺍﻝﻘﻴﺎﺩﻱ ﻜﺎﻨﺕ ﺒﻤﺘﻭﺴـﻁ ﺤﺴـﺎﺒﻲ )‪ (91.47‬ﻭﺒـﺎﻨﺤﺭﺍﻑ ﻤﻌﻴـﺎﺭﻱ‬
‫)‪ ،(5.28‬ﻭﺠﺎﺀ ﻓﻲ ﺍﻝﻤﺭﺘﺒﺔ ﺍﻷﻭﻝﻰ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻘﻴﺎﺩﻱ ﺍﻝﻤﻬﺘﻡ ﺒﺎﻝﻌﻤل ﻴﻠﻴﻪ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻘﻴﺎﺩﻱ ﺍﻝﻤﻬﺘﻡ ﺒﺎﻝﻌﻼﻗﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ‪.‬‬
‫‪ - 2‬ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﻓﻲ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻘﻴﺎﺩﻱ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﺠﻨﺱ‪.‬‬

‫ﺍﻝﻜﻠﻤﺎﺕ ﺍﻝﻤﻔﺘﺎﺤﻴﺔ‪ :‬ﺍﻝﺴﻠﻭﻙ ﺍﻝﻘﻴﺎﺩﻱ‪ ،‬ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ‪ ،‬ﺍﻝﻤﻌﻠﻤﻴﻥ‬

‫‪Abstract:‬‬
‫‪This study aimed to know the prevailing leadership behavior of educational‬‬
‫‪supervisors in dealing with teachers.‬‬
‫‪The study sample consisted of 30 male and female educational supervisors in‬‬
‫‪Mostaganem Educational Directorate, was selected by the random sampling method for‬‬
‫‪the year (2013/2014), to achieve the study goals, the researcher has used leadership‬‬
‫‪behavior scale, and validity and reliability were tested and affirmed.‬‬
‫‪The study findings were as follows:‬‬
‫)‪1-The prevailing leadership behavior level of the educational supervisors was with (91.47‬‬
‫‪mean and (5.28) standard deviation, where the leadership behavior interested to work was‬‬
‫‪ranked first, then the leadership behavior interested to human relations came last.‬‬
‫‪2-There were no significant differences in the leadership behavior attributed to the sex.‬‬

‫‪Keywords : the leadership behavior, educational supervisors, the teachers‬‬

‫‪1‬‬
 ‫ﻋـﺩﺩ ‪ 15‬ﺩﻴﺴﻤﺒﺭ ‪2015‬‬ ‫ﻤﺨﺒﺭ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭ ﺍﻝﺘﺭﺒﻭﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ ﻨﻔﺴﻴﺔ ﻭ ﺘﺭﺒﻭﻴﺔ‪،‬‬

‫ﻤﻘﺩﻤﺔ ﺍﻝﺒﺤﺙ‪:‬‬
‫ﻝﻘﺩ ﺃﻋﻁﺕ ﺍﻹﺼﻼﺤﺎﺕ ﺍﻝﻤﻌﻤﻭل ﺒﻬﺎ ﻓﻲ ﺍﻝﻤﻨﻅﻭﻤﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺘﺼﻭﺭﺍ ﺁﺨﺭﺍ ﻝﻠﻤﻌﻠﻡ ﺒﺤﻴﺙ ﺃﺼﺒﺢ ﻋﻠﻴـﻪ " ﺃﻥ ﻴﻜـﻭﻥ‬
‫ﺒﺎﻝﻀﺭﻭﺭﺓ ﻤﺒﺩﻋﺎ‪ ،‬ﻤﺴﺘﻘﻼ ﺒﺫﺍﺘﻪ‪ ،‬ﻤﺼﻐﻴﺎ ﻝﺘﻼﻤﻴﺫﻩ‪ ،‬ﻤﻨﺸﻁﺎ ﺃﻜﺜﺭ ﻤﻤﺎ ﻫﻭ ﻤﺒﻠﻎ ﻝﻠﻤﻌﺎﺭﻑ ﺃﻭ ﻤﺤﺎﻀﺭ ﺃﻭ ﻗﺎﺭﺉ ﻝﻠﻤـﺫﻜﺭﺍﺕ "‬
‫)ﻗﺎﺴﻤﻲ ﺇﺒﺭﺍﻫﻴﻡ‪(15 :2004 ،‬؛ ﻭﻴﺤﺘﺎﺝ ﺍﻝﻤﻌﻠﻡ ﻝﻠﻘﻴﺎﻡ ﺒﺎﻝﻌﻤل ﺍﻝﻤﻨﻭﻁ ﺒﻪ ﺇﻝﻰ ﻤﺴﺎﻋﺩﺓ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺘﻘﻴﻴﻡ ﻁﺭﺍﺌـﻕ‬
‫ﺍﻝﺘﺩﺭﻴﺱ ﻭﺍﻝﻤﻘﺭﺭ ﺍﻝﺩﺭﺍﺴﻲ‪ ،‬ﻭﺘﻘﻭﻴﻡ ﺃﺴﻠﻭﺒﻪ ﻓﻲ ﺍﻝﻌﻤل ﻭﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺠﻭﺍﻨﺏ ﺍﻝﻘﻭﺓ ﻭﺍﻝﻀﻌﻑ ﻝﺩﻴﻪ ﻭﺍﻗﺘﺭﺍﺡ ﺍﻝﺤﻠﻭل ﺍﻝﻤﻨﺎﺴﺒﺔ‬
‫ﻝﺫﻝﻙ؛ ﻭ ﻴﺭﻯ ﻴﻌﻘﻭﺒﻲ ﺃﻥ " ﻝﻠﻤﻔﺘﺵ‪ ،‬ﻓﻲ ﺍﻝﻤﻘﺎﺭﺒﺔ ﺒﺎﻝﻜﻔﺎﻴﺎﺕ ﺩﻭﺭ ﻴﺨﺘﻠﻑ ﻋﻥ ﺍﻝﺩﻭﺭ ﺍﻝﺘﻘﻠﻴﺩﻱ ﺍﻝﻤﺄﻝﻭﻑ ﺍﻝﻤﺘﻤﺜل ﻓﻲ ﺍﻝﻤﺭﺍﻗﺒـﺔ‬
‫ﻭﺘﻘﻴﻴﻡ ﺃﻋﻤﺎل ﺍﻝﻤﻌﻠﻡ ﻭﻤﺤﺎﺴﺒﺘﻪ؛ ﺇﻨﻪ ﻤﻁﺎﻝﺏ ﺒﺄﻥ ﻴﻜﻭﻥ ﻗﻴﺎﺩﺓ ﺘﺭﺒﻭﻴﺔ ﺒﻤﻌﻨﺎﻫﺎ ﺍﻝﻭﺍﺴﻊ )ﻴﻌﻘﻭﺒﻲ ﻋﺒﺩ ﺍﻝﻤﺅﻤﻥ‪(115 :2004 ،‬؛‬
‫"ﻭﺍﻝﻘﺎﺌﺩ ﺍﻝﺘﺭﺒﻭﻱ ﻨﻌﻨﻲ ﺒﻪ ﺫﻝﻙ ﺍﻝﺸﺨﺹ ﺍﻝﺫﻱ ﻴﺴﺘﻁﻴﻊ ﻋﺎﺩﺓ ﺇﺫﺍﺒﺔ ﺍﻝﺨﻼﻓﺎﺕ ﻭﺤل ﺍﻝﺘﻨﺎﻗﻀﺎﺕ ﺒﻴﻥ ﺃﻫﺩﺍﻑ ﺍﻷﻓﺭﺍﺩ ﻭﺃﻫـﺩﺍﻑ‬
‫ﺍﻝﻤﺅﺴﺴﺔ‪ ،‬ﻭﺫﻝﻙ ﺒﻤﺎ ﻴﺘﻤﺘﻊ ﺒﻪ ﻤﻥ ﻤﻬﺎﺭﺍﺕ ﻭﻗﺩﺭﺓ ﻋﻠﻰ ﺍﻝﺘﺄﺜﻴﺭ ﻭﺍﻝﺘﻭﺠﻴﻪ " )ﺃﺒﻭ ﺍﻝﻭﻓﺎ ﺠﻤﺎل‪(159 :2006 ،‬؛ ﻭﺍﻝﻤﺸـﺭﻑ‬
‫ﺍﻝﺘﺭﺒﻭﻱ )ﺍﻝﻤﻔﺘﺵ( ﺒﻭﺼﻔﻪ ﻗﺎﺌﺩﺍ ﺘﺭﺒﻭﻴﺎ "ﻴﻨﺒﻐﻲ ﺃﻥ ﺘﻜﻭﻥ ﻝﺩﻴﻪ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻝﻌﻤل ﺍﻝﻤﺴﺘﻤﺭ ﻝﻨﻤﻭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﻤﻬﻨـﺘﻬﻡ ﻋـﻥ‬
‫ﻁﺭﻴﻕ ﺇﺒﺭﺍﺯ ﻗﺩﺭﺍﺘﻬﻡ ﻭﺭﻋﺎﻴﺔ ﻤﻴﻭﻝﻬﻡ ﺍﻝﺨﺎﺼﺔ ﻭﻤﺴﺎﻋﺩﺘﻬﻡ ﻓﻲ ﻓﻬﻡ ﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻝﺴﺎﺌﺩﺓ ﻭﺘﻐﻴﺭﻫﺎ ﻭﻓـﻲ ﻭﻀـﻊ‬
‫ﺍﻝﻤﻨﺎﻫﺞ ﻭﺍﻝﺒﺭﺍﻤﺞ ﺍﻝﺘﻲ ﺘﺤﻘﻕ ﺤﺎﺠﺎﺕ ﺍﻝﺘﻼﻤﻴﺫ " )ﺘﺭﻜﻲ ﺭﺍﺒﺢ‪(484 :1990 ،‬؛ "ﻜﻤﺎ ﻴﻌﺘﺒﺭ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺃﺴﺎﺱ ﻜـل‬
‫ﺍﻻﺘﺼﺎﻻﺕ ﺍﻝﺭﺴﻤﻴﺔ ﻭﻤﺤﻭﺭﻫﺎ‪ ،‬ﺤﻴﺙ ﻴﻌﺘﻤﺩ ﻋﻠﻴﻪ ﺍﻝﻤﻌﻠﻤﻭﻥ ﻓﻲ ﺍﺴﺘﻘﺎﺀ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻹﺭﺸﺎﺩﺍﺕ ﻭﺍﻝﺘﹼﻭﺠﻴﻬﺎﺕ ﻓـﻲ ﻤﻴـﺩﺍﻥ‬
‫ﻋﻤﻠﻬﻡ" )ﺍﻝﺸﺎﻴﺏ ﻤﺤﻤﺩ ﺍﻝﺴ‪‬ﺎﺴﻲ‪ ،(107 :2007 ،‬ﻭ"ﻤﻤﺎ ﻻ ﻴﺯﺍل ﻴﻘﻠﻕ ﻜﺜﻴﺭﺍ ﻤﻥ ﺍﻝﻤﺭﺒﻴﻥ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻔﺘﻴﺵ ﺃﻥ ﺍﻝﺘﻘﻭﻴﻡ‬
‫ﺍﻝﺴﺎﺌﺩ ﻻ ﻴﻬﺩﻑ ﻓﻲ ﻜﺜﻴﺭ ﻤﻥ ﺍﻷﺤﻴﺎﻥ ﺇﻝﻰ ﺇﺼﻼﺡ ﺍﻝﻤﻌﻠﻡ ﻭﺘﻌﺩﻴل ﻨﻘﺎﺌﺼﻪ ﻭﺘﺯﻭﻴﺩﻩ ﺒﻜل ﺍﻝﻤﻌﻠﻭﻤـﺎﺕ ﺤـﻭل ﺍﻹﻨﺠـﺎﺯﺍﺕ‬
‫ﺍﻝﻤﺤﻘﻘﺔ ﻝﻜﻲ ﻴﺘﻤﻜﻥ ﻤﻥ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻤﺸﺎﻜل ﻭﺍﻝﺼﻌﻭﺒﺎﺕ ﺍﻝﺘﻲ ﺘﻌﺘﺭﻀﻪ ﻭﻴﻜﻴﻑ ﻨﺸﺎﻁﻪ ﻭﻓﻘﻬﺎ ﻷﻥ ﺍﻝﻤﻔﺘﺵ ﺒﻜل ﺒﺴﺎﻁﺔ ﻻ‬
‫ﻴﺠﺩ ﺍﻝﻭﻗﺕ ﺍﻝﻜﺎﻓﻲ ﻝﻼﺘﺼﺎل ﺒﺎﻝﻤﻌﻠﻡ ﻭﺯﻴﺎﺭﺘﻪ ﻋﺩﺓ ﻤﺭﺍﺕ ﻓﻲ ﺍﻝﺴﻨﺔ؛ ﻭﺒﺴﺒﺏ ﺍﻨﻌﺩﺍﻡ ﺍﻝﺘﻐﺫﻴﺔ ﺍﻝﺭﺠﻌﻴﺔ ﺍﻝﺘـﻲ ﺘﺤﻘﻘﻬـﺎ ﻫـﺫﻩ‬
‫ﺍﻝﺯﻴﺎﺭﺍﺕ ﻓﺈﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻴﺒﻘﻰ ﻤﺤﺼﻭﺭﺍ ﻓﻲ ﺍﻝﻤﻌﺎﻗﺒﺔ " )ﺒﻥ ﻋﺒﺩ ﺍﷲ ﻤﺤﻤﺩ‪61،60 :2005 ،‬؛ ﻭﻤﻥ ﺒﻴﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ‬
‫ﺍﻝﺘﻲ ﺍﻫﺘﻤﺕ ﺒﺎﻝﺴﻠﻭﻙ ﺍﻝﻘﻴﺎﺩﻱ ﺍﻝﺫﻱ ﻴﺘﺒﻌﻪ ﺍﻝﻘﺎﺌﺩ ﻓﻲ ﺇﺩﺍﺭﺓ ﻤﺠﻤﻭﻋﺘﻪ ﻨﺠﺩ ﺩﺭﺍﺴﺔ ‪ (1945) Halpin‬ﺍﻝﺘﻲ ﺃﺴﻔﺭﺕ ﻋﻥ ﻭﺠﻭﺩ‬
‫ﻨﻤﻁﻴﻥ ﻝﻠﻘﻴﺎﺩﺓ ﻫﻤﺎ )ﺍﻝﺤﺭﻴﺭﻱ‪ ،‬ﺭﺍﻓﺩﺓ ﻋﻤﺭ‪:(143 :2010 ،‬‬

‫ﺃ ـ ﻨﻤﻁ ﻴﻬﺘﻡ ﺒﺎﻝﻌﺎﻤﻠﻴﻥ‪ :‬ﺍﻝﻘﺎﺌﺩ ﻴﻬﺘﻡ ﺒﻤﺸﺎﻋﺭ ﻤﺭﺅﻭﺴﻴﻪ ﻭﻴﺄﺨﺫﻫﺎ ﺒﻌﻴﻥ ﺍﻻﻋﺘﺒﺎﺭ‪ ،‬ﻓﻬﻭ ﻴﻘﻴﻡ ﻋﻼﻗﺔ ﺇﻨﺴﺎﻨﻴﺔ ﻤﻌﻬﻡ ﻗﺎﺌﻤﺔ ﻋﻠﻰ‬
‫ﺍﻝﺘﻘﺩﻴﺭ ﻭﺍﻻﺤﺘﺭﺍﻡ ﻭﺍﻝﺜﻘﺔ ﺍﻝﻤﺘﺒﺎﺩﻝﺔ‪.‬‬
‫ﺽ ﺍﻝﻨﻅﺭ ﻋﻥ ﻤﺸﺎﻋﺭ ﺍﻝﻌﺎﻤﻠﻴﻥ ﻭﻅﺭﻭﻓﻬﻡ ﻭﺍﺤﺘﻴﺎﺠﺎﺘﻬﻡ‪.‬‬
‫ﺏ ـ ﻨﻤﻁ ﻴﻬﺘﻡ ﺒﺎﻝﻌﻤل‪ :‬ﻫﺫﺍ ﺍﻝﻨﻤﻁ ﻴﺭﻜﺯ ﻋﻠﻰ ﺍﻹﻨﺘﺎﺝ ﺒﻐ ‪‬‬
‫ﻭﺘﻬﺩﻑ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﺇﻝﻰ ﺍﻝﻜﺸﻑ ﻋﻥ ﻫﺫﻴﻥ ﺍﻷﺴﻠﻭﺒﻴﻥ ﺍﻝﻘﻴﺎﺩﻴﻴﻥ ﻝﺩﻯ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ‬
‫ﻥ ﺘﺘﻁﻠﺏ ﺩﺭﺍﺴﺎﺕ ﻤﻌﻤﻘﺔ ﻤﻥ ﺃﺠل ﺍﻝﻭﺼﻭل ﺒﺎﻷﺘﺒﺎﻉ ﻝﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻝﺘﻲ ﻴﺼﺒﻭ ﺇﻝﻴﻬﺎ‬
‫ﺍﻝﻤﺭﺤﻠﺔ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ؛ ﻓﺎﻝﻘﻴﺎﺩﺓ ﻓ ‪‬‬
‫ﺍﻝﻘﺎﺌﺩ ﻭﺘﺭﻀﻲ ﺍﻝﺠﻤﻴﻊ ﻭﺘﺤﻘﻕ ﺍﻹﺠﻤﺎﻉ ﻝﺩﻴﻬﻡ‪.‬‬

‫ﺃﻭﻻ‪ :‬ﺇﺸﻜﺎﻝﻴﺔ ﺍﻝﺒﺤﺙ‬

‫ﻴﺭﻯ ﺯﺒﺩﻱ )‪ (2002‬ﺃﻥ " ﺍﻹﺸﺭﺍﻑ ﺍﻝﻔﻨﻲ ) ﺃﻭ ﺍﻝﺘﻔﺘﻴﺵ ( ﻴﻤﺜل ﺍﻝﻤﺠﻬﻭﺩ ﺍﻝﺫﻱ ﻴﺒﺫﻝﻪ ﺍﻝﻤﺴﺌﻭل ﻋﻥ ﻫـﺫﻩ ﺍﻝﻤﻬﻤـﺔ‬
‫ﺍﻝﺘﺭﺒﻭﻴﺔ ﻻﺴﺘﺜﻤﺎﺭ ﻭﺘﻨﺴﻴﻕ ﻭﺘﻭﺠﻴﻪ ﺍﻝﻨﻤﻭ ﺍﻝﻤﺴﺘﻤﺭ ﻝﻠﻤﺩﺭﺴﻴﻥ ﻓﻲ ﺍﻝﻤﺩﺭﺴﺔ " )ﺯﺒﺩﻱ ﻨﺎﺼﺭ ﺍﻝـﺩﻴﻥ‪(143 :2007 ،‬؛ ﻜﻤـﺎ‬
‫ﻴﺭﻯ ﻋﺒﻭﻱ " ﺃﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻝﻔﻨﻲ ﻴﻌﻨﻰ ﺒﻪ ﺃﻨﻪ ﺍﻝﻭﺴﻴﻠﺔ ﺍﻝﺘﻲ ﻴﺘﻡ ﺒﻬﺎ ﺘﻘﻴﻴﻡ ﻭﺘﻘﺩﻴﺭ ﺠﻬﺩ ﺍﻝﻤﻌﻠﻡ ﻓﻲ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻤﻥ ﺨﻼل‬
‫ﻤﺎ ﻴﻘﻭﻡ ﺒﻪ ﻤﻥ ﺃﻋﻤﺎل ﻤﺘﻨﻭﻋﺔ ﺫﺍﺕ ﺼﻠﺔ ﺒﻤﺎﺩﺓ ﺘﺨﺼﺼﻪ ﻭﺘﻬﻴﺌﺔ ﺍﻝﻅﺭﻭﻑ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻷﺩﺍﺀ ﻋﻤﻠﻪ ﺒﻨﺠﺎﺡ " )ﻋﺒﻭﻱ ﻤﻨﻴﺭ ﺯﻴﺩ‪،‬‬
‫‪" ،(31 :2007‬ﻭﺇﻥ ﻜﺎﻥ ﻝﻠﻤﺸﺭﻑ ﻤﺭﻜﺯ ﻓﻲ ﺍﻝﻬﺭﻡ ﺍﻝﺘﻨﻅﻴﻤﻲ ﻓﻤﻌﻨﻰ ﺫﻝﻙ ﺃﻥ ﻝـﻪ ﺩﻭﺭﺍ‪ ،‬ﻭﻝﻠـﺩﻭﺭ ﺘﻭﻗﻌـﺎﺕ‪ ،‬ﻭﺍﻝﺴـﻠﻁﺔ‬
‫ﻀﺭﻭﺭﻴﺔ ﻝﺘﺤﻘﻴﻕ ﺘﻭﻗﻌﺎﺕ ﺍﻝﺩﻭﺭ‪ ،‬ﻭﻝﻜﻥ ﻫﻨﺎﻙ ﻗﺎﺩﺓ ﻴﺤﻘﻘﻭﻥ ﺍﻝﺘﻭﻗﻌﺎﺕ ﺒﻁﺭﻴﻕ ﺍﻹﻗﻨﺎﻉ ﻭﺒﺩﻭﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺴﻠﻁﺔ ﺍﻝﻤﺭﻜـﺯ‪ ،‬ﻗـﺩ‬

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 ‫ﻋـﺩﺩ ‪ 15‬ﺩﻴﺴﻤﺒﺭ ‪2015‬‬ ‫ﻤﺨﺒﺭ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭ ﺍﻝﺘﺭﺒﻭﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ ﻨﻔﺴﻴﺔ ﻭ ﺘﺭﺒﻭﻴﺔ‪،‬‬

‫ﺘﻜﻭﻥ ﺍﻝﺴﻠﻁﺔ ﻀﺭﻭﺭﻴﺔ ﻝﻠﻤﺸﺭﻑ ﻭﻝﻜﻥ ﻋﻠﻴﻪ ﺃﻥ ﻻ ﻴﺴﺭﻑ ﻓﻲ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﻫﻨﺎﻙ ﻤﻥ ﻴﺭﻯ ﺃﻥ ﺴﻠﻁﺔ ﺍﻝﻤﺭﻜﺯ ﺘﻌـﻭﻕ‬
‫ﺍﻹﺸﺭﺍﻑ ﻷﻥ ﻓﻴﻬﺎ ﺘﻬﺩﻴﺩﺍ ﻝﻠﻤﺩﺭﺱ ﺒﻴﻨﻤﺎ ﺍﻹﺒﺩﺍﻉ ﻴﺤﺘﺎﺝ ﺇﻝﻰ ﺒﻴﺌﺔ ﺨﺎﻝﻴﺔ ﻤﻥ ﺍﻝﺘﻬﺩﻴﺩ" )ﻋﻁﺎﺭﻱ ﺘﻭﻓﻴـﻕ ﻋـﺎﺭﻑ ﻭﺁﺨـﺭﻴﻥ‪،‬‬
‫‪(86 :2005‬؛ ﺤﻴﺙ ﺃﻨﻪ "ﻴﻤﻜﻥ ﻭﺼﻑ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻓﻴﺔ ﺒﺄﻨﹼﻬﺎ ﻗﻴﺎﺩﺓ ﻤﻨﻅﻤﺔ ﺫﺍﺕ ﻤﻌﺭﻓﺔ ﺒﺎﻷﻫـﺩﺍﻑ ﺍﻝﺘﺭﺒﻭﻴـﺔ‪ ،‬ﻭﺨﺒـﺭﺓ‬
‫ﺒﺎﻝﻁﺭﺍﺌﻕ ﻭﺍﻷﺴﺎﻝﻴﺏ ﻭﺍﻁﹼﻼﻉ ﻋﻠﻰ ﻤﺎ ﺘﻭﺼ‪‬ل ﺇﻝﻴﻪ ﺍﻝﻌﻠﻡ ﺍﻝﺤﺩﻴﺙ ﻤﻥ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻘﻨﻴﺔ " )ﺭﻴ‪‬ﺎﻥ ﻤﺤﻤﺩ ﻫﺎﺸﻡ ﻭﺁﺨﺭﻴﻥ‪:2010 ،‬‬
‫‪ ،(105‬ﻭﺍﻝﻨﻤﻁ ﺍﻝﻘﻴﺎﺩﻱ ﺍﻝﻔﻌﺎل ﻏﺎﻝﺒﺎ ﻤﺎ ﻴﻅﻬﺭ ﺃﺜﺭﻩ ﻓﻲ ﺴﻠﻭﻙ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺃﺩﺍﺌﻬﻡ ﺒﺸﻜل ﻓﻌﺎل‪ ،‬ﻜﻤﺎ ﺃﻨﻪ ﻴﻨﻌﻜﺱ ﻋﻠﻰ ﻤﺴﺘﻭﻯ‬
‫ﺍﻝﺼﺤﺔ ﺍﻝﻨﻔﺴﻴﺔ ﻝﺩﻴﻬﻡ ﻭﺭﻀﺎﻫﻡ ﻋﻥ ﺍﻝﻌﻤل‪ ،‬ﻭﺍﻝﺘﻘﻠﻴل ﻤﻥ ﺘﻌﺭﻀﻬﻡ ﻝﻺﺼﺎﺒﺔ ﺒﺎﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﺍﻝﺘﻲ ﺘﺅﺜﺭ ﺴـﻠﺒﺎ ﻋﻠـﻰ‬
‫ﻤﺴﺎﺭﻫﻡ ﺍﻝﻤﻬﻨﻲ ﻭﻓﻲ ﺘﻌﺎﻤﻠﻬﻡ ﻤﻊ ﺍﻝﺘﻼﻤﻴﺫ‪ ،‬ﻭﻋﻠﻰ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺃﻥ ﺘﻜﻭﻥ ﻝﻪ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﻓﻬـﻡ ﺍﻝﺨﺼـﺎﺌﺹ ﺍﻝﻨﻔﺴـﻴﺔ‬
‫ﻝﻠﻤﻌﻠﻤﻴﻥ ﻭﺘﻘﺩﻴﺭ ﺠﻬﻭﺩﻫﻡ ﻭﺍﻻﻋﺘﺭﺍﻑ ﺒﻘﺩﺭﺍﺘﻬﻡ‪ ،‬ﻭﺘﻘﺒل ﺁﺭﺍﺌﻬﻡ ﻭﺃﻓﻜﺎﺭﻫﻡ‪ ،‬ﻭﺇﻋﻁﺎﺌﻬﻡ ﺍﻝﻔﺭﺼﺔ ﻤﻥ ﺃﺠل ﺍﻝﻤﺸﺎﺭﻜﺔ ﻓﻲ ﻭﻀﻊ‬
‫ﺤﻠﻭل ﻝﻠﻤﺸﻜﻼﺕ ﺍﻝﺘﻲ ﺘﻭﺍﺠﻬﻬﻡ؛ ﻭﺫﻝﻙ ﺤﺘﻰ ﻴﻌﺯﺯ ﺍﻝﺭﻭﺍﺒﻁ ﺒﻴﻥ ﻜﺎﻓﺔ ﺃﻓﺭﺍﺩ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ؛ ﻭ ﻤﻥ ﺨـﻼل ﺍﻝﻤﻤﺎﺭﺴـﺎﺕ‬
‫ﺍﻝﻴﻭﻤﻴﺔ ﻓﻲ ﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻗﺩ ﻻﺤﻅ ﺍﻝﺒﺎﺤﺙ ﺃﻥ ﺍﻝﻤﻌﻠﻡ ﻗﺩ ﻴﺭﺘﻜﺏ ﻫﻔﻭﺍﺕ ﻓﻲ ﻤلﺀ ﺩﻓﺘﺭﻩ ﺍﻝﻴﻭﻤﻲ ﺃﻭ ﻴﻨﺴﻰ ﻜﺘﺎﺒﺔ ﻤﺫﻜﺭﺓ‬
‫ﻼ ﻴﺠﻌﻼﻥ ﺍﻝﻤﻔﺘﺵ ﻴﻌﻁﻲ ﻜﺎﻤل ﺍﻨﺘﻘﺎﺩﺍﺘﻪ ﻝﻠﻤﻌﻠﻡ ﺒﺴﺒﺒﻬﻤﺎ ﻤﺘﻨﺎﺴﻴﹰﺎ ﺍﻝﻁﺒﻴﻌﺔ ﺍﻹﻨﺴـﺎﻨﻴﺔ‬
‫ﻴﻭﻤﻴﺔ ﻝﻨﺸﺎﻁ ﻤﺎ ‪ ...‬ﻫﺫﻴﻥ ﺍﻝﺨﻁﺄﻴﻥ ﻤﺜ ﹰ‬
‫ﻝﻠﻔﺭﺩ ﻭﻅﺭﻭﻓﻪ ﺨﻼل ﺫﻝﻙ ﺍﻝﻤﻭﻗﻑ؛ ﻭﻗﺩ ﻴﺤﺼﺭ ﺘﻘﻭﻴﻤﻪ ﻤﻥ ﺨﻼﻝﻬﻤﺎ ﻭﻓﻲ ﺫﻝﻙ ﺍﻝﻴﻭﻡ ﺒﺎﻝﺫﺍﺕ؛ ﻨﺎﻫﻴﻙ ﻋﻥ ﻗﻠـﺔ ﺍﻝﺯﻴـﺎﺭﺍﺕ‬
‫ﻝﻠﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﺘﻲ ﺘﻨﺤﺼﺭ ــ ﻓﻲ ﺍﻝﻐﺎﻝﺏ ــ ﻓﻲ ﺍﻻﻨﺘﻘﺎﺩ ﺍﻝﻬﺩ‪‬ﺍﻡ ﺍﻝﺫﻱ ﻴﻜﻭ‪‬ﻥ ﻝﺩﻯ ﺍﻝﻤﻌﻠﻡ ﺍﺘﺠﺎﻫـﺎﺕ ﺴـﻠﺒﻴﺔ ﻨﺤـﻭ ﻋﻤﻠﻴـﺔ‬
‫ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ‪ .‬ﻫﺫﺍ ﻤﺎ ﺃﺜﺎﺭ ﻓﻀﻭل ﺍﻝﺒﺎﺤﺙ ﻝﻠﻘﻴﺎﻡ ﺒﻬﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﺒﻬﺩﻑ ﻤﻌﺭﻓﺔ ﻨﻭﻉ ﺍﻷﺴﻠﻭﺏ ﺍﻝﻘﻴـﺎﺩﻱ ﺍﻝﺴـﺎﺌﺩ ﻝـﺩﻯ‬
‫ل ﺃﺴﻠﻭﺏ ﺘﺩﺍﻋﻴﺎﺘﻪ ﻭﺍﻨﻌﻜﺎﺴﺎﺘﻪ ﻋﻠﻰ ﺍﻝﻨﻤﻭ ﺍﻝﻤﻬﻨﻲ ﻝﺩﻯ ﺍﻝﻤﻌﻠﻡ‪.‬‬
‫ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ؛ ﻷﻥ ﻝﻜ ّ‬
‫ﻭﻝﻘﺩ ﺘﻤﺤﻭﺭﺕ ﺇﺸﻜﺎﻝﻴﺔ ﺍﻝﺒﺤﺙ ﻓﻲ ﺍﻝﺴﺅﺍﻝﻴﻥ ﺍﻝﺘﺎﻝﻴﻴﻥ‪:‬‬
‫‪ 1‬ـ ﻤﺎ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻘﻴﺎﺩﻱ ﺍﻝﺴﺎﺌﺩ ﻝﻠﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻭﺍﻝﻤﺸﺭﻓﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺎﺕ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭﻫﻡ ﻓﻲ ﺒﻌﺩﻱ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻌﻤـل‬
‫ﻭﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻌﻼﻗﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ؟‬
‫‪ 2‬ـ ﻫل ﻫﻨﺎﻙ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﻤﻌﻨﻭﻴﺔ ﺒﻴﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﺍﻝﻤﺸﺭﻓﺎﺕ ﻓﻲ ﻤﻤﺎﺭﺴﺘﻬﻡ ﻝﻠﺴﻠﻭﻙ ﺍﻝﻘﻴـﺎﺩﻱ ﻓـﻲ ﺍﻝﺘﻌﺎﻤـل ﻤـﻊ‬
‫ﺍﻝﻤﻌﻠﻤﻴﻥ؟‬

‫ﺜﺎﻨﻴﺎ‪ :‬ﺃﻫﻤﻴﺔ ﺍﻝﺒﺤﺙ‬

‫‪ 1‬ـ ﺘﺘﺠﻠﻰ ﺃﻫﻤﻴﺔ ﺍﻝﺒﺤﺙ ﻓﻲ ﺃﻨﻬﺎ ﺘﻌﻁﻲ ﻨﻅﺭﺓ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺤﻭل ﺍﻷﺴﻠﻭﺏ ﺍﻝﻘﻴﺎﺩﻱ ﺍﻝﺴ‪‬ﺎﺌﺩ ﻝﺩﻴﻬﻡ‪.‬‬
‫‪ 2‬ـ ﺘﺯﻭ‪‬ﺩ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺒﻤﻌﻠﻭﻤﺎﺕ ﻨﻅﺭﻴﺔ ﻋﻥ ﺍﻝﻘﻴﺎﺩﺓ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﻔﻌﺎﻝﺔ ﻓﻲ ﺍﻝﺘﻌﺎﻤﻼﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ‪.‬‬
‫‪ 3‬ـ ﻗﺩ ﺘﺅﺩﻱ ﻨﺘﺎﺌﺞ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺍﻝﻨﻅﺭ ﻓﻲ ﺘﻜﻭﻴﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺃﺜﻨﺎﺀ ﺍﻝﺨﺩﻤﺔ ﻭﺘﺯﻭﻴﺩﻫﻡ ﺒﺎﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﻘﻴﺎﺩﻴﺔ‬
‫ﻤﻥ ﺃﺠل ﻗﻴﺎﺩﺓ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻨﺤﻭ ﺍﻷﻫﺩﺍﻑ ﺍﻝﻤﻨﺸﻭﺩﺓ ﺒﻁﺭﻴﻘﺔ ﺘﺤﺩﺙ ﺘﻭﺍﺯﻨﹰﺎ ﺒﻴﻥ ﺇﻤﻜﺎﻨﺎﺘﻬﻡ ﺍﻝﻌﻠﻤﻴﺔ ﻭﻗﺩﺭﺍﺘﻬﻡ ﺍﻝﻨﻔﺴﻴﺔ‪.‬‬

‫ﺜﺎﻝﺜﺎ‪ :‬ﺃﻫﺩﺍﻑ ﺍﻝﺒﺤﺙ‬

‫‪ 1‬ـ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻷﺴﻠﻭﺏ ﺍﻝﻘﻴﺎﺩﻱ ﺍﻝﺴﺎﺌﺩ ﻝﺩﻯ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ‪.‬‬
‫‪ 2‬ـ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻝﺠﻨﺴﻴﻥ ﻓﻲ ﻤﻤﺎﺭﺴﺔ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻘﻴﺎﺩﻱ ﻓﻲ ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ‪.‬‬

‫ﺭﺍﺒﻌﺎ‪ :‬ﻓﺭﻀﻴﺎﺕ ﺍﻝﺒﺤﺙ‪:‬‬

‫ﻤﻥ ﺨﻼل ﻤﺎ ﺘ ‪‬ﻡ ﻋﺭﻀﻪ ﻤﻥ ﻤﺎﺩﺓ ﺃﺩﺒﻴﺔ ﺘﻡ ﺼﻴﺎﻏﺔ ﻓﺭﻀﻴﺎﺕ ﺍﻝﺒﺤﺙ ﻜﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ 1‬ـ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻘﻴﺎﺩﻱ ﺍﻝﺴﺎﺌﺩ ﻝﻠﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻭﺍﻝﻤﺸﺭﻓﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺎﺕ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭﻫﻡ ﻴﺘﻤﺜل ﻓﻲ ﺒﻌـﺩ ﺍﻻﻫﺘﻤـﺎﻡ‬
‫ﺒﺎﻝﻌﻤل ﺜ ‪‬ﻡ ﺒﻌﺩ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻌﻼﻗﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ ﻋﻠﻰ ﺍﻝﺘﻭﺍﻝﻲ‪.‬‬

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 ‫ﻋـﺩﺩ ‪ 15‬ﺩﻴﺴﻤﺒﺭ ‪2015‬‬ ‫ﻤﺨﺒﺭ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭ ﺍﻝﺘﺭﺒﻭﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ ﻨﻔﺴﻴﺔ ﻭ ﺘﺭﺒﻭﻴﺔ‪،‬‬

‫‪ 2‬ـ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﻤﻌﻨﻭﻴﺔ ﺒﻴﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﺍﻝﻤﺸﺭﻓﺎﺕ ﻓﻲ ﻤﻤﺎﺭﺴﺘﻬﻡ ﻝﻠﺴﻠﻭﻙ ﺍﻝﻘﻴـﺎﺩﻱ ﻓـﻲ ﺍﻝﺘﻌﺎﻤـل ﻤـﻊ‬
‫ﺍﻝﻤﻌﻠﻤﻴﻥ ﻝﺼﺎﻝﺢ ﺍﻝﻤﺸﺭﻓﻴﻥ ‪.‬‬

‫ﺨﺎﻤﺴﺎ‪ :‬ﺤﺩﻭﺩ ﺍﻝﺒﺤﺙ‬

‫ﻴﺘﺤﺩﺩ ﺍﻝﺒﺤﺙ ﺍﻝﺤﺎﻝﻲ ﺒﺎﻝﻤﻭﻀﻭﻉ ﺍﻝﺫﻱ ﻴﺘﻨﺎﻭﻝﻪ ﻭﺍﻝﻤﺘﻤﺜل ﻓﻲ "ﺍﻝﺴﻠﻭﻙ ﺍﻝﻘﻴﺎﺩﻱ ﻝﻠﻤﺸﺭﻑ )ﺍﻝﻤﻔـﺘﺵ( ﺍﻝﺘﺭﺒـﻭﻱ ﻓـﻲ‬
‫ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ"‪ ،‬ﻭﺒﻌﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻫﻡ ﺍﻝﻤﻔﺘﺸﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺍﻝﺫﻱ ﻴﻌﻤﻠﻭﻥ ﺒﻤﺩﻴﺭﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ﻝﻭﻻﻴـﺔ ﻤﺴـﺘﻐﺎﻨﻡ‪ ،‬ﻭﺒـﺎﻷﺩﺍﺓ‬
‫ﺍﻝﻤﺴﺘﺨﺩﻤﺔ ﻭﺍﻝﻤﺘﻤﺜﻠﺔ ﻓﻲ ﺍﺴﺘﺒﺎﻨﺔ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻘﻴﺎﺩﻱ‪ ،‬ﻜﻤﺎ ﺘﺘﺤﺩﺩ ﺃﻴﻀﺎ ﺒﺎﻝﺯﻤﺎﻥ ﻭﺍﻝﻤﻜﺎﻥ ﺍﻝﻠﺫﺍﻥ ﺴﺘﺠﺭﻯ ﻓﻴﻬﻤـﺎ ﻭﻫﻤـﺎ ﺍﻝﻌـﺎﻡ‬
‫ﺍﻝﺩﺭﺍﺴﻲ )‪ 2013‬ـ ‪ (2014‬ﺒﻤﺴﺘﻐﺎﻨﻡ‪ ،‬ﻭﺴﺘﻨﺎﻗﺵ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﻭ ﺇﻤﻜﺎﻨﻴﺔ ﺘﻁﺒﻴﻘﻬﺎ ﻓﻲ ﻀﻭﺀ ﻫﺫﻩ ﺍﻝﺤﺩﻭﺩ ‪.‬‬

‫ﺴﺎﺩﺴﺎ‪ :‬ﺍﻝﻤﺼﻁﻠﺤﺎﺕ ﺍﻷﺴﺎﺴﻴﺔ ﻓﻲ ﺍﻝﺒﺤﺙ‬

‫ﺍﻝﺴﻠﻭﻙ ﺍﻝﻘﻴﺎﺩﻱ‪ :‬ﻫﻭ ﻤﺠﻤﻭﻋﺔ ﺃﻨﺸﻁﺔ ﻭ ﻤﻬﺎﻡ ﻴﻘﻭﻡ ﺒﻬﺎ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ )ﺍﻝﻤﻔﺘﺵ( ﻭﻓﻕ ﺃﻨﻤﺎﻁ ﺴﻠﻭﻜﻴﺔ ﻤﺤـﺩﺩﺓ ﻓـﻲ‬ ‫‪.I‬‬
‫ﺘﻌﺎﻤﻠﻪ ﻤﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭ ﻴﺘﺄﺜﺭ ﺴﻠﻭﻜﻬﻡ ﺒﻬﺎ؛ ﻭﻴﻤﻜﻥ ﻤﻥ ﺨﻼﻝﻬﺎ ﺍﻝﺘﻌﺭﻑ ﺇﻝﻰ ﺴﻠﻭﻜﺎﺘﻪ ﺍﻝﻘﻴﺎﺩﻴﺔ ﺍﻝﺘﻲ ﺴﻴﺘﻡ ﻗﻴﺎﺴﻬﺎ ﻓﻲ ﺍﻝﺩﺭﺍﺴـﺔ‬
‫ﺍﻝﺤﺎﻝﻴﺔ ﻤﻥ ﺨﻼل ﺍﻝﻌﺒﺎﺭﺍﺕ ﺍﻝﺘﻲ ﺴﺘﺘﻀﻤﻨﻬﺎ ﺃﺩﺍﺓ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﻌﺩﺓ ﻝﻬﺫﺍ ﺍﻝﻐﺭﺽ؛ ﻭﺫﻝﻙ ﻓﻲ ﺴﻠﻭﻜﻴﻥ ﻫﻤﺎ‪:‬‬
‫‪ / 1‬ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻌﻤل ﺤﻴﺙ ﻴﻘﻭﻡ ﺍﻝﻤﻔﺘﺵ ﻜﻘﺎﺌﺩ ﺘﺭﺒﻭﻱ ﺒﺈﺩﺍﺭﺓ ﺍﻝﻌﻤل ﺍﻝﺘﺭﺒﻭﻱ‪ ،‬ﻭﻴﺼﺭ ﻋﻠﻰ ﻀﺭﻭﺭﺓ ﺇﺘﺒـﺎﻉ ﺍﻝﻤﻌﻠﻤـﻴﻥ‬
‫ﻝﻘﻭﺍﻋﺩ ﻭﻁﺭﻕ ﻤﺤﺩﺩﺓ ﻭﻨﻤﻁﻴﺔ‬
‫ﻓﻲ ﺃﺩﺍﺌﻬﻡ ﺍﻝﺘﺭﺒﻭﻱ ﻭﻴﺘﺩﺨل ﻓﻲ ﺘﺤﺩﻴﺩ ﻤﺘﻁﻠﺒﺎﺕ ﺫﻝﻙ ﺍﻷﺩﺍﺀ ﻭﻜﻴﻑ ﻴ‪‬ﺅﺩﻯ ‪.‬‬
‫‪ /2‬ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻤﻌﻠﻤﻴﻥ ﻭﺤﺎﺠﺎﺘﻬﻡ‪ ،‬ﺤﻴﺙ ﻴ‪‬ﻅﻬﺭ ﺍﻝﻤﻔﺘﺵ ﻜﻘﺎﺌﺩ ﺘﺭﺒﻭﻱ ﺍﻤﺘﻨﺎﻨﻪ ﻝﻤﻥ ﻴﺅﺩﻱ ﻋﻤﻠﻪ ﺒﺼﻭﺭﺓ ﺠﻴـﺩﺓ‪ ،‬ﻭﻴﺭﻜـﺯ‬
‫ﻋﻠﻰ ﺃﻫﻤﻴﺔ‬
‫ﺍﻝﺭﻭﺡ ﺍﻝﻤﻌﻨﻭﻴﺔ ﺍﻝﻌﺎﻝﻴﺔ ﺒﻴﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺃﻨﻪ ﻤﺤﺏ ﻝﻬﻡ ﻭﻤﺤﺒﻭﺏ ﻤﻨﻬﻡ‪.‬‬
‫‪ .II‬ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ )ﺍﻝﻤﻔﺘﺵ(‪ :‬ﻫﻭ ﺍﻝﻤﻔﺘﺵ ﺒﺼﻔﺔ ﺍﺨﺘﺼﺎﺹ ﺍﻝﻤﻭﺍﺩ ﺍﻝﺫﻱ ﻴﺯﻭﺭ ﺍﻝﻤﺩﺭﺴﺔ ﺒﻴﻥ ﺤﻴﻥ ﻭﺁﺨﺭ ﻝﺘﻭﺠﻴﻪ ﺍﻝﻨﻤﻭ‬
‫ﺍﻝﻤﺴﺘﻤﺭ ﻝﻠﻤﻌﻠﻤﻴﻥ ‪.‬‬
‫‪ .III‬ﺍﻝﻤﻌﻠﻡ‪ :‬ﻫﻭ ﺍﻝﻤﺴﺌﻭل ﺍﻷﻭل ﻋﻥ ﺘﻨﺎﻭل ﺍﻝﻤﺎﺩﺓ ﺍﻝﺩﺭﺍﺴﻴﺔ ﻭﺘﻭﻓﻴﺭ ﺍﻝﺠﻭ ﺍﻝﻤﻨﺎﺴﺏ ﻻﺴﺘﻐﻼﻝﻬﺎ ﻝﺘﺤﻘﻴﻕ ﻨﻤﻭ ﺍﻝﺘﻼﻤﻴﺫ ﻭﺍﻻﺴﺘﻔﺎﺩﺓ‬
‫ﻤﻨﻬﺎ ﻋﻠﻰ ﺃﻓﻀل ﺼﻭﺭﺓ‪ ،‬ﻁﺒﻘﺎ ﻷﻫﺩﺍﻑ ﺍﻝﻤﻨﻅﻭﻤﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ) ﻨﺎﺼﺭ ﺍﻝﺩﻴﻥ ﺯﺒﺩﻱ‪.(46 :2007 ،‬‬

‫ﺴﺎﺒﻌﺎ‪ :‬ﺍﻹﻁﺎﺭ ﺍﻝﻨﻅﺭﻱ‬

‫‪.I‬ﺍﻝﻘﻴﺎﺩﺓ ﺍﻝﺘﺭﺒﻭﻴﺔ‪:‬‬
‫‪ /1‬ﺘﻌﺭﻴﻑ ﺍﻝﻘﻴﺎﺩﺓ ﺍﻝﺘﺭﺒﻭﻴﺔ‪ :‬ﻴﻌﺭﻑ ﻤﻘﺎﺒﻠﺔ ﺍﻝﻘﻴﺎﺩﺓ " ﺒﺄﻨﻬﺎ ﺍﺴﺘﻤﺎﻝﺔ ﺃﻓﺭﺍﺩ ﺍﻝﺠﻤﺎﻋﺔ ﻝﻠﺘﻌﺎﻭﻥ ﻋﻠﻰ ﺘﺤﻘﻴﻕ ﻫﺩﻑ ﻤﺸﺘﺭﻙ ﻴﺘﻔﻘﻭﻥ‬
‫ﻋﻠﻴﻪ ﻤﻊ ﺍﻝﻘﺎﺌﺩ ﻭﻴﻘﺘﻨﻌﻭﻥ ﺒﺄﻫﻤﻴﺘﻪ‪ ،‬ﻓﻴﺘﻔﺎﻋﻠﻭﻥ ﻤﻌﺎ ﺒﻁﺭﻴﻘﺔ ﺘﻀﻤﻥ ﺘﻤﺎﺴﻙ ﺍﻝﺠﻤﺎﻋﺔ ﻓﻲ ﻋﻼﻗﺎﺘﻬﺎ ﻭﺴﻴﺭﻫﺎ ﻓـﻲ ﺍﻻﺘﺠـﺎﻩ‬
‫ﺍﻝﺫﻱ ﻴﺤﺎﻓﻅ ﻋﻠﻰ ﺘﻜﺎﻤل ﻋﻤﻠﻬﺎ ؛ ﻭﺘﻌﺭﻑ ﺃﻴﻀﺎ ﺒﺄﻨﻬﺎ ﺍﻝﺴﻠﻭﻙ ﺍﻝﺫﻱ ﻴﻘﻭﻡ ﺒﻪ ﺍﻝﻔﺭﺩ ﺤﻴﻥ ﻴﻭﺠﻪ ﻨﺸﺎﻁ ﺠﻤﺎﻋﺔ ﻨﺤﻭ ﻫﺩﻑ‬
‫ﻤﺸﺘﺭﻙ " )ﻤﻘﺎﺒﻠﺔ ﻗﺎﺴﻡ ﻤﺤﻤﺩ‪(116 :2011 ،‬؛ ﻜﻤﺎ ﻴﻌﺭﻑ ﺍﻝﻌﻴﺎﺼﺭﺓ ﺍﻝﻘﻴﺎﺩﺓ ﺒﺄﻨﻬﺎ "ﻋﻤﻠﻴﺔ ﺘﺄﺜﻴﺭ ﻓﻲ ﺍﻷﻓﺭﺍﺩ ﻝﻠﻘﻴﺎﻡ ﺒﻌﻤﻠﻬﻡ‬
‫ﺒﺤﻤﺎﺱ ﻭﻁﻭﺍﻋﻴﺔ ﺩﻭﻨﻤﺎ ﺤﺎﺠﺔ ﺇﻝﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺴﻠﻁﺔ ﺍﻝﺭﺴﻤﻴﺔ‪ ،‬ﻓﺎﻝﻘﻴﺎﺩﺓ ﺍﻝﺤﻘﻴﻘﻴﺔ ﻫﻲ ﺍﻝﺘﻲ ﺘﺴﺘﻤﺩ ﺴﻠﻁﺘﻬﺎ ﺍﻝﻔﻌﻠﻴـﺔ ﻤـﻥ‬
‫ﺸﺨﺼﻴﺔ ﺍﻝﻘﺎﺌﺩ ﻭﺨﺒﺭﺘﻪ ﻭﻗﺩﺭﺘﻪ ﻋﻠﻰ ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺍﻷﻓﺭﺍﺩ ﻤﻥ ﺃﺠل ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﺍﻝﻤﻨﻅﻤﺔ " )ﺍﻝﻌﻴﺎﺼﺭﺓ ﻤﻌـﻥ ﻤﺤﻤـﻭﺩ‬
‫ﺃﺤﻤﺩ‪(25 :2008 ،‬؛ ﻭﻴﻌﺭﻑ ﺍﻝﻌﺠﻤﻲ ﺍﻝﻘﻴﺎﺩﺓ ﺒﺄﻨﻬﺎ " ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻝﺘﺄﺜﻴﺭ ﻓﻲ ﺴﻠﻭﻙ ﺍﻝﻌﺎﻤﻠﻴﻥ ﻭﺍﻝﺘﻲ ﺘﻤﻜﻥ ﺍﻝﻘﺎﺌـﺩ ﻤـﻥ‬
‫ﺘﻭﺠﻴﻬﻬﻡ ﺍﻝﺘﻭﺠﻴﻪ ﺍﻝﺼﺤﻴﺢ ﻝﻴﺤﻘﻘﻭﺍ ﺍﻷﻫﺩﺍﻑ ﺍﻝﻤﻨﺸﻭﺩﺓ ﺍﻝﻤﺘﻔﻕ ﻋﻠﻴﻬﺎ ﻓﻲ ﻅل ﻋﻼﻗﺎﺕ ﺇﻨﺴﺎﻨﻴﺔ ﺠﻴﺩﺓ ﺒﻴﻥ ﺍﻝﻘﺎﺌﺩ ﻭﺘﺎﺒﻌﻴـﻪ "‬
‫)ﺍﻝﻌﺠﻤﻲ ﺤﺴﻨﻴﻥ ﻤﺤﻤﺩ‪(22،19 :2008 ،‬‬

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 ‫ﻋـﺩﺩ ‪ 15‬ﺩﻴﺴﻤﺒﺭ ‪2015‬‬ ‫ﻤﺨﺒﺭ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭ ﺍﻝﺘﺭﺒﻭﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ ﻨﻔﺴﻴﺔ ﻭ ﺘﺭﺒﻭﻴﺔ‪،‬‬

‫"ﻓﺎﻝﻘﺎﺩﺓ ﻫﻡ ﺃﻨﺎﺱ ﻴﻌﻁﻭﻥ ﺸﻜﻼ ﻷﻫﺩﺍﻑ ﺍﻵﺨﺭﻴﻥ ﻭﺤﻭﺍﻓﺯﻫﻡ ﻭﺃﻓﻌﺎﻝﻬﻡ ﻭﺒﺸﻜل ﻤﺘﻜﺭﺭ ﻴﺒﺎﺩﺭﻭﻥ ﺒﺈﺤـﺩﺍﺙ ﺍﻝﺘﻐﻴﻴـﺭ‬
‫ﻝﻠﻭﺼﻭل ﺇﻝﻰ ﺃﻫﺩﺍﻑ ﻗﺎﺌﻤﺔ ﻭﺃﻫﺩﺍﻑ ﺠﺩﻴﺩﺓ‪ ،‬ﻭﺍﻝﻘﻴﺎﺩﺓ ﺘﺘﻁﻠﺏ ﻗﺩﺭﺍ ﻜﺒﻴﺭﺍ ﻤﻥ ﺍﻻﺴﺘﻘﺎﻤﺔ ﻭﺍﻝﻁﺎﻗﺔ ﻭﺍﻝﻤﻬﺎﺭﺓ " )ﻤﻴﺩﻝﻭﻭﺩ ﺩﻴﻔﻴـﺩ‪،‬‬
‫ﺒﻭﺵ ﺘﻭﻨﻲ‪.(17 :2010 ،‬‬

‫‪ /2‬ﺍﻝﻨﻅﺭﻴﺎﺕ ﺍﻝﺴﻠﻭﻜﻴﺔ ﻓﻲ ﺍﻝﻘﻴﺎﺩﺓ‪ :‬ﺘﺭﻜﺯ ﺍﻝﻨﻅﺭﻴﺎﺕ ﺍﻝﺴﻠﻭﻜﻴﺔ ﻋﻠﻰ ﺴﻠﻭﻙ ﺍﻝﻘﺎﺌﺩ ﻭﻝﻴﺱ ﻋﻠﻰ ﺴﻤﺎﺘﻪ ﺍﻝﺸﺨﺼﻴﺔ‪ ،‬ﻭﻤﻥ ﺃﻫـﻡ‬
‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﺘﻨﺎﻭﻝﺕ ﺍﻝﺠﺎﻨﺏ ﺍﻝﺴﻠﻭﻜﻲ ﻓﻲ ﺍﻝﻘﻴﺎﺩﺓ ﺩﺭﺍﺴﺎﺕ ﺃﻭﻫﺎﻴﻭ )ﻤﻘﺎﺒﻠﺔ ﻗﺎﺴﻡ ﻤﺤﻤﺩ‪:(157 :2011 ،‬‬
‫)ﺃ( ﺩﺭﺍﺴﺎﺕ ﺃﻭﻫﺎﻴﻭ‪ :‬ﻗﺎﻡ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻭﻋﻠﻤﺎﺀ ﺍﻝﻨﻔﺱ ﻭﺍﻻﻗﺘﺼﺎﺩ ﻓﻲ ﺠﺎﻤﻌﺔ ﺃﻭﻫﺎﻴﻭ ﺒﺩﺭﺍﺴﺔ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﻤﺭﺅﻭﺴﻴﻥ‬
‫ﻋﻠﻰ ﻤﺎ ﻴﻘﻭﻡ ﺒﻪ ﺍﻝﻘﺎﺌﺩ ﻤﻥ ﺴﻠﻭﻙ ﺃﺜﻨﺎﺀ ﻗﻴﺎﻤﻪ ﺒﺎﻝﻭﻅﺎﺌﻑ ﻭﺍﻝﺘﺼﺭﻓﺎﺕ ﻭﺍﻷﻓﻌﺎل ﺩﺍﺨل ﺍﻝﻤﺅﺴﺴﺔ‪ ،‬ﻭﻝﻘﺩ ﻗﺎﻤﺕ ﻤﺠﻤﻭﻋـﺔ ﻤـﻥ‬
‫ﺍﻝﺒﺎﺤﺜﻴﻥ ﺒﺘﺨﻴل ﺒﻌﺩﻱ ﺍﻝﻘﻴﺎﺩﺓ ﺇﻝﻰ ﻤﺠﻤﻭﻋﺘﻴﻥ ‪:‬‬
‫
ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻌﻤل ﺤﻴﺙ ﻴﻘﻭﻡ ﺍﻝﻘﺎﺌﺩ ﺒﺈﺩﺍﺭﺓ ﺍﻝﻌﻤل‪ ،‬ﻭﻴﺼﺭ ﻋﻠﻰ ﻀﺭﻭﺭﺓ ﺇﺘﺒﺎﻉ ﺍﻷﻓﺭﺍﺩ ﻝﻘﻭﺍﻋﺩ ﻭﻁﺭﻕ ﻤﺤﺩﺩﺓ ﻭﻨﻤﻁﻴﺔ ﻓﻲ‬
‫ﺍﻝﻌﻤل ﻭﻴﺘﺩﺨل ﻓﻲ ﺘﺤﺩﻴﺩ ﻤﺘﻁﻠﺒﺎﺕ ﺍﻝﻌﻤل ﻭﻤﻥ ﻴﺅﺩﻴﻪ ﻭﻜﻴﻑ ﻴﺅﺩﻱ ‪.‬‬
‫
ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻌﺎﻤﻠﻴﻥ ﻭﺤﺎﺠﺎﺘﻬﻡ‪ ،‬ﺤﻴﺙ ﺃﻅﻬﺭﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺃﻥ ﺍﻝﻘﺎﺌﺩ ﻴﻅﻬﺭ ﺍﻤﺘﻨﺎﻨﻪ ﻝﻤﻥ ﻴﺅﺩﻱ ﻋﻤﻠﻪ ﺒﺼﻭﺭﺓ ﺠﻴﺩﺓ‪ ،‬ﻭﻴﺭﻜـﺯ‬
‫ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﺍﻝﺭﻭﺡ ﺍﻝﻤﻌﻨﻭﻴﺔ ﺍﻝﻌﺎﻝﻴﺔ ﺒﻴﻥ ﺍﻷﻓﺭﺍﺩ ﻭﺃﻨﻪ ﻤﺤﺏ ﻝﻠﻨﺎﺱ ﻭﻤﺤﺒﻭﺏ ﻤﻨﻬﻡ ‪.‬ﻭﻤﻥ ﺍﻻﺴﺘﻨﺘﺎﺠﺎﺕ ﺍﻝﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻝﻴﻬﺎ‬
‫ﺍﻝﺩﺭﺍﺴﺔ ‪:‬‬
‫ ﺍﻝﻨﻤﻁ ﺍﻝﻤﻬﺘﻡ ﺒﺎﻝﻌﻤل ﻭﺍﻷﻫﺩﺍﻑ‪ ،‬ﻜﺎﻨﺕ ﻨﺴﺒﺔ ﺭﻀﺎ ﺍﻝﻤﺭﺅﻭﺴﻴﻥ ﻋﻥ ﺍﻝﻌﻤل ﻏﻴﺭ ﺜﺎﺒﺘﺔ ﻭﻏﻴﺭ ﻤﺘﻭﺍﻓﻘﺔ ‪.‬‬
‫ ﺍﻝﻨﻤﻁ ﺍﻝﻤﻬﺘﻡ ﺒﺤﺎﺠﺎﺕ ﺍﻷﻓﺭﺍﺩ‪ ،‬ﻜﺎﻨﺕ ﻨﺴﺒﺔ ﺭﻀﺎ ﺍﻝﻤﺭﺅﻭﺴﻴﻥ ﻋﺎﻝﻴﺔ‪ ،‬ﺒﺸﻜل ﺨﺎﺹ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﻤﺩﻯ ﺤﺭﻴﺔ ﺍﻝﻔـﺭﺩ ﻓـﻲ‬
‫ﺍﻝﻌﻤل ‪.‬‬
‫ﻭﻝﻘﺩ ﺍﻨﻌﻜﺱ ﺍﻝﻤﺩﺨل ﺍﻝﺴﻠﻭﻜﻲ ﻓﻲ ﺍﻝﻘﻴﺎﺩﺓ ﻓﻲ ﺒﺩﺍﻴﺎﺘﻪ ﻤﻥ ﺨﻼل ﺩﺭﺍﺴﺔ ﺠﺎﻤﻌﺔ ﺃﻭﻫﺎﻴﻭ ﻭﺘﻤﺜل ﻫﺩﻑ ﺍﻝﺩﺭﺍﺴـﺔ ﻓـﻲ ﺘﺤﺩﻴـﺩ‬
‫ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺴﻠﻭﻙ ﺍﻝﻘﺎﺌﺩ ﺍﻝﻔﻌﺎل ﻭﺩﺭﺠﺔ ﺭﻀﺎ ﺍﻝﻤﺭﺅﻭﺴﻴﻥ ﻭﻤﺴﺘﻭﻴﺎﺕ ﺃﺩﺍﺌﻬﻡ ‪.‬‬
‫)ﺏ( ﻝﻴﻜﺭﺙ ﻭﻨﻅﻡ ﺍﻝﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻴﺔ‪ :‬ﺘﻁﺭﻕ ﻝﻴﻜﺭﺙ ﺇﻝﻰ ﺃﻥ ﻫﻨﺎﻙ ﺃﺭﺒﻌﺔ ﺃﻨﻅﻤﺔ ﻝﻠﻘﻴﺎﺩﺓ ﻭﻫﻲ ﻜﺎﻝﺘﺎﻝﻲ )ﻤﻘﺎﺒﻠﺔ ﻗﺎﺴﻡ ﻤﺤﻤـﺩ‪،‬‬
‫‪:(159 :2011‬‬
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ﺍﻝﺘﺴﻠﻁﻲ ﺍﻝﻤﺴﺘﺒﺩ ‪ : Exploitive Autocratic‬ﻴﺭﻜﺯ ﻋﻠﻰ ﺍﻝﺴﻠﻁﺔ ﻭﺍﻝﺘﺨﻭﻴﻑ ﺍﺘﺠﺎﻩ ﺍﻝﻤﺭﺅﻭﺴﻴﻥ ‪.‬‬
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ﺍﻷﻭﺘﻭﻗﺭﺍﻁﻲ ﺍﻝﺨﻴﺭ ‪ : Benevolent Autocratic‬ﻫﻨﺎﻙ ﺩﺭﺠﺔ ﺒﺴﻴﻁﺔ ﻤﻥ ﺍﻝﻤﺸﺎﺭﻜﺔ ﻭﺃﻗل ﺘﺭﻜﻴﺯﺍ ﻝﻠﺴﻠﻁﺔ ‪.‬‬
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ﺍﻝﻤﺸﺎﺭﻙ ‪ : Participative‬ﻴﺘﻤﻴﺯ ﺒﺄﻥ ﻫﻨﺎﻙ ﻤﺸﺎﺭﻜﺔ ﻭﺜﻘﺔ ﺒﻴﻥ ﺍﻝﺭﺌﻴﺱ ﻭﺍﻝﻤﺭﺅﻭﺴﻴﻥ ‪.‬‬
‫
ﺍﻝﺩﻴﻤﻘﺭﺍﻁﻲ ‪ : Democratic‬ﺘﻜﻭﻥ ﻫﻨﺎﻙ ﺜﻘﺔ ﻤﻁﻠﻘﺔ ﺒﻴﻥ ﺍﻝﺭﺌﻴﺱ ﻭﺍﻝﻤﺭﺅﻭﺴﻴﻥ ﻭﻫﻭ ﺍﻝﻨﻤﻁ ﺍﻝﻘﻴﺎﺩﻱ ﺍﻝﻤﻔﻀـل ﻋﻨـﺩ‬
‫ﻝﻴﻜﺭﺙ‪ .‬ﻭﻝﻘﺩ ﺍﺴﺘﻨﺘﺞ ﻝﻴﻜﺭﺙ ﺒﺄﻥ ﺍﻝﻘﻴﺎﺩﺓ ﺍﻝﺩﻴﻤﻘﺭﺍﻁﻴﺔ ﺘﻌﺘﺒﺭ ﺃﻜﺜﺭ ﻓﻌﺎﻝﻴﺔ ﻤﻥ ﺍﻝﻘﻴﺎﺩﺓ ﺍﻷﻭﺘﻭﻗﺭﺍﻁﻴﺔ ‪.‬‬
‫)ﺝ( ﻨﻅﺭﻴﺔ ﺍﻝﺸﺒﻜﺔ ﺍﻹﺩﺍﺭﻴﺔ‪ :‬ﺍﺴﺘﻁﺎﻉ ﻜل ﻤﻥ ﺒﻠﻴﻙ ﻭﻤﻭﺘﻭﻥ ‪ Robert Blake et Mouton‬ﺘﺤﺩﻴﺩ ﺃﺴﻠﻭﺒﻴﻥ ﻝﺴﻠﻭﻙ ﺍﻝﻘﺎﺌﺩ‬
‫ﻭﻫﻲ‪:‬‬
‫
ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻷﻓﺭﺍﺩ‬
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ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻹﻨﺘﺎﺝ‬
‫ﻭﻓﻲ ﺘﻁﺒﻴﻕ ﻫﺫﻩ ﺍﻝﻨﻅﺭﻴﺔ ﻓﻲ ﺍﻝﻤﻴﺩﺍﻥ ﺍﻝﺘﺭﺒﻭﻱ ﻭﻝﻨﺄﺨﺫ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ )ﺍﻝﻤﻔﺘﺵ( ﻜﻘﺎﺌﺩ ﺘﺭﺒﻭﻱ ﻓﻘﺩ ﻴﺘﺨﺫ ﺃﻨﻤﺎﻁـﺎ‬
‫ﻤﺘﻌﺩﺩﺓ )ﻤﻘﺎﺒﻠﺔ ﻗﺎﺴﻡ ﻤﺤﻤﺩ‪:(162،161 :2011 ،‬‬
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ﺍﻝﻘﺎﺌﺩ ﺍﻝﻤﻨﺴﺤﺏ‪/‬ﺍﻝﺘﺴﻴﺒﻲ ‪ :‬ﻴﺘﺼﻑ ﺍﻝﻤﻔﺘﺵ ﺒﻌﺩﻡ ﺍﻫﺘﻤﺎﻤﻪ ﺒﺎﻝﻤﻌﻠﻤﻴﻥ ﻭﻋﺩﻡ ﺍﻫﺘﻤﺎﻤﻪ ﻜﺫﻝﻙ ﺒﺘﺤﺼﻴل ﺍﻝﺩﺭﺍﺴﻲ ﻝﻠﻁﻼﺏ‪،‬‬
‫ﻭﻋﺩﻡ ﺍﻫﺘﻤﺎﻤﻪ ﺒﺘﻁﻭﻴﺭ ﺍﻝﻤﺩﺭﺴﺔ ﻤﻥ ﺤﻴﺙ ﺘﻁﻭﻴﺭ ﺇﺩﺍﺭﺓ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﻜﺫﻝﻙ ﻤﻥ ﺤﻴﺙ ﺭﻓﻊ ﻨﺴﺒﺔ ﺘﺤﺼﻴل ﺍﻝﻁﻠﺒﺔ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺒﻬﻡ‬
‫ﻭﻴﻤﻜﻥ ﺘﺴﻤﻴﺘﻪ ﺒﺎﻝﻘﺎﺌﺩ ﺍﻝﺘﺴﻴﺒﻲ ﺃﻭ ﺍﻝﻤﻨﺴﺤﺏ ‪.‬‬

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 ‫ﻋـﺩﺩ ‪ 15‬ﺩﻴﺴﻤﺒﺭ ‪2015‬‬ ‫ﻤﺨﺒﺭ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭ ﺍﻝﺘﺭﺒﻭﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ ﻨﻔﺴﻴﺔ ﻭ ﺘﺭﺒﻭﻴﺔ‪،‬‬

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ﺍﻝﻘﺎﺌﺩ ﺍﻝﻤﻬﺘﻡ ﺒﺎﻹﻨﺘﺎﺝ‪ :‬ﻭﻫﻨﺎ ﻴﺘﺼﻑ ﺍﻝﻤﻔﺘﺵ ﺒﺎﻫﺘﻤﺎﻡ ﻋﺎل ﺒﺘﺤﺼﻴل ﻭﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻨﻌﻜﺎﺴﺎﺘﻪ ﻋﻠﻰ ﻤﺩﻯ ﺘﻘﺩﻡ ﺍﻝﻁﻠﺒـﺔ‬
‫ﻨﺤﻭ ﺍﻷﻓﻀل ﻤﻥ ﺤﻴﺙ ﺘﺤﺼﻴﻠﻬﻡ ﺍﻝﺩﺭﺍﺴﻲ‪.‬‬
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ﺍﻝﻘﺎﺌﺩ ﺍﻻﺠﺘﻤﺎﻋﻲ ‪ :‬ﻴﻜﻭﻥ ﺘﺭﻜﻴﺯ ﺍﻝﻤﻔﺘﺵ ﻓﻲ ﻗﻴﺎﺩﺍﺘﻪ ﻋﻠﻰ ﺍﻝﻌﻼﻗﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ ﻤﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻫﺘﻤﺎﻤﻪ ﺒﺤﺎﺠﺎﺘﻬﻡ‪.‬‬
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ﺍﻝﻘﺎﺌﺩ ﺍﻝﻭﺴﻁ‪ :‬ﻭﻴﺴﻤﻰ ﻫﺫﺍ ﺍﻝﻨﻤﻁ ﺒﻤﻨﺘﺼﻑ ﺍﻝﻁﺭﻴﻕ ﺤﻴﺙ ﻴﺘﺼﻑ ﺒﺎﻫﺘﻤﺎﻡ ﻤﺘﻭﺴﻁ ﻤﻥ ﺍﻝﻤﻔﺘﺵ ﺒﺄﺩﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺇﻨﺘﺎﺠﻬﻡ‬
‫ﻭﻤﺎ ﻴﻘﺩﻤﻭﻥ ﻤﻥ ﺇﻨﺠﺎﺯﺍﺕ ﻤﻥ ﺃﺠل ﺘﻁﻭﻴﺭ ﻭﺘﻘﺩﻡ ﻤﺴﺘﻭﻯ ﺍﻝﻁﻠﺒﺔ‪.‬‬
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ﺍﻝﻘﺎﺌﺩ ﺍﻝﻤﺜﺎﻝﻲ‪ :‬ﻭﻴﺴﻤﻰ ﻫﺫﺍ ﺍﻝﻨﻤﻁ ﺒﻘﺎﺌﺩ ﺍﻝﻔﺭﻴﻕ‪ ،‬ﺤﻴﺙ ﻴﺘﺼﻑ ﺍﻝﻤﻔﺘﺵ ﺒﺎﻫﺘﻤﺎﻡ ﻋﺎل ﺒﺎﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻌﻼﻗﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ ﻤﻌﻬﻡ‬
‫ﻭﺘﻠﻤﺱ ﺍﺤﺘﻴﺎﺠﺎﺘﻬﻡ ﻭﻤﺸﺎﺭﻜﺘﻬﻡ ﻓﻲ ﺍﺘﺨﺎﺫ ﺍﻝﻘﺭﺍﺭﺍﺕ‪.‬‬

‫ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ‬ ‫‪.II‬‬

‫‪ /1‬ﺘﻌﺭﻴﻑ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ‪:‬‬
‫ﻴﻌﺭﻑ ﺍﻝﻌﻴﺎﺼﺭﺓ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺒﺄﻨﻪ " ﻋﻤﻠﻴﺔ ﺘﺭﺒﻭﻴﺔ‪ ،‬ﻗﻴﺎﺩﻴﺔ‪ ،‬ﺇﻨﺴﺎﻨﻴﺔ‪ ،‬ﺘﻌﺎﻭﻨﻴﺔ‪ ،‬ﺘﻭﺠﻴﻬﻴﺔ ﺘﺴﻌﻰ ﺇﻝﻰ ﻤﺴـﺎﻋﺩﺓ‬
‫ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﻝﻨﻤﻭ ﺍﻝﻤﻬﻨﻲ ﻝﺘﺤﺴﻴﻥ ﻨﻭﻋﻴﺔ ﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻝﺘﻌﻠﻡ " )ﺍﻝﻌﻴﺎﺼﺭﺓ ﻤﻌﻥ ﻤﺤﻤـﻭﺩ ﺃﺤﻤـﺩ‪(66 :2008 ،‬؛ ﻭﻴﻌـﺭﻑ‬
‫ﺍﻝﻌﺠﻤﻲ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺒﺄﻨﻪ "ﺠﻤﻴﻊ ﺍﻝﺠﻬﻭﺩ ﺍﻝﻤﺒﺫﻭﻝﺔ ﻝﻠﺘﺄﺜﻴﺭ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻡ ﻤﻥ ﺃﺠل ﺘﺤﺴﻴﻥ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻡ " )ﺍﻝﻌﺠﻤـﻲ‬
‫ﺤﺴﻨﻴﻥ ﻤﺤﻤﺩ‪(84 :2008 ،‬؛ ﻜﻤﺎ ﻴﻌﺭﻑ ﺍﻝﻌﺒﻴﺩﻱ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺒﺄﻨﻪ "ﺍﻝﻤﺠﻬﻭﺩ ﺍﻝﺫﻱ ﻴﺒﺫل ﻹﺜﺎﺭﺓ ﺍﻫﺘﻤـﺎﻡ ﺍﻝﻤﻌﻠﻤـﻴﻥ‪،‬‬
‫ﻭﺘﻨﺴﻴﻕ ﻭﺘﻭﺠﻴﻪ ﻨﻤﻭﻫﻡ ﺍﻝﻤﺴﺘﻤﺭ ﻜﺄﻓﺭﺍﺩ ﻭﺠﻤﺎﻋﺎﺕ ﺤﺘﹼﻰ ﻴﻤﻜﻨﻬﻡ ﻤﻥ ﻓﻬﻡ ﻭﻅﻴﻔﺔ ﺍﻝﺘﻌﻠﻴﻡ‪ ،‬ﻭﺤﺘﹼﻰ ﻴﻤﻜﻨﻬﻡ ﻤـﻥ ﺃﺩﺍﺀ ﺃﻋﻤـﺎﻝﻬﻡ‬
‫ﺒﻁﺭﻴﻘﺔ ﺃﻜﺜﺭ ﻓﻌﺎﻝﻴﺔ" )ﺍﻝﻌﺒﻴﺩﻱ ﺠﺎﺴﻡ ﻤﺤﻤﺩ‪.(80 :2010 ،‬‬
‫ﻭﻤﻥ ﺨﻼل ﺍﻝﺘﻌﺭﻴﻔﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻴﻤﻜﻥ ﺍﻝﻘﻭل ﺒﺄﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻋﻤﻠﻴﺔ ﻫﺎﺩﻓﺔ ﺘﺤﺘﺎﺝ ﺇﻝـﻰ ﻗﻴـﺎﺩﺓ ﻓﻌﺎﹼﻝـﺔ ﺘﻬـﺘﻡ‬
‫ﺒﺎﻝﺠﺎﻨﺒﻴﻥ ﺍﻹﻨﺴﺎﻨﻲ ﻭﺍﻝﻤﻬﻨﻲ ﻤﻥ ﺃﺠل ﺇﺤﺩﺍﺙ ﺘﻐﻴﻴﺭ ﺇﻴﺠﺎﺒﻲ ﻴﻤﻜﹼﻥ ﻤﻥ ﺘﺤﻘﻴﻕ ﻤﺨﺭﺠﺎﺕ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﻴﺤﻘـﻕ ﺍﻝﺭﻀـﺎ‬
‫ﺍﻝﻨﻔﺴﻲ ﻭﺍﻝﻤﻬﻨﻲ ﻝﺩﻯ ﺍﻝﻤﻌﻠﻡ ﻭﺘﺤﻘﻴﻕ ﺤﺎﺠﺎﺕ ﺍﻝﺘﻠﻤﻴﺫ ﻭﺍﻝﺭﻗﻲ ﺒﻤﺴﺘﻭﺍﻩ‪.‬‬

‫‪ /2‬ﺃﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ‪:‬‬

‫ﺃ ـ ﺍﻝﺯﻴﺎﺭﺓ ﺍﻝﺼ‪‬ﻔﻴﺔ‪ :‬ﺘﻌﺭ‪‬ﻑ ﺍﻝﺯﻴﺎﺭﺓ ﺍﻝﺼ‪‬ﻔﻴﺔ ﺒﺄﻨﹼﻬﺎ " ﻤﻥ ﺍﻝﻭﺴﺎﺌل ﺍﻝﻤﻬﻤ‪‬ﺔ ﺍﻝﺘﻲ ﺘﺭﻜﹼﺯ ﻋﻠﻰ ﺍﻻﺘﺼﺎل ﺍﻝﻤﺒﺎﺸﺭ ﺒﻴﻥ ﺍﻝﻤﺸـﺭﻑ‬
‫ﺍﻝﺘﺭﺒﻭﻱ ﻭﻋﻨﺎﺼﺭ ﺍﻝﻤﻭﻗﻑ ﺍﻝﺘﻌﻠﻴﻤﻲ ﻜﻜل " )ﻋﻭﺩﺓ ﺃﺤﻤﺩ ﺒﻼل‪.(27 :2009 ،‬‬
‫ﺏ ـ ﺍﻝﻠﻘﺎﺀ ﺍﻹﺸﺭﺍﻓﻲ‪" :‬ﻴﻭﺼﻑ ﺍﻝﻠﻘﺎﺀ ﺍﻹﺸﺭﺍﻓﻲ ﺒﺄﻨﻪ ﺍﺠﺘﻤﺎﻉ ﻫﺎﺩﻑ‪ ،‬ﻴﻘﻭﻡ ﻋﻠﻰ ﻤﺒﺩﺃ ﺍﻝﺜﻘﺔ ﺍﻝﻤﺘﺒﺎﺩﻝﺔ ﺒﻴﻥ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ‬
‫ﻭﺍﻝﻤﻌﻠﻡ؛ ﻴﺘﻡ ﻋﻘﺩ ﺍﻝﻠﻘﺎﺀ ﺍﻹﺸﺭﺍﻓﻲ ﻤﻊ ﺍﻝﻤﻌﻠﻡ ﺃﻭ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻗﺒل ﺃﻭ ﺒﻌﺩ ﺍﻝﺯﻴﺎﺭﺓ ﺍﻝﺼﻔﻴﺔ‪ ،‬ﻓﻲ ﺒﺩﺍﻴـﺔ ﺍﻝﻌـﺎﻡ‬
‫ﺍﻝﺩﺭﺍﺴﻲ ﺃﻭ ﻓﻲ ﺃﺜﻨﺎﺀ ﺍﻝﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺃﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻑ ﺍﻝﻤﺨﺘﻠﻔﺔ " )ﻋﻁﺎﺭﻱ ﺘﻭﻓﻴﻕ ﻭﺁﺨﺭﻴﻥ‪.(240 :2005 ،‬‬
‫ﺕ ـ ﺍﻝﻨﺩﻭﺓ ﺍﻝﺘﺭﺒﻭﻴﺔ‪ :‬ﺘﻌﺭ‪‬ﻑ ﺍﻝﻨﺩﻭﺓ ﺍﻝﺘﺭﺒﻭﻴﺔ ﺒﺄﻨﻬﺎ ﺍﺠﺘﻤﺎﻉ ﻴﺨﻁﻁ ﻝﻪ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﻴﺘﻨﺎﻗﺵ ﻓﻴﻪ ﻤﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺤـﻭل‬
‫ﻤﻭﻀﻭﻉ ﺘﺭﺒﻭﻱ‪ ،‬ﻭﻴﻜﻭﻥ ﺫﻝﻙ ﻭﻓﻕ ﺠﺩﻭل ﺯﻤﻨﻲ ﻴﺴﻤ‪‬ﻰ ﺒﺨﻁﹼﺔ ﺍﻝﺘﻜﻭﻴﻥ‪ ،‬ﻴﻀﻌﻬﺎ ﺨﻼل ﻜل ﻓﺼل ﺩﺭﺍﺴﻲ؛ ﻭﻴﺠﺏ ﻋﻠﻰ‬
‫ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻤﺭﺍﻋﺎﺓ ﺃﻤﻭﺭ ﻫﺎﻤﺔ ﻝﻀﻤﺎﻥ ﻨﺠﺎﺡ ﺍﻝﻨﺩﻭﺓ ﻤﻨﻬﺎ )ﻋﻁﺎﺭﻱ ﺘﻭﻓﻴﻕ ﻋﺎﺭﻑ ﻭﺁﺨـﺭﻴﻥ‪:(274 :2005 ،‬‬
‫ﺍﻹﻋﺩﺍﺩ ﺍﻝﺠﻴﺩ ﻤﻥ ﺤﻴﺙ ﺍﺨﺘﻴﺎﺭ ﺍﻝﻤﻭﻀﻭﻉ‪ ،‬ﻭﻜﻴﻔﻴﺔ ﺘﻭﺯﻴﻊ ﺍﻷﺩﻭﺍﺭ ﺒﻴﻥ ﺃﻋﻀﺎﺀ ﺍﻝﻨﺩﻭﺓ‪ ،‬ﻤﻊ ﺍﻝﺘﻨﺴﻴﻕ ﺍﻝﻤﺴﺘﻤﺭ ﻓﻴﻤﺎ ﺒﻴـﻨﻬﻡ‬
‫ﻝﺘﺠﻨﺏ ﺍﻝﺘﻜﺭﺍﺭ‪ ،‬ﻭﺘﺤﺩﻴﺩ ﺍﻝﺯﻤﻥ ﺍﻝﻤﻘﺭﺭ ﻝﻜل ﻤﺸﺎﺭﻙ؛ ﻭﺍﻝﻌﻤل ﻋﻠﻰ ﺘﺄﻜﻴﺩ ﺍﻝﻨﻘﺎﻁ ﺍﻝﺭﺌﻴﺴﻴﺔ ﻭﺇﺒﺭﺍﺯﻫﺎ ﻓﻲ ﺍﻝﻨـﺩﻭﺓ ﺒﺸـﻜل‬
‫ﻤﻠﺨﺹ‪ ،‬ﻤﻊ ﺘﻭﺠﻴﻪ ﺍﻷﺴﺌﻠﺔ ﺒﻁﺭﻴﻘﺔ ﺘﻀﻤﻥ ﺍﻹﺤﺎﻁﺔ ﺒﻤﻭﻀﻭﻉ ﺍﻝﻨﺩﻭﺓ ﻤﻥ ﺠﻤﻴﻊ ﺠﻭﺍﻨﺒﻪ؛ ﻭﺍﻝﺤﺭﺹ ﻋﻠﻰ ﻀﺒﻁ ﺍﻝﺯﻤﻥ‬
‫ﺍﻝﻤﻘﺭﺭ ﻝﻜل ﻤﺘﺤﺩﺙ ﻭﺍﻝﺯﻤﻥ ﺍﻝﻤﺨﺼﺹ ﻝﻠﻨﻘﺎﺵ‪ ،‬ﻭﺇﺘﺎﺤﺔ ﺍﻝﻔﺭﺼﺔ ﻷﻜﺒﺭ ﻋﺩﺩ ﻤﻥ ﺍﻝﻤﺸﺎﺭﻜﻴﻥ ﻹﺒﺩﺍﺀ ﺁﺭﺍﺌﻬﻡ‪.‬‬

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 ‫ﻋـﺩﺩ ‪ 15‬ﺩﻴﺴﻤﺒﺭ ‪2015‬‬ ‫ﻤﺨﺒﺭ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭ ﺍﻝﺘﺭﺒﻭﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ ﻨﻔﺴﻴﺔ ﻭ ﺘﺭﺒﻭﻴﺔ‪،‬‬

‫ﺙ ـ ﺍﻝﻭﺭﺸﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ‪ :‬ﻴﻌﺭﻓﻬﺎ ﻋﺎﻴﺵ )‪ (2010‬ﺒﺄﻨﻬﺎ "ﺍﺠﺘﻤﺎﻉ ﻋﻤﻠﻲ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻴﺘﻴﺢ ﺍﻝﻔﺭﺼﺔ ﻝﻬﻡ ﻝﺒﺤﺙ ﻤﺸـﻜﻠﺔ ﺘﺭﺒﻭﻴـﺔ‬
‫ﻭﻋﻼﺠﻬﺎ ﺘﺤﺕ ﺇﺸﺭﺍﻑ ﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ‪ ،‬ﻴﻌﻤل ﻓﻴﻬﺎ ﺍﻝﻤﺸﺘﺭﻜﻭﻥ ﺃﻓﺭﺍﺩﺍ ﺃﻭ ﺠﻤﺎﻋﺎﺕ ﻓﻲ ﻭﻗﺕ ﻭﺍﺤﺩ‪ ،‬ﺒﻌﻴﺩﺍ ﻋﻥ ﺍﻝﺘﹼﻘﻴ‪‬ﺩ‬
‫ﺒﺎﻝﺸﻜﻠﻴﺎﺕ ﺍﻝﺭ‪‬ﺴﻤﻴﺔ ﻜﻤﺎ ﺘﺘﺎﺡ ﺍﻝﻔﺭﺼﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻝﺘﺩﺭﻴﺒﺎﺕ ﻋﻤﻠﻴﺔ" )ﻋﺎﻴﺵ ﺠﻤﻴل ﺃﺤﻤﺩ‪.(309 :2010 ،‬‬
‫ﺝ ـ ﺍﻝﺩﺭﻭﺱ ﺍﻝﺘﻭﻀﻴﺤﻴﺔ )ﺍﻝﺘﻁﺒﻴﻘﻴﺔ(‪ :‬ﻴﺭﻯ ﺍﻝﻌﻴﺎﺼﺭﺓ ﺃﻨﻬﺎ " ﻨﺸﺎﻁ ﻋﻤﻠﻲ ﻴﻘﻭﻡ ﺒﻪ ﺍﻝﻤﺸﺭﻑ ﺃﻭ ﻤﻌﻠﻡ ﻤﺘﻤﻴﺯ ﺩﺍﺨل ﺍﻝﺼﻑ‪،‬‬
‫ﻭﺒﺤﻀﻭﺭ ﻋﺩﺩ ﻤﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻝﻌﺭﺽ ﻁﺭﻴﻘﺔ ﺘﺩﺭﻴﺱ ﻓﻌﺎﻝﺔ‪ ،‬ﺃﻭ ﺃﻱ ﻤﻬﺎﺭﺓ ﻤﻥ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺘﻲ ﻴﺭﻏﺏ ﺍﻝﻤﺸﺭﻑ ﻓﻲ ﺇﻗﻨﺎﻉ‬
‫ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﻔﺎﻋﻠﻴﺘﻬﺎ ﻭﺃﻫﻤﻴﺔ ﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﺒﻁﺭﻴﻘﺔ ﻋﻠﻤﻴﺔ ﻤﺤﺴﻭﺴﺔ " )ﺍﻝﻌﻴﺎﺼﺭﺓ ﻤﻌﻥ ﻤﺤﻤﻭﺩ ﺃﺤﻤﺩ‪.(71 :2008 ،‬‬

‫‪ /3‬ﺍﻝﻤﺭﺘﻜﺯﺍﺕ ﺍﻝﻘﻴﺎﺩﻴﺔ ﻝﻺﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ‪ :‬ﻴﺨﺘﺼﺭ ﺍﻝﻌﻴﺎﺼﺭﺓ ﺃﺴﺎﺴﻴﺎﺕ ﺍﻝﺩﻭﺭ ﺍﻝﻘﻴـﺎﺩﻱ ﻝﻠﻤﺸـﺭﻑ ﺍﻝﺘﺭﺒـﻭﻱ )‪(2010‬‬
‫)ﺍﻝﻌﻴﺎﺼﺭﺓ ﻤﻌﻥ ﻤﺤﻤﻭﺩ ﺃﺤﻤﺩ‪ (90،87 :2008 ،‬ﻓﻴﻤﺎ ﻴﻠﻲ‪:‬‬
‫ﺃ ـ ﺍﻝﻤﺭﺘﻜﺯ ﺍﻝﻤﺘﻌﻠﻕ ﺒﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻝﺘﻌﻠﻡ‪ :‬ﻋﻠﻰ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﻜﺫﻝﻙ ﺍﻝﻘﺎﺩﺓ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺃﻥ ﻴﻔﻬﻤﻭﺍ ﺘﻌﻠﻴﻡ ﺍﻝﻤﻨﻬﺎﺝ ﺍﻝﺫﻱ ﻴﺩﺭﺱ‬
‫ﻓﺎﻝﺘﺭﻜﻴﺯ ﻴﻜﻭﻥ ﻋﻠﻰ ﻨﺸﺎﻁ ﺍﻝﺘﻼﻤﻴﺫ ﻓﻲ ﺴﻌﻴﻬﻡ ﻝﺒﻨﺎﺀ ﺍﻝﻤﻌﺭﻓﺔ ﻭﺍﻝﻔﻬﻡ ﺍﻝﻤﺘﻀﻤﻥ ﻓﻲ ﻭﺤﺩﺓ ﺍﻝﻤﻨﻬﺎﺝ ‪.‬‬
‫ﺏ ـ ﺍﻝﻤﺭﺘﻜﺯ ﺍﻝﻤﺘﻌﻠﻕ ﺒﺎﻝﻤﻨﻬﺎﺝ‪ :‬ﺇﻥ ﻤﺭﺍﺠﻌﺔ ﺍﻝﻤﺸﺭﻑ ﻝﻨﻭﻉ ﺍﻝﻨﺸﺎﻁﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺘﻲ ﻴﻌﺩﻫﺎ ﺍﻝﻤﻌﻠﻡ ﻭﻨﻭﻋﻴﺔ ﺍﻻﺨﺘﻴﺎﺭﺍﺕ ﺍﻝﺘﻲ‬
‫ﻴﻀﻌﻬﺎ ﻝﺘﻘﺩﻴﺭ ﺘﻌﻠﻡ ﺍﻝﺘﻼﻤﻴﺫ ﻗﺩ ﺘﻜﺸﻑ ﻝﻪ ﺍﻝﻜﺜﻴﺭ ﻋﻥ ﻭﺍﻗﻊ ﺃﺒﻌﺎﺩ ﺍﻝﻤﻨﻬﺎﺝ ﺍﻝﺜﻼﺜﺔ ﺍﻝﺘﺨﻁﻴﻁ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻝﺘﻌﻠﻡ ‪.‬‬
‫ﺕ ـ ﺍﻝﻤﺭﺘﻜﺯ ﺍﻝﻤﺘﻌﻠﻕ ﺒﺘﻁﻭﻴﺭ ﻗﻴﺎﺩﺓ ﺍﻝﻤﻌﻠﻡ‪ :‬ﺇﺫﺍ ﺃﻤﻌﻨﺎ ﺍﻝﻨﻅﺭ ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﺼﻔﻲ ﻨﻼﺤﻅ ﺃﻥ ﺍﻝﻤﻌﻠﻡ ﻴﻘﻭﻡ ﺒﻨﺸـﺎﻁﺎﺕ ﻗﻴﺎﺩﻴـﺔ‬
‫ﺩﺍﺨل ﻏﺭﻓﺔ ﺍﻝﺼﻑ ﻤﻥ ﺨﻼل ﺘﺨﻁﻴﻁﻪ ﻝﺘﻨﻅﻴﻡ ﻨﺸﺎﻁﺎﺕ ﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﺃﻭ ﺇﻴﺠﺎﺩ ﺠﻭ ﻤﺭﻴﺢ ﻝﻠﻌﻤل ﻴﺤﻔﺯ ﺍﻝﺘﻼﻤﻴﺫ ﻋﻠﻰ ﺍﻝﺘﻌﻠﻡ‪،‬‬
‫ﺃﻭ ﻝﻤﺴﺎﻋﺩﺓ ﺍﻝﺘﻼﻤﻴﺫ ﻋﻠﻰ ﺃﻥ ﻴﻜﻭﻨﻭﺍ ﻤﺸﺎﺭﻜﻴﻥ ﻓﻲ ﺇﻨﺘﺎﺝ ﺍﻝﻤﻌﺭﻓﺔ‪.‬‬

‫‪ /4‬ﻤﺸﺎﻜل ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ‪ :‬ﺘﺘﻌﺩﺩ ﻤﺸﺎﻜل ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ؛ ﺤﻴﺙ ﻴﺤﺼﺭﻫﺎ ﺒﻭﺴـﻌﺩﺓ )‪) (2010‬ﺒﻭﺴـﻌﺩﺓ ﻗﺎﺴـﻡ‪،‬‬
‫‪ (122،119 :2010‬ﻓﻴﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ 1‬ـ ﺍﻝﻌﺩﺩ ﺍﻝﻀﺨﻡ ﻤﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﺨﺘﻼﻑ ﺤﺎﻻﺘﻬﻡ ﻜﺎﻝﻤﺩﺭﺱ ﺍﻝﻤﻐﺭﻭﺭ ﻭﺸﺩﻴﺩ ﺍﻝﺤﺴﺎﺴﻴﺔ ﻭﺍﻝﻤﺩﺭﺱ ﺍﻝﻤﺘﻘﺩ‪‬ﻡ ﻓﻲ ﺍﻝﺴ‪‬ـﻥ‬
‫‪ ...‬ﺍﻝﺦ‪.‬‬
‫‪ 2‬ـ ﺍﻝﻤﺸﺎﻜل ﺍﻹﺩﺍﺭﻴﺔ ﺍﻝﻨﺎﺠﻤﺔ ﻋﻥ ﻜﺜﺭﺓ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻨﹼﺯﺍﻋﺎﺕ ﺒﻴﻥ ﺃﻁﺭﺍﻑ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﺘﻐﻴﺒﺎﺕ ﺍﻝﻘﺼﻴﺭﺓ ﻭﺍﻝﻁﻭﻴﻠﺔ‬
‫ﺍﻝﻤﺩﻯ‬
‫ﻭﺍﻷﻤﻭﻤﺔ ﻭﺍﻻﺴﺘﻴﺩﺍﻉ ‪ ...‬ﺍﻝﺦ‪.‬‬
‫‪ 3‬ـ ﺍﻝﻤﺸﺎﻜل ﺍﻝﺨﺎﺼ‪‬ﺔ ﻭﻤﻨﻬﺎ ﻏﻴﺎﺏ ﻤﻜﺎﺘﺏ ﻝﻠﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﻏﻴﺎﺏ ﺍﻝﻭﺴﺎﺌل ﺍﻝﻀﺭﻭﺭﻴﺔ ﻝﻌﻤﻠﻪ ‪ ...‬ﺍﻝﺦ‪.‬‬
‫‪ 4‬ـ "ﺘﺸﺘﺕ ﺍﻝﻤﺩﺍﺭﺱ ﻭﺘﺒﺎﻋﺩﻫﺎ ﻭﺍﺘﹼﺴﺎﻉ ﺍﻝﻤﺴﺎﻓﺎﺕ ﺒﻴﻥ ﺍﻝﻤﺩﺍﺭﺱ ﻤﻤ‪‬ﺎ ﻴﺸﻜﹼل ﺼﻌﻭﺒﺔ ﺍﻻﻨﺘﻘﺎل ﺒﺴـﺭﻋﺔ ﻤﻤ‪‬ـﺎ ﻴﻘﻠـل ﻋـﺩﺩ‬
‫ﺍﻝﺯ‪‬ﻴﺎﺭﺍﺕ ﺍﻹﺸﺭﺍﻓﻴﺔ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻴﻘﻠل ﻤﻥ ﺍﺤﺘﻤﺎل ﺍﻻﺘﺼﺎل ﺍﻝﻤﺒﺎﺸﺭ ﺒﻴﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻌﺎﻤﻠﻴﻥ ﺒﺎﻝﻤﺩﺍﺭﺱ" )ﺯﺍﻴﺩ‬
‫ﻋﻠﻲ ﻋﻁﺎﻑ‪.(120 :2008 ،‬‬

‫ﺜﺎﻤﻨﺎ‪ :‬ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‬

‫‪ .I‬ﺩﺭﺍﺴﺔ ﺍﻝﺤﺩﺍﺭﻭﻱ )‪ :(1988‬ﺒﻌﻨﻭﺍﻥ "ﺍﻝﺴﻠﻭﻙ ﺍﻝﻘﻴﺎﺩﻱ ﻝﻠﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﻤﻌﻠﻤﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‬
‫ﻓﻲ ﺒﻐﺩﺍﺩ"؛‬
‫ﻭﺍﻝﺘﻲ ﻫﺩﻓﺕ ﺇﻝﻰ ﺍﻹﺠﺎﺒﺔ ﻋﻥ ﺍﻝﺴﺅﺍﻝﻴﻥ ﺍﻝﺘﺎﻝﻴﻴﻥ‪:‬‬
‫‪ 1‬ـ ﻤﺎ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻘﻴﺎﺩﻱ ﻝﻠﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻭﺍﻝﻤﺸﺭﻓﺎﺕ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﻤﻌﻠﻤﻲ ﻭﻤﻌﻠﻤﺎﺕ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﻓﻲ ﺒﻌـﺩﻱ‬
‫ﺍﻝﻌﻤل ﻭﺍﻝﻌﻼﻗﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ؟‬

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 ‫ﻋـﺩﺩ ‪ 15‬ﺩﻴﺴﻤﺒﺭ ‪2015‬‬ ‫ﻤﺨﺒﺭ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭ ﺍﻝﺘﺭﺒﻭﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ ﻨﻔﺴﻴﺔ ﻭ ﺘﺭﺒﻭﻴﺔ‪،‬‬

‫‪ 2‬ـ ﻫل ﻫﻨﺎﻙ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﻤﻌﻨﻭﻴﺔ ﺒﻴﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﺎﺕ ﻓﻲ ﻨﻅﺭﺘﻬﻡ ﻝﻠﺴﻠﻭﻙ ﺍﻝﻘﻴﺎﺩﻱ ﻝﻠﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒـﻭﻴﻴﻥ ﻓـﻲ‬
‫ﺍﻝﺒﻌﺩﻴﻥ ﺍﻝﻤﺫﻜﻭﺭﻴﻥ ﺁﻨﻔﺎﹰ؟‬
‫ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻝﺒﺤﺙ ﻤﻥ ‪ 700‬ﻓﺭﺩ ﺒﻭﺍﻗﻊ ‪ 200‬ﻤﻌﻠﻡ ﻭ‪ 500‬ﻤﻌﻠﻤﺔ ﻴﻌﻤﻠﻭﻥ ﻓﻲ ﻤﺩﺍﺭﺱ ﺒﻐﺩﺍﺩ ﺍﻝﻨﻬﺎﺭﻴﺔ‪ ،‬ﻭﺍﺴـﺘﺨﺩﻡ‬
‫ﺍﻝﺒﺎﺤﺙ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺃﺩﺍﺓ ﻝﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﺍﻝﺒﺤﺙ ﺒﻌﺩ ﺃﻥ ﺘﻡ ﺒﻨﺎﺅﻩ ﻭﺍﻝﺘﺤﻘﻕ ﻤﻥ ﺼﺩﻗﻪ ﻭﺜﺒﺎﺘـﻪ‪ ،‬ﻭﺍﺴـﺘﺨﺩﻡ ﺍﻝﺒﺎﺤـﺙ ﺍﻝﻭﺴـﺎﺌل‬
‫ﺍﻹﺤﺼﺎﺌﻴﺔ ﻤﻨﻬﺎ ﺍﻝﻭﺴﻁ ﺍﻝﻤﺭﺠﺢ‪ ،‬ﻭﺍﻻﺨﺘﺒﺎﺭ ﺍﻝﺘﺎﺌﻲ‪ ،‬ﻭﻤﻌﺎﻤل ﺍﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ‪.‬‬
‫ﻭﺘﻭﺼ‪‬ل ﺍﻝﺒﺎﺤﺙ "ﺇﻝﻰ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫
ﺇﻥ ﻭﺼﻑ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﺎﺕ ﻝﻠﺴﻠﻭﻙ ﺍﻝﻘﻴﺎﺩﻱ ﻝﻠﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻭﺍﻝﻤﺸﺭﻓﺎﺕ ﺍﻝﺘﺭﺒﻭﻴـﺎﺕ ﻜـﺎﻥ ﻋﺎﻝﻴـﹰﺎ ﻷﻏﻠـﺏ‬
‫ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﺘﻲ ﺘﻘﻊ ﻀﻤﻥ ﺒﻌﺩ ﺍﻝﻌﻤل‪ ،‬ﻜﺫﻝﻙ ﻜﺎﻥ ﻋﺎﻝﻴﹰﺎ ﻓﻲ ﺒﻌﺽ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﺘﻲ ﺘﻘﻊ ﻀﻤﻥ ﺒﻌﺩ ﺍﻝﻌﻼﻗﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ‪.‬‬
‫
ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﻤﻌﻨﻭﻴﺔ ﺒﻴﻥ ﻤﺎ ﻴﺭﺍﻩ ﺍﻝﻤﻌﻠﻤﻭﻥ ﻭﻤﺎ ﺘﺭﺍﻩ ﺍﻝﻤﻌﻠﻤﺎﺕ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﺴﻠﻭﻙ ﺍﻝﻘﻴﺎﺩﻱ ﺍﻝﺨﺎﺹ ﺒﺒﻌﺩ ﺍﻝﻌﻤـل‬
‫ﻭﺍﻝﻌﻼﻗﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ ﻝﺼﺎﻝﺢ ﺍﻝﻤﻌﻠﻤﺎﺕ‪.‬‬
‫‪ .II‬ﺩﺭﺍﺴﺔ ﺍﻝﻤﺴﺎﺩ )‪ :(1989‬ﺒﻌﻨﻭﺍﻥ "ﺨﺼﺎﺌﺹ ﺍﻝﺴﻠﻭﻙ ﺍﻹﺸﺭﺍﻓﻲ ﻭﻋﻼﻗﺘﻪ ﺒﺎﺘﺠﺎﻫﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻨﺤﻭ ﺍﻹﺸـﺭﺍﻑ"‪ ،‬ﻭﻫـﺩﻓﺕ‬
‫ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺍﻝﺘﻌﺭﻑ ﺇﻝﻰ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺨﺼﺎﺌﺹ ﺍﻝﺴﻠﻭﻙ ﺍﻹﺸﺭﺍﻓﻲ ﻭﻋﻼﻗﺘﻬﺎ ﺒﺎﺘﺠﺎﻫﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻨﺤﻭ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒـﻭﻱ‪،‬‬
‫ﻭﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ‪ 20‬ﻤﺸﺭﻓﺎ ﺃﺨﺫﻭﺍ ﺒﻁﺭﻴﻘﺔ ﻋﺸﻭﺍﺌﻴﺔ ﻁﺒﻘﻴﺔ ﺤﺴﺏ ﺍﻝﺨﺒﺭﺓ ﻭﺍﻝﺘﺨﺼﺹ ﻭﻤﻥ ‪ 120‬ﻤﻌﻠﻤﹰﺎ ﻭﻤﻌﻠﻤﺔ‬
‫ﺒﻭﺍﻗﻊ ﺜﻼﺙ ﻤﻌﻠﻤﺎﺕ ﻭﺜﻼﺜﺔ ﻤﻌﻠﻤﻴﻥ ﻝﻜل ﻤﺸﺭﻑ؛ ﻭﻝﻺﺠﺎﺒﺔ ﻋﻥ ﺍﻝﺴﺅﺍل ﺍﻝﻭﺍﺭﺩ ﻓﻲ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﻗﺎﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺘﺴﺠﻴل ﺃﺭﺒﻌﺔ‬
‫ﻭﺜﻤﺎﻨﻴﻥ ﻤﺅﺘﻤﺭﹰﺍ ﺇﺸﺭﺍﻓﻴﺎ ﺒﻴﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ‪ ،‬ﺤﻠﻠﻬﺎ ﻭﻓﻕ ﻨﻅﺎﻡ ﺒﻠﻤﺒﺭﻍ ﻝﻠﺘﺤﻠﻴل ﺍﻝﻠﻔﻅﻲ‪ ،‬ﻭﻓﺭﻏﻬـﺎ ﻓـﻲ ﻤﺼـﻔﻭﻓﺎﺕ‬
‫ﺨﺎﺼﺔ ﻝﻠﺘﻔﺎﻋل )‪ ،(15 × 15‬ﺜﻡ ﻗﺎﻡ ﺒﺩﻤﺠﻬﺎ ﺠﻤﻴﻌﹰﺎ ﻓﻲ ﻤﺼﻔﻭﻓﺔ ﻝﺤﺴﺎﺏ ﺍﻝﻨﺴﺏ ﺍﻝﻌﺎﻤ‪‬ﺔ ﻝﻠﺨﺼﺎﺌﺹ ﺍﻝﺴ‪‬ﻠﻭﻜﻴﺔ ﺍﻹﺸـﺭﺍﻓﻴﺔ‪،‬‬
‫ﻭﺍﺴﺘﺨﺩﻤﺕ ﺍﻝﻨﹼﺴﺏ ﻝﻭﺼﻑ ﺍﻝﺨﺼﺎﺌﺹ ﺍﻝﺴ‪‬ﺕ ﺍﻝﺘﻲ ﺤﺩﺩﺘﻬﺎ ﺍﻝﺩﺭﺍﺴﻴﺔ؛ ﻭﻻﺨﺘﺒﺎﺭ ﺍﻝﻔﺭﻀﻴﺔ ﻓﻲ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﻗـﺎﻡ ﺍﻝﺒﺎﺤـﺙ‬
‫ﺒﺎﺴﺘﺨﺩﺍﻡ ﻁﺭﻴﻘﺔ ﺘﺤﻠﻴل ﺍﻻﻨﺤﺩﺍﺭ ﺍﻝﻤﺘﻌﺩﺩ ﺍﻝﺘﺩﺭﺝ‪ ،‬ﻝﻠﺘﻌﺭﻑ ﺇﻝﻰ ﻫﺫﻩ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺨﺼﺎﺌﺹ ﺍﻝﺴﻠﻭﻙ ﺍﻹﺸﺭﺍﻓﻲ ﺍﻝﺴ‪‬ﺕ‪ ،‬ﻭﺨﺒﺭﺓ‬
‫ﺍﻝﻤﺸﺭﻑ ﻤﻥ ﺠﻬﺔ ﻜﻤﺘﻐﻴﺭﺍﺕ ﻤﺴﺘﻘﻠﺔ ﻭﺍﺘﺠﺎﻫﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻨﺤﻭ ﺍﻹﺸﺭﺍﻑ ﻤﻥ ﺠﻬﺔ ﺃﺨﺭﻯ ﻜﻤﺘﻐﻴﺭ ﺘﺎﺒﻊ؛ ﻭﺘﻭﺼﻠﺕ ﺍﻝﺩﺭﺍﺴﺔ‬
‫ﺇﻝﻰ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
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ﺇﻥ ﺨﺼﺎﺌﺹ ﺍﻝﺴﻠﻭﻙ ﺍﻹﺸﺭﺍﻓﻲ ﺘﻤﻴل ﺇﻝﻰ ﺍﻝﺴﻠﺒﻴﺔ ﺒﺸﻜل ﻋﺎﻡ‪ ،‬ﻓﻘﺩ ﺍﺘﹼﺼﻑ ﺍﻝﺴـﻠﻭﻙ ﺍﻹﺸـﺭﺍﻓﻲ ﺒﺎﻝﻤﺒﺎﺸـﺭﺓ ﻭﺍﻝﺸﹼـﺭﺡ‬
‫ﻭﺍﻻﺴﺘﺌﺜﺎﺭ ﺒﺎﻝﺤﺩﻴﺙ‪ ،‬ﻜﻤﺎ ﺍﺘﹼﺼﻑ ﺒﺎﻝﻼﻭﺩ‪‬ﻴﺔ ﻭﺍﻝﻨﻘﺩ ﻭﻋﺩﻡ ﺍﻻﺴﺘﺜﻤﺎﺭ‪.‬‬
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ﺍﺭﺘﺒﻁﺕ ﺨﺼﺎﺌﺹ ﺍﻝﺴﻠﻭﻙ ﺍﻹﺸﺭﺍﻓﻲ ﺒﺎﺘﺠﺎﻫﺎﺕ ﺴﻠﺒﻴﺔ ﻝﺩﻯ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻨﺤﻭ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ‪.‬‬
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ﺇﻥ ﻨﺴﺒﺔ ﺍﻝﺘﺒﺎﻴﻥ ﺍﻝﺫﻱ ﺸﺭﺤﺘﻪ ﺨﺼﺎﺌﺹ ﺍﻝﺴﻠﻭﻙ ﺍﻹﺸﺭﺍﻓﻲ ﺍﻝﺴ‪‬ﺕ ﻭﺨﺒﺭﺓ ﺍﻝﻤﺸﺭﻑ ﻤﻥ ﺠﻬﺔ ﻜﻤﺘﻐﻴﺭﺍﺕ ﻤﺴـﺘﻘﻠﺔ‪ ،‬ﻤـﻥ‬
‫ﺍﻝﺘﺒﺎﻴﻥ ﺍﻝﻜﻠﻲ ﻓﻲ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻨﺤﻭ ﺍﻹﺸﺭﺍﻑ ﺒﻠﻐﺕ )‪ (%57‬ﻭﻫﻲ ﻗﻴﻤﺔ ﻝﻴﺴﺕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ‪.‬‬
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ﺍﻝﺴﻠﻭﻙ ﺍﻹﺸﺭﺍﻓﻲ ﺍﻝﺫﻱ ﺘﻤﻴ‪‬ﺯ ﺒﺎﻝﻤﺩﺡ ﻭﺍﻝﺘﺸﺠﻴﻊ ﻭﺘﻭﺠﻴﻪ ﺍﻝﺴﺅﺍل ﻭﺘﻘﺒل ﺃﻓﻜﺎﺭ ﻭﻤﺸﺎﻋﺭ ﺍﻝﻤﻌﻠﻤـﻴﻥ؛ ﺍﻗﺘـﺭﻥ ﺒﺎﺘﺠﺎﻫـﺎﺕ‬
‫ﺇﻴﺠﺎﺒﻴﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻨﺤﻭ ﺍﻹﺸﺭﺍﻑ‪.‬‬
‫‪ .III‬ﺩﺭﺍﺴﺔ ﺒﻭﺤﻔﺹ ﻤﺒﺎﺭﻜﻲ )‪ :(1993‬ﺒﻌﻨﻭﺍﻥ "ﺤﻭل ﺍﺘﺠﺎﻫﺎﺕ ﺍﻝﻤﺩﺭﺴﻴﻥ ﻭﺍﻝﻤﻔﺘﺸﻴﻥ )ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ( ﻨﺤﻭ ﻋﻤﻠﻴـﺔ‬
‫ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ"‪ ،‬ﻭﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺍﻝﻭﻗﻭﻑ ﻋﻠﻰ ﻭﺍﻗﻊ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺍﻝﻤـﺩﺍﺭﺱ ﺍﻷﺴﺎﺴـﻴﺔ )ﺍﻝﻁـﻭﺭ‪1‬‬
‫ﻭﺍﻝﻁﻭﺭ‪ ،(2‬ﻭﻤﺩﻯ ﺍﻝﺩ‪‬ﻭﺭ ﺍﻝﺫﻱ ﻴﻠﻌﺒﻪ ﻓﻲ ﺘﻘﻭﻴﻡ ﻭﺘﻘﻴﻴﻡ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻨﻁﻼﻗﹰﺎ ﻤﻥ ﺍﺘﺠﺎﻫﺎﺕ ﻜل ﻤﻥ ﺍﻝﻤﻌﻠﻡ ﻭﺍﻝﻤﺸﺭﻑ ﺍﻝﺘﺭﺒـﻭﻱ‬
‫ﻨﺤﻭ ﺒﻌﺽ ﺃﺴﺱ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻘﻭﻴﻡ‪ .‬ﻭﺃﺒﺭﺯﺕ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﻤﺎ ﻴﺄﺘﻲ‪:‬‬
‫ـ ﺘﺭﻯ ﻓﺌﺔ ﺍﻝﻤﺩﺭﺴﻴﻥ ﺒﺄﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺫﻭ ﻁﺎﺒﻊ ﺇﺩﺍﺭﻱ ﻓﻲ ﺍﻝﺘﻘﻭﻴﻡ ﻭﺍﻝﻤﻌﺎﻤﻠﺔ ﻭﺍﻝﻌﻼﻗﺔ ﺍﻝﺘﻲ ﺘﺠﻤﻊ ﺍﻝﻤﺩﺭﺱ ﺒﺎﻝﻤﻔﺘﺵ‪،‬‬
‫ﻓﻲ ﺤﻴﻥ ﻴﺭﻯ ﺍﻝﻤﻔﺘﺸﻭﻥ ﺒﺄﻥ ﺍﻹﺸﺭﺍﻑ ﻓﻲ ﺤﻘﻴﻘﺘﻪ ﺇﺸﺭﺍﻑ ﺇﺩﺍﺭﻱ ﻨﻅﺭﹰﺍ ﻝﻠﻨﻘﺹ ﺍﻝﻤﻭﺠﻭﺩ ﻓﻲ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻝﻤﻜﻭﻨﺔ ﻝﻪ‪ ،‬ﻤﻥ‬

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 ‫ﻋـﺩﺩ ‪ 15‬ﺩﻴﺴﻤﺒﺭ ‪2015‬‬ ‫ﻤﺨﺒﺭ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭ ﺍﻝﺘﺭﺒﻭﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ ﻨﻔﺴﻴﺔ ﻭ ﺘﺭﺒﻭﻴﺔ‪،‬‬

‫ﺘﻜﻭﻴﻥ ﺍﻝﻤﻔﺘﺸﻴﻥ ﻭﻗﻠﹼﺔ ﺍﻝﻤﻠﺘﻘﻴﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﺍﻝﻤﺨﺼﺼﺔ ﻝﻬﺫﻩ ﺍﻝﻌﻤﻠﻴﺔ‪ ،‬ﻤﻊ ﺍﻝﻨﻘﺹ ﺍﻝﻌﺩﺩﻱ ﻭﺍﻝﻨﹼﻭﻋﻲ ﻝﻠﻤﻔﺘﺸﻴﻥ ﺍﻝﹼﺫﻱ ﺘﺘﻁﻠﺒـﻪ‬
‫ﺍﻝﻤﻨﻅﻭﻤﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﺤﺎﻝﻴﹰﺎ‪.‬‬
‫ـ ﺘﺭﻯ ﻓﺌﺔ ﺍﻝﻤﺩﺭﺴﻴﻥ ﺒﺄﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺤﺎﻝﻲ )ﺍﻝﺘﻘﻭﻴﻡ( ﻴﺭﺘﻜﺯ ﺃﺴﺎﺴﹰﺎ ﻋﻠﻰ ﺍﻻﺠﺘﻬﺎﺩ ﺍﻝﺸﺨﺼﻲ‪ ،‬ﺒﻌﻴﺩﹰﺍ ﻋﻥ ﺃﺴـﺱ ﺍﻝﻘﻴـﺎﺱ‬
‫ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻓﻲ ﺤﻴﻥ ﻴﺭﻯ ﺍﻝﻤﻔﺘﺸﻭﻥ ﺒﺄﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ )ﺍﻝﺘﻘﻭﻴﻡ( ﺒﻌﻴﺩ ﻋﻥ ﺍﻝﺩ‪‬ﻗﺔ ﻭﺍﻝﻌﻠﻤﻴﺔ ﻨﻅﺭﹰﺍ ﻝﻼﻋﺘﺒﺎﺭﺍﺕ ﺍﻝﻤﺫﻜﻭﺭﺓ‬
‫ﺃﻋﻼﻩ‪.‬‬
‫‪ .IV‬ﺩﺭﺍﺴﺔ ﺯﺒﺩﻱ ﻨﺎﺼﺭ ﺍﻝﺩﻴﻥ)‪ :(2002‬ﺒﻌﻨﻭﺍﻥ " ﺩﺭﺍﺴﺔ ﻭﺼﻔﻴﺔ ﺘﺤﻠﻴﻠﻴﺔ ﻝﻠﻤﺩﺭﺱ ﺍﻝﺠﺯﺍﺌﺭﻱ "؛ ﻭﺍﻝﺘـﻲ ﻫـﺩﻓﺕ ﺇﻝـﻰ‬
‫ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺘﻲ ﺘﺴﺎﻫﻡ ﻓﻲ ﺇﻴﺠﺎﺩ ﻋﺼﺎﺏ ﺍﻝﻘﻠﻕ ﻋﻨﺩ ﺍﻝﻤﺩﺭﺱ ﺍﻝﺠﺯﺍﺌﺭﻱ‪ ،‬ﻭﻤﻌﺭﻓﺔ ﺍﻨﻌﻜﺎﺴﺎﺘﻪ ﻋﻠﻰ ﺤﻴﺎﺘﻪ ﺍﻝﻤﻬﻨﻴﺔ‬
‫ﻭﻤﺴﺘﻭﻯ ﺘﻭﺍﻓﻘﻪ ﻤﻊ ﺍﻝﺒﻴﺌﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ؛ ﻜﻤﺎ ﺘﻬﺩﻑ ﺃﻴﻀﺎ ﺇﻝﻰ ﻝﻔﺕ ﺍﻫﺘﻤﺎﻡ ﺍﻝﻤﻌﻨﻴﻴﻥ ﺒﺸﺅﻭﻥ ﺍﻝﻤﺩﺭﺴـﻴﻥ‪ ،‬ﺒﻀـﺭﻭﺭﺓ ﺍﻝﻌﻨﺎﻴـﺔ‬
‫ﺒﺎﻝﺼﺤﺔ ﺍﻝﻨﻔﺴﻴﺔ ﻭﺍﻝﺠﺴﺩﻴﺔ ﻝﻠﻤﺩﺭﺴﻴﻥ‪ ،‬ﻭﺍﺴﺘﺨﺭﺠﺕ ﺍﻝﻌﻴﻨﺎﺕ ﺍﻝﻤﺩﺭﻭﺴﺔ ﺒﻁﺭﻴﻘﺔ ﻋﺸـﻭﺍﺌﻴﺔ ﻤـﻥ ﺒـﻴﻥ ﻤﺩﺭﺴـﻲ ﻤﺨﺘﻠـﻑ‬
‫ﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﺤﻴﺙ ﺘﻜﻭﻨﺕ ﻤﻥ ‪ 754‬ﻤﺩﺭﺴﺎ ﻤﻥ ﺍﻝﺠﻨﺴﻴﻥ‪ ،‬ﺃﻓﺭﺯﺕ ﻜﻤﺎ ﻴﻠﻲ‪:‬‬

‫ﺍﻝﻌﻴﻨﺔ ﺃ ‪ :‬ﺘﺘﻀﻤﻥ ‪ 523‬ﻤﺩﺭﺴﺎ ﻤﺼﺎﺒﺎ ﺒﺒﻌﺽ ﺍﻷﻤﺭﺍﺽ ﺍﻝﺠﺴﻤﻴﺔ‪.‬‬

‫ﺍﻝﻌﻴﻨﺔ ﺏ ‪ :‬ﺘﺘﻀﻤﻥ ‪ 231‬ﻤﺩﺭﺴﺎ ﻏﻴﺭ ﻤﺼﺎﺏ ﺒﺄﻱ ﻤﺭﺽ ﺠﺴﻤﻲ ﺤﺴﺏ ﺘﺼﺭﻴﺤﻬﻡ‪.‬‬
‫ﻭ ﺍﻋﺘﻤﺩ ﺍﻝﺒﺎﺤﺙ ﺍﻝﺒﺤﺙ ﻋﻠﻰ ﺍﻝﻭﺴﺎﺌل ﺍﻝﻤﻨﻬﺠﻴﺔ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫‪ 1‬ـ ﺍﻝﻤﻼﺤﻅﺔ‪ :‬ﻭﻀﻤﺕ ﺒﻁﺎﻗﺔ ﺍﻝﻤﻼﺤﻅﺔ ﺃﺭﺒﻌﺔ ﻓﺌﺎﺕ ﻜﺴﻠﻭﻜﻴﺎﺕ ﻴﻤﻜﻥ ﻀﺒﻁﻬﺎ ﻝﻠﻤﻼﺤﻅﺔ‪ :‬ﺍﻝﺤﺭﻜﺎﺕ ـ ﻤﻼﻤﺢ ﺍﻝﻭﺠﻪ ـ‬
‫ﺍﻝﻌﻭﺍﻁﻑ ـ ﺍﻷﺩﺍﺀ‪.‬‬
‫‪ 2‬ـ ﺍﻝﻤﻘﺎﺒﻠﺔ‪ :‬ﻭﺍﺴﺘﺨﺩﻡ ﻓﻲ ﺍﻝﺒﺤﺙ ﻨﻭﻋﺎﻥ ﻤﻥ ﺃﻨﻭﺍﻉ ﺍﻝﻤﻘﺎﺒﻼﺕ؛ ﺤﻴﺙ ﻁﺒﻘﺕ ﺍﻝﻤﻘﺎﺒﻠﺔ ﺍﻝﻤﻘﻴﺩﺓ ﺒﺒﻌﺽ ﺍﻝﺘﺴﺎﺅﻻﺕ ﺍﻝﻤﺤـﺩﺩﺓ‬
‫ﻭﺍﻝﻤﺴﻁﺭﺓ ﻤﺴﺒﻘﺎ‪ ،‬ﻜﻤﺎ ﺍﺴﺘﺨﺩﻡ ﺍﻝﻨﻭﻉ ﺍﻝﺜﺎﻨﻲ ﻭﻫﻭ ﺍﻝﻤﻘﺎﺒﻠﺔ ﺍﻝﺤﺭﺓ ﻤﻥ ﺃﺠل ﺘﺭﻙ ﺍﻝﺤﺭﻴﺔ ﺍﻝﻤﻁﻠﻘﺔ ﻝﻠﻤﺴﺘﺠﻭﺏ ﻤﻥ ﺃﺠل ﺇﻀﺎﻓﺔ‬
‫ﻭﺘﻭﻀﻴﺢ ﺒﻌﺽ ﺍﻝﻘﻀﺎﻴﺎ ﺍﻝﻨﻔﺴﻴﺔ ﻭﺍﻝﺘﺭﺒﻭﻴﺔ ﺍﻝﺘﻲ ﻨﻬﺩﻑ ﺇﻝﻰ ﻤﻌﺭﻓﺘﻬﺎ ﻭﺍﻝﻭﺼﻭل ﻤﻥ ﺨﻼﻝﻬﺎ ﺇﻝﻰ ﺒﻨﺎﺀ ﺃﺩﻭﺍﺕ ﺍﻝﺒﺤﺙ ﺍﻝﻜﺘﺎﺒﻴﺔ‬
‫ﻜﺎﻻﺴﺘﺒﻴﺎﻥ ﻭﻗﺎﺌﻤﺔ ﺍﻝﻤﻅﺎﻫﺭ ﺍﻝﺴﻠﻭﻜﻴﺔ‪.‬‬
‫‪ 3‬ـ ﺍﺴﺘﺒﻴﺎﻥ ﻝﻠﻜﺸﻑ ﻋﻥ ﻤﺴﺘﻭﻯ ﺍﻝﺼﺤﺔ ﺍﻝﺠﺴﻤﻴﺔ ﻭﺍﻝﻌﻭﺍﻤل ﺍﻝﻤﻬﻨﻴﺔ ﺍﻝﻤﺅﺜﺭﺓ ﻋﻠﻰ ﺍﻝﻤﺩﺭﺱ ‪.‬‬
‫‪ 4‬ـ ﻗﺎﺌﻤﺔ ﺍﻝﻤﻅﺎﻫﺭ ﺍﻝﺴﻠﻭﻜﻴﺔ‪ :‬ﻭﺘﻜﻭﻨﺕ ﻤﻥ ‪ 55‬ﺒﻨﺩﺍ ﻤﻭﺯﻋﺔ ﻋﻠﻰ ﺜﻼﺜﺔ ﻤﺤﺎﻭﺭ ﺭﺌﻴﺴﻴﺔ‪:‬‬
‫• ﻤﺤﻭﺭ ﺍﻝﻤﺸﺎﻋﺭ ﻭﺍﻷﺤﺎﺴﻴﺱ ﺍﻝﺘﻲ ﺘﻨﺘﺎﺏ ﺍﻝﻤﺩﺭﺱ‪.‬‬
‫• ﻤﺤﻭﺭ ﺍﻷﻋﺭﺍﺽ ﺍﻝﺠﺴﻤﻴﺔ ﻭﺍﻝﻨﻔﺴﻴﺔ‪.‬‬
‫• ﻤﺤﻭﺭ ﺍﻝﺴﻠﻭﻜﻴﺎﺕ ﺍﻝﺘﻲ ﻴﺘﺼﺭﻑ ﺒﻬﺎ ﺍﻝﻤﺩﺭﺱ ﺩﺍﺨل ﺍﻝﻔل ﺍﻝﺩﺭﺍﺴﻲ‪.‬‬
‫‪ 5‬ـ ﻤﻘﻴﺎﺱ ﺴﺒﻠﺒﻴﺭﺠﺭ ﻝﻠﻘﻠﻕ "ﺍﻝﺤﺎﻝﺔ ﻭﺍﻝﺴﻤﺔ"‪ :‬ﻭﺘﻀﻡ ﺍﻝﻘﺎﺌﻤﺔ ﻤﻘﻴﺎﺴﻴﻥ ﻤﻨﻔﺼﻠﻴﻥ ﻝﻠﺘﻘﺩﻴﺭ ﺍﻝﺫﺍﺘﻲ ﻝﻘﻴﺎﺱ ﺤﺎﻝﺔ ﺍﻝﻘﻠﻕ ﻭﺴـﻤﺔ‬
‫ﺍﻝﻘﻠﻕ؛ ﻭﻴﺸﺘﻤل ﻤﻘﻴﺎﺱ ﺤﺎﻝﺔ ﺍﻝﻘﻠﻕ )ﺍﻝﺼﻴﻐﺔ ﻱ ‪ (1‬ﻋﻠﻰ ‪ 20‬ﻋﺒﺎﺭﺓ ﺘﻬﺩﻑ ﺇﻝﻰ ﺘﻘﺩﻴﺭ "ﻤﺎ ﻴﺸﻌﺭ ﺒﻪ ﺍﻝﻤﻔﺤﻭﺹ ﻓﻌﻼ ﺍﻵﻥ‪ ،‬ﺃﻱ‬
‫ﻓﻲ ﻫﺫﻩ ﺍﻝﻠﺤﻅﺔ"‪ ،‬ﻭﻴﺸﺘﻤل ﻤﻘﻴﺎﺱ ﺴﻤﺔ ﺍﻝﻘﻠﻕ )ﺍﻝﺼﻴﻐﺔ ﻱ ‪ (2‬ﻋﻠﻰ ‪ 20‬ﻋﺒﺎﺭﺓ ﺘﻬﺩﻑ ﺇﻝﻰ ﺘﻘﺩﻴﺭ "ﻤﺎ ﻴﺸﻌﺭ ﺒﻪ ﺍﻝﻤﻔﺤـﻭﺹ‬
‫ﺒﻭﺠﻪ ﻋﺎﻡ"‪.‬‬
‫‪ 6‬ـ ﻗﺎﺌﻤﺔ ﺃﻴﺯﻨﻙ ﻝﻠﺸﺨﺼﻴﺔ‪ :‬ﺍﻝﺼـﻭﺭﺘﺎﻥ )ﺃ( ﻭ )ﺏ(‪ :‬ﻭﻫﻲ ﺼﻭﺭﺓ ﻤﺘﻁﻭﺭﺓ ﻤﻥ ﻤﻘﻴﺎﺱ ﺴﺎﺒﻕ ﻝﻠﺸﺨﺼﻴﺔ ﻫﻭ ‪ ،MPI‬ﻭﻫﻭ‬
‫ﻴﺤﺎﻭل ﻗﻴﺎﺱ ﺒﻌﺩﻴﻥ ﺃﺴﺎﺴﻴﻴﻥ ﻤﻥ ﺃﺒﻌﺎﺩ ﺍﻝﺸﺨﺼﻴﺔ ﻫﻤﺎ‪ :‬ﺍﻻﻨﺒﺴﺎﻁ ﻭﺍﻝﻌﺼﺎﺒﻴﺔ‪.‬‬
‫ﻭ ﻤﻥ ﺒﻴﻥ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻝﻴﻬﺎ ﺍﻝﺩﺭﺍﺴﺔ ﻤﺎ ﻴﻠﻲ‪:‬‬
‫ـ ﺘﻌﺘﺒﺭ ﺍﻹﺩﺍﺭﺓ ﻤﻥ ﺍﻝﻌﻭﺍﻤل ﺍﻝﻤﻬﻨﻴﺔ ﺍﻝﻀﺎﻏﻁﺔ ﻋﻠﻰ ﺤﻴﺎﺓ ﺍﻝﻤﺩﺭﺱ‪ ،‬ﺤﻴﺙ ﺃﻥ ﻨﺴﺒﺔ ‪ %71.80‬ﻤـﻥ ﺍﻝﻤﺩﺭﺴـﻴﻥ‬
‫ﺍﻝﻤﺭﻀﻰ ﻴﺭﻭﻥ ﺃﻥ ﺍﻹﺩﺍﺭﺓ ﻻ ﺘﻬﺘﻡ ﺒﺎﻗﺘﺭﺍﺤﺎﺘﻬﻡ‪ ،‬ﻜﺫﻝﻙ ﻨﺴﺒﺔ ‪ %64.80‬ﻤﻥ ﻋﻴﻨﺔ ﺍﻝﻤﺩﺭﺴﻴﻥ ﺍﻷﺼﺤﺎﺀ ﺘﺭﻯ ﻨﻔﺱ ﺍﻷﻤﺭ‪ .‬ﻓﻲ‬
‫ﻤﻘﺎﺒل ‪ %28.20‬ﻤﻥ ﺍﻝﻤﺩﺭﺴﻴﻥ ﺍﻝﻤﺭﻀﻰ ﻭﻨﺴﺒﺔ ‪ %35.20‬ﻤﻥ ﺍﻷﺼﺤﺎﺀ ﻴﺭﻭﻥ ﻋﻜﺱ ﺫﻝﻙ‪ ،‬ﺃﻱ ﺒﻘﻭﻝﻬﻡ ﺃﻥ ﺍﻹﺩﺍﺭﺓ ﺘﻬـﺘﻡ‬

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 ‫ﻋـﺩﺩ ‪ 15‬ﺩﻴﺴﻤﺒﺭ ‪2015‬‬ ‫ﻤﺨﺒﺭ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭ ﺍﻝﺘﺭﺒﻭﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ ﻨﻔﺴﻴﺔ ﻭ ﺘﺭﺒﻭﻴﺔ‪،‬‬

‫ﺒﻤﻘﺘﺭﺤﺎﺘﻬﻡ‪ ،‬ﻭﻗﺩ ﺃﻅﻬﺭ ﺍﻝﺘﺤﻠﻴل ﺍﻹﺤﺼﺎﺌﻲ ﺒﺤﺴﺎﺏ ﻜﺎ‪ 2‬ﺍﻝﺘﻲ ﺘﺴﺎﻭﻱ )‪ (910.690‬ﻋﻠﻰ ﻭﺠـﻭﺩ ﻓـﺭﻭﻕ ﺒـﻴﻥ ﻋﻴﻨﺘـﻲ‬
‫ﺍﻝﻤﺩﺭﺴﻴﻥ ﺩﺍﻝﺔ ﺇﺤﺼﺎﺌﻴﺎ ﻋﻨﺩ ‪.(0.001)= α‬‬
‫ـ ﻴﻌﺘﺒﺭ ﺍﻝﺘﻔﺘﻴﺵ ﺍﻝﺘﺭﺒﻭﻱ ﻜﺫﻝﻙ ﻤﻥ ﺍﻝﻌﻭﺍﻤل ﺍﻝﻀﺎﻏﻁﺔ ﻋﻠﻰ ﺍﻝﻤـﺩﺭﺱ؛ ﺤﻴـﺙ ﺃﻥ ‪ %54.80‬ﻤـﻥ ﺍﻝﻤﺩﺭﺴـﻴﻥ‬
‫ﺍﻝﻤﺭﻀﻰ ﻴﺭﻭﻥ ﺃﻥ ﺍﻝﺘﻔﺘﻴﺵ ﻻ ﻴﺘﻡ ﺒﺸﻜل ﻤﻭﻀﻭﻋﻲ ﻭﺘﺭﺒﻭﻱ‪ ،‬ﺇﻝﻰ ﺠﺎﻨﺏ ﻨﺴﺒﺔ ‪ %54.70‬ﻤﻥ ﺍﻷﺼـﺤﺎﺀ‪ .‬ﻓـﻲ ﻤﻘﺎﺒـل‬
‫‪ %45.20‬ﻤﻥ ﺍﻝﻤﺭﻀﻰ‪ ،‬ﺇﻝﻰ ﺠﺎﻨﺏ ﻨﺴﺒﺔ ‪ %45.30‬ﻤﻥ ﺍﻷﺼﺤﺎﺀ ﺘﺭﻯ ﻋﻜﺱ ﺫﻝﻙ‪ ،‬ﺃﻱ ﺃﻨﻪ ﻤﻭﻀﻭﻋﻲ ﻭﺘﺭﺒﻭﻱ‪ ،‬ﻭﻗـﺩ‬
‫ﺃﻅﻬﺭ ﺍﻝﺘﺤﻠﻴل ﺍﻹﺤﺼﺎﺌﻲ ﻝﻬﺫﻩ ﺍﻝﻨﺘﻴﺠﺔ ﺒﺤﺴﺎﺏ ﻜﺎ‪ 2‬ﺍﻝﺘﻲ ﺘﺴﺎﻭﻱ )‪ (09.966‬ﻋﻠﻰ ﺃﻥ ﺍﻝﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻝﻔﺌﺘﻴﻥ ﺩﺍﻝﺔ ﺇﺤﺼـﺎﺌﻴﺎ‬
‫ﻋﻨﺩ ‪(0.01) = α‬؛ ﻜﻤﺎ ﺃﻥ ﻨﺴﺒﺔ ‪ %62.60‬ﻤﻥ ﺍﻝﻤﺩﺭﺴﻴﻥ ﺍﻝﻤﺭﻀﻰ ﺇﻝﻰ ﺠﺎﻨﺏ ‪ %56‬ﻤﻥ ﺍﻷﺼﺤﺎﺀ ﻴﺭﻭﻥ ﺃﻥ ﺍﻝﻤﺸـﺭﻑ‬
‫ﺍﻝﻔﻨﻲ )ﺃﻱ ﺍﻝﻤﻔﺘﺵ( ﻻ ﻴﻌﻤل ﻋﻠﻰ ﺘﻭﺠﻴﻪ ﺍﻝﻤﺩﺭﺱ ﺒﺸﻜل ﺴﻠﻴﻡ‪ ،‬ﻤﻘﺎﺒل ‪ %37.40‬ﻤﻥ ﺍﻝﻤﺩﺭﺴﻴﻥ ﺍﻝﻤﺭﻀﻰ ﺇﻝﻰ ﺠﺎﻨﺏ ‪%44‬‬
‫ﻤﻥ ﺍﻷﺼﺤﺎﺀ ﻴﺅﻜﺩﻭﻥ ﺩﻭﺭﻩ ﺍﻹﻴﺠﺎﺒﻲ ﻓﻲ ﺘﻭﺠﻴﻬﻬﻡ؛ ﻭﻗﺩ ﺃﻅﻬﺭ ﺍﻝﺘﺤﻠﻴل ﺍﻹﺤﺼﺎﺌﻲ ﺒﺤﺴﺎﺏ ﻜﺎ‪ 2‬ﺍﻝﺘﻲ ﺘﺴـﺎﻭﻱ )‪(30.194‬‬
‫ﻋﻠﻰ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﺍﻝﻔﺌﺘﻴﻥ ﺩﺍﻝﺔ ﺇﺤﺼﺎﺌﻴﺎ ﻋﻨﺩ ‪.(0.001) = α‬‬

‫‪ .V‬ﺩﺭﺍﺴﺔ ﻗﺭﺴﺎﺱ ﺍﻝﺤﺴﻴﻥ)‪ :(2008‬ﺒﻌﻨﻭﺍﻥ " ﺘﻘﻴﻴﻡ ﻋﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﻤﺭﺤﻠﺔ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻻﺒﺘﺩﺍﺌﻲ ﺤﺴﺏ ﺁﺭﺍﺀ‬
‫ﺍﻝﻤﺩﺭﺴﻴﻥ"‪.‬ﻫﺩﻓﺕ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺍﻝﻜﺸﻑ ﻋﻥ ﻭﺍﻗﻊ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﺠﺯﺍﺌﺭﻱ ﻓﻲ ﻤﺭﺤﻠﺔ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻻﺒﺘﺩﺍﺌﻲ ﺤﺴـﺏ‬
‫ﺁﺭﺍﺀ ﺍﻝﻤﺩﺭﺴﻴﻥ ﻭﻤﺩﻯ ﺍﺤﺘﺭﺍﻤﻪ ﻝﻤﻌﺎﻴﻴﺭ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﺤﺩﻴﺙ ﺍﻝﻤﻘﺘﺭﺤﺔ ﻓﻲ ﺍﺴﺘﻤﺎﺭﺓ ﺍﻝﺒﺤﺙ‪ ،‬ﻭﺫﻝﻙ ﻤﻥ ﺨﻼل ﺩﺭﺍﺴﺔ‬
‫ﻤﻴﺩﺍﻨﻴﺔ ﺒﻭﻻﻴﺔ ﺍﻝﻤﺴﻴﻠﺔ‪ ،‬ﻭﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ‪ 128‬ﻤﻌﻠﻤﺎ ﻭﻤﻌﻠﻤﺔ ﺘﻡ ﺍﺨﺘﻴﺎﺭﻫﻡ ﻁﺒﻘﻴﺎ ﻭﻋﺸﻭﺍﺌﻴﺎ ﻴﻤﺜﻠﻭﻥ ﺤﻭﺍﻝﻲ ‪15‬‬
‫‪ %‬ﻤﻥ ﻤﺠﺘﻤﻊ ﺍﻝﺒﺤﺙ ﺍﻝﺫﻱ ﻴﻤﺜل ﻤﺠﻤﻭﻉ ﻤﻌﻠﻤﻲ ﻭﻤﻌﻠﻤﺎﺕ ‪ 06‬ﻤﻘﺎﻁﻌﺎﺕ ﺘﻌﻠﻴﻤﻴﺔ ﺘﺎﺒﻌﺔ ﻝﻤﺩﻴﺭﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ﻝﻭﻻﻴﺔ ﺍﻝﻤﺴـﻴﻠﺔ‪.‬‬
‫ﻭﺍﻋﺘﻤﺩ ﺍﻝﺒﺎﺤﺙ ﻋﻠﻰ ﺍﺴﺘﺒﻴﺎﻥ ﻤﻜﻭﻥ ﻤﻥ ‪ 03‬ﻤﺤﺎﻭﺭ‪:‬‬
‫ﺍﻝﻤﺤﻭﺭ ﺍﻷﻭل‪ :‬ﻴﺘﻜﻭﻥ ﻤﻥ ‪ 15‬ﻓﻘﺭﺓ ﺘﻤﺜل ﻤﺅﺸﺭﺍﺕ ﺃﻭ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻜﻔﺎﻴﺎﺕ ﺍﻝﻤﻌﺭﻓﻴﺔ ﻭﺍﻝﺸﺨﺼﻴﺔ ﺍﻝﺘـﻲ ﻴﺠـﺏ ﻋﻠـﻰ‬
‫ﺍﻝﻤﺸﺭﻑ ﺍﻤﺘﻼﻜﻬﺎ ﺤﺘﻰ ﻴﺴﺘﻁﻴﻊ ﺘﺄﺩﻴﺔ ﻤﻬﺎﻤﻪ ﻋﻠﻰ ﺃﺤﺴﻥ ﻭﺠﻪ‪.‬‬
‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺜﺎﻨﻲ‪ :‬ﻴﺘﻜﻭﻥ ﻤﻥ ‪ 35‬ﻓﻘﺭﺓ ﺘﻤﺜل ﻤﺅﺸﺭﺍﺕ ﻋﻥ ﻜﻔﺎﻴﺎﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻹﺸـﺭﺍﻓﻴﺔ ﺒﻔﺎﻋﻠﻴـﺔ ﻭﺘﺘﻤﺜـل ﻫـﺫﻩ‬
‫ﺍﻷﺴﺎﻝﻴﺏ ﻓﻲ ﺍﻝﺯﻴﺎﺭﺓ ﺍﻝﺼﻔﻴﺔ‪ ،‬ﺍﻝﻤﻘﺎﺒﻠﺔ ﺒﻌﺩ ﺍﻝﺯﻴﺎﺭﺓ ﺃﻭ ﻤﺎ ﻴﺴﻤﻰ ﺒﺎﻝﻤﺩﺍﻭﻝﺔ ﺍﻹﺸـﺭﺍﻓﻴﺔ‪ ،‬ﺍﻝﻨـﺩﻭﺓ ﺍﻝﺘﺭﺒﻭﻴـﺔ‪ ،‬ﺍﻝـﺩﺭﻭﺱ‬
‫ﺍﻝﺘﻁﺒﻴﻘﻴﺔ‪.‬‬
‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺜﺎﻝﺙ‪ :‬ﻴﺘﻜﻭﻥ ﻤﻥ ‪ 13‬ﻓﻘﺭﺓ ﺘﻤﺜل ﻤﺅﺸﺭﺍﺕ ﻋﻥ ﻜﻔﺎﻴﺎﺕ ﺍﻝﺘﻘﻭﻴﻡ ﺍﻝﻔﻌﺎل ﺍﻝﺘﻲ ﻴﺠﺏ ﺃﻥ ﺘﺘﻭﻓﺭ ﻝﺩﻯ ﺍﻝﻤﺸﺭﻑ ﺒﺼﻔﺘﻬﺎ‬
‫ﻤﻬﻤﺔ ﺃﺴﺎﺴﻴﺔ ﻤﻥ ﻤﻬﺎﻤﻪ؛ ﻭﺘﻭﺼﻠﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺭﺌﻴﺴﻴﺔ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫ﺃ ـ ﻴﺭﻯ ﺍﻝﻤﻌﻠﻤﻭﻥ ﺃﻥ ﻀﻌﻑ ﻋﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺘﺭﺠﻊ ﺇﻝﻰ ﻀﻌﻑ ﺍﻝﻜﻔﺎﻴﺎﺕ ﻋﻨﺩ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﻤﺨﺘﻠﻑ‬
‫ﺍﻝﻤﺠﺎﻻﺕ )ﺍﻝﻤﺠﺎل ﺍﻝﻤﻌﺭﻓﻲ‪ ،‬ﺍﻝﻤﺠﺎل ﺍﻝﺸﺨﺼﻲ‪ ،‬ﺃﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ‪ ،‬ﺍﻝﺘﻘﻭﻴﻡ(‪.‬‬
‫ﺏ ـ ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺁﺭﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺘﻘﻴﻴﻤﻬﻡ ﻝﻌﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﻤﻁﺒﻘﺔ ﻓـﻲ ﺍﻝﺘﻌﻠـﻴﻡ‬
‫ﺍﻻﺒﺘﺩﺍﺌﻲ ﺘﺭﺘﺒﻁ ﺒﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﻭﻗﻊ ﺍﻝﺠﻐﺭﺍﻓﻲ ﻝﻠﻤﺩﺭﺴﺔ‪.‬‬
‫ﺕ ـ ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺁﺭﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺘﻘﻴﻴﻤﻬﻡ ﻝﻌﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﻤﻁﺒﻘﺔ ﻓـﻲ ﺍﻝﺘﻌﻠـﻴﻡ‬
‫ﺍﻻﺒﺘﺩﺍﺌﻲ ﺘﺭﺘﺒﻁ ﺒﻤﺘﻐﻴﺭ ﺍﻝﻤﺅﻫل ﺍﻝﻌﻠﻤﻲ ﺇﻻ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻝﻜﻔﺎﻴﺎﺕ ﺍﻝﻤﻌﺭﻓﻴﺔ ﻭﺍﻝﺸﺨﺼﻴﺔ ﻝﻠﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ‪.‬‬
‫ﺙ ـ ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺁﺭﺍﺀ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺘﻘﻴﻴﻤﻬﻡ ﻝﻌﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﻤﻁﺒﻘﺔ ﻓـﻲ ﺍﻝﺘﻌﻠـﻴﻡ‬
‫ﺍﻻﺒﺘﺩﺍﺌﻲ ﺘﺭﺘﺒﻁ ﺒﻤﺘﻐﻴﺭ ﺍﻷﻗﺩﻤﻴﺔ ﻓﻲ ﺍﻝﻤﻬﻨﺔ ﺇﻻ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻝﻜﻔﺎﻴﺎﺕ ﺍﻝﻤﻌﺭﻓﻴﺔ ﻭﺍﻝﺸﺨﺼﻴﺔ ﻝﻠﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ‪.‬‬

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 ‫ﻋـﺩﺩ ‪ 15‬ﺩﻴﺴﻤﺒﺭ ‪2015‬‬ ‫ﻤﺨﺒﺭ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭ ﺍﻝﺘﺭﺒﻭﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ ﻨﻔﺴﻴﺔ ﻭ ﺘﺭﺒﻭﻴﺔ‪،‬‬

‫ﺘﺎﺴﻌﺎ‪ :‬ﺍﻝﺘﻌﻠﻴﻕ ﻋﻠﻰ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‪:‬‬

‫ﻨﺴﺘﺨﻠﺹ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺃﻥ ﺍﻷﺴﻠﻭﺏ ﺍﻝﻘﻴﺎﺩﻱ ﻝﻠﻤﺸﺭﻑ ﺍﻝﺘﺭﺒﻭﻱ )ﺍﻝﻤﻔﺘﺵ( ﻴﻐﻠﺏ ﻋﻠﻴﻪ ﺍﻝﻁﺎﺒﻊ ﺍﻹﺩﺍﺭﻱ ﻓـﻲ‬
‫ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ؛ ﻭﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻻ ﻴﺭﺍﻋﻲ ﺍﻝﺠﺎﻨﺏ ﺍﻹﻨﺴﺎﻨﻲ ﻓﻲ ﺍﻝﻐﺎﻝﺏ ﺒل ﻴﻐﻠﺏ ﻋﻠﻴﻪ ﺠﺎﻨﺏ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻌﻤل‪ ،‬ﻭﻫﺫﺍ ﻴﺅﺜﺭ‬
‫ﻋﻠﻰ ﺍﻝﺤﺎﻝﺔ ﺍﻝﻨﻔﺴﻴﺔ ﻋﻠﻰ ﺍﻝﻤﻌﻠﻡ ﻜﻤﺎ ﺃﺸﺎﺭﺕ ﺇﻝﻴﻪ ﺩﺭﺍﺴﺔ ﺯﺒﺩﻱ )‪ (2002‬ﺍﻝﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻝﻰ ﺃﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻴﻌ ‪‬ﺩ ﻤﻥ‬
‫ﺍﻝﻌﻭﺍﻤل ﺍﻝﻀﺎﻏﻁﺔ ﻋﻠﻰ ﺍﻝﻤﺩﺭﺱ ﻭﻻ ﻴﻌﻤل ﻋﻠﻰ ﺘﻭﺠﻴﻬﻪ ﺒﺸﻜل ﺴﻠﻴﻡ؛ ﻭﺃﺸﺎﺭﺕ ﺩﺭﺍﺴﺔ ﻜل ﻤﻥ ﻤﺒﺎﺭﻜﻲ )‪ (1993‬ﻭﺍﻝﻤﺴﺎﺩ‬
‫)‪ (1989‬ﻭﻗﺭﺴﺎﺱ )‪ (2008‬ﺃﻥ ﺍﻝﻤﻔﺘﺵ ﻴﻠﺠﺄ ﺇﻝﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻷﺴﻠﻭﺏ ﺍﻹﺩﺍﺭﻱ ﻭﺍﺠﺘﻬﺎﺩﻩ ﺍﻝﺨﺎﺹ ﻨﻅﺭﹰﺍ ﻻﻓﺘﻘـﺎﺭﻩ ﻝﻠﺘﻜـﻭﻴﻥ‬
‫ﻭﻗﻠﺔ ﺍﻝﻤﻠﺘﻘﻴﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﺍﻝﺘﻲ ﺘﻬﺘﻡ ﺒﺘﻁﻭﻴﺭ ﻋﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺇﻀﺎﻓﺔ ﺇﻝﻰ ﺍﻝﻨﻘﺹ ﺍﻝﻌﺩﺩﻱ ﻭﺍﻝﻨﻭﻋﻲ ﻝﻠﻤﻔﺘﺸﻴﻥ‪.‬‬
‫ﺃﻤ‪‬ﺎ ﺩﺭﺍﺴﺔ ﺍﻝﻤﺴﺎﺩ )‪ (1989‬ﻓﻘﺩ ﺃﺒﺭﺯﺕ ﺃﻴﻀﺎ ﺃﻥ ﺍﻝﺴﻠﻭﻙ ﺍﻹﺸﺭﺍﻓﻲ ﺍﻝﺫﻱ ﺘﻤﻴ‪‬ﺯ ﺒﺎﻝﻤﺩﺡ ﻭﺍﻝﺘﺸﺠﻴﻊ ﻭﺘﻘﺒـل ﺍﻷﻓﻜـﺎﺭ‬
‫ﻭﻤﺸﺎﻋﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ )ﻭﻫﻭ ﻤﺎ ﻴﻌﺒ‪‬ﺭ ﻋﻥ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻘﻴﺎﺩﻱ ﺍﻝﺫﻱ ﻴﻬﺘﻡ ﺒﺎﻝﻌﻼﻗﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ( ﻗﺩ ﺍﻗﺘﺭﻥ ﺒﺎﺘﺠﺎﻫﺎﺕ ﺇﻴﺠﺎﺒﻴـﺔ ﻝـﺩﻯ‬
‫ﺍﻝﻤﻌﻠﻤﻴﻥ ﻨﺤﻭ ﻋﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ‪ ،‬ﻭﺃﻭﺠﺩ ﺍﻝﺤﺩﺍﺭﻭﻱ )‪ (1988‬ﻓﻲ ﺩﺭﺍﺴﺘﻪ ﺃﻥ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻘﻴﺎﺩﻱ ﻝﻠﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒـﻭﻴﻴﻥ‬
‫ﻜﺎﻥ ﻋﺎﻝﻴﺎ ﻓﻲ ﺃﻏﻠﺏ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﺘﻲ ﺘﻘﻊ ﻀﻤﻥ ﺒﻌﺩﻱ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻌﻤل ﻭﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻌﻼﻗﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ؛ ﻓﻲ ﺤﻴﻥ ﺃﻥ ﺍﻝﻔﺭﻭﻕ‬
‫ﺒﻴﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﺎﺕ ﻝﻤﺎ ﻴﺭﻭﻨﻪ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﺴﻠﻭﻙ ﺍﻝﻘﻴﺎﺩﻱ ﺍﻝﺨﺎﺹ ﺍﻝﻤﺫﻜﻭﺭﻴﻥ ﺴﺎﺒﻘﺎ ﻜﺎﻨﺕ ﻤﻌﻨﻭﻴﺔ ﻝﺼﺎﻝﺢ ﺍﻝﻤﻌﻠﻤﺎﺕ‪.‬‬
‫ﻋﺎﺸﺭﺍ‪ :‬ﺍﻹﺠﺭﺍﺀﺍﺕ ﺍﻝﻤﻨﻬﺠﻴﺔ ﻝﻠﺒﺤﺙ‬
‫‪ .I‬ﻤﻨﻬﺞ ﺍﻝﺒﺤﺙ‪ :‬ﺍﻋﺘﻤﺩ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﻋﻠﻰ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻭﺼﻔﻲ ﺍﻝﺘﺤﻠﻴﻠﻲ ﻭﺍﻝـﺫﻱ ﻴﻘـﻭﻡ ﻋﻠـﻰ ﺍﻝﻭﺼـﻑ‬
‫ﻭﺍﻝﺘﺤﻠﻴل ﻭﺍﻝﻤﻘﺎﺭﻨﺔ‪ ،‬ﻜﻤﺎ ﻴﻌﺭﻑ ﺒﺄﻨﻪ "ﻁﺭﻴﻘﺔ ﻤﻥ ﻁﺭﻕ ﺍﻝﺘﺤﻠﻴل ﻭﺍﻝﺘﻔﺴﻴﺭ ﺒﺸﻜل ﻋﻠﻤﻲ ‪ ،‬ﻝﻠﻭﺼﻭل ﺇﻝﻰ ﺃﻏـﺭﺍﺽ ﻤﺤـﺩﺩﺓ‬
‫ﻝﻭﻀﻌﻴﺔ ﺍﺠﺘﻤﺎﻋﻴﺔ ﻤﻌﻴﻨﺔ‪ ،‬ﺃﻭ ﻫﻭ ﻁﺭﻴﻘﺔ ﻝﻭﺼﻑ ﺍﻝﻅﺎﻫﺭﺓ ﺍﻝﻤﺩﺭﻭﺴﺔ ﻭﺘﺼﻭﻴﺭﻫﺎ ﻜﻤﻴﺎ ﻋﻥ ﻁﺭﻴﻕ ﺠﻤﻊ ﻤﻌﻠﻭﻤﺎﺕ ﻤﻘﻨﻨﺔ ﻋﻥ‬
‫ﺍﻝﻤﺸﻜﻠﺔ ﻭﺘﺼﻨﻴﻔﻬﺎ ﻭﺘﺤﻠﻴﻠﻬﺎ ﻭﺇﺨﻀﺎﻋﻬﺎ ﻝﻠﺩﺭﺍﺴﺔ ﺍﻝﺩﻗﻴﻘﺔ" )ﺸﺭﻭﺥ ﺼﻼﺡ ﺍﻝﺩﻴﻥ‪.(147 :2003 ،‬‬

‫‪ .II‬ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ‪:‬‬
‫‪ /1‬ﺤﺠﻡ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ‪ :‬ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ‪ 30‬ﻤﻔﺘﺸﺎ ﻭﻤﻔﺘﺸﺔ ﻤﻥ ﺃﺼل ‪ 39‬ﻤﻔﺘﺵ ﺍﻝﺘﺎﺒﻌﻴﻥ ﻝﻤﺩﻴﺭﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ﻝﻭﻻﻴﺔ‬
‫ﻤﺴﺘﻐﺎﻨﻡ؛ ﻭﺍﻝﺫﻴﻥ ﻴﻤﺜﻠﻭﻥ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ؛ ﻭﺫﻝﻙ ﺒﻌﺩ ﺍﺴﺘﺒﻌﺎﺩ ﺍﻷﻓﺭﺍﺩ ﺍﻝﺫﻴﻥ ﻜﺎﻨﺕ ﺍﺴﺘﻤﺎﺭﺍﺘﻬﻡ ﻨﺎﻗﺼﺔ ﺴـﻭﺍﺀ ﻤـﻥ ﺤﻴـﺙ‬
‫ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﺸﺨﺼﻴﺔ ﺃﻭ ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﻔﻘﺭﺍﺕ‪.‬‬

‫‪ /2‬ﻤﻤﻴﺯﺍﺕ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﺤﺴﺏ ﺍﻝﺠﻨﺱ‪:‬‬

‫ﺠﺩﻭل ﺭﻗﻡ)‪ :(01‬ﻴﻭﻀﺢ ﺘﻭﺯﻴﻊ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﺤﺴﺏ ﺍﻝﺠﻨﺱ‬

‫ﺍﻝﻤﺠﻤﻭﻉ‬ ‫ﺫﻜﻭﺭ‬ ‫ﺇﻨﺎﺙ‬ ‫ﺍﻝﺠﻨﺱ‬

‫‪30‬‬ ‫‪23‬‬ ‫‪7‬‬ ‫ﺍﻝﻌﺩﺩ‬
‫‪%100‬‬ ‫‪%76.7‬‬ ‫‪%23.3‬‬ ‫ﺍﻝﻨﺴﺒﺔ ﺍﻝﻤﺌﻭﻴﺔ ‪٪‬‬

‫ﻴﺘﻀﺢ ﻤﻥ ﺍﻝﺠﺩﻭل ﺃﻋﻼﻩ ﺃﻥ ﻋﺩﺩ ﺫﻜﻭﺭ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ )‪ 23‬ﺫﻜﺭﺍ ﺒﻨﺴﺒﺔ ‪ (%76.7‬ﺃﻜﺒﺭ ﻤﻥ ﻋﺩﺩ ﺍﻹﻨﺎﺙ ﻓﻴﻬـﺎ )‪7‬‬
‫ﺇﻨﺎﺙ ﺒﻨﺴﺒﺔ ‪ (%23.3‬ﺒﻔﺎﺭﻕ ﻗﺩﺭﻩ ‪ 16‬ﻓﺭﺩ ﺃﻱ ﻤﺎ ﻨﺴﺒﺘﻪ ‪ %53.33‬ﻤﻥ ﻤﺠﻤﻭﻉ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻜﻜل‪.‬‬

‫‪ /3‬ﺃﺩﺍﺓ ﺍﻝﺩﺭﺍﺴﺔ‪ :‬ﻗﺎﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺈﻋﺩﺍﺩ ﻤﻘﻴﺎﺱ ﺃﺴﻠﻭﺏ ﺍﻝﻘﻴﺎﺩﺓ ﺍﻋﺘﻤﺎﺩﺍ ﻋﻠﻰ ﺍﻝﻤﻘﻴﺎﺱ ﺍﻝﺫﻱ ﺃﻋﺩﻩ ﺍﻝﺩﻜﺘﻭﺭ ﻤﻘﺩﻡ ﻋﺒﺩ ﺍﻝﺤﻔﻴﻅ ﻓﻲ‬
‫ﻜﺘﺎﺒﻪ ﺍﻹﺤﺼﺎﺀ ﻭﺍﻝﻘﻴﺎﺱ ﺍﻝﻨﻔﺴﻲ ﻭﺍﻝﺘﺭﺒﻭﻱ )ﻤﻘﺩﻡ ﻋﺒﺩ ﺍﻝﺤﻔﻴﻅ‪(294،295 :2011 ،‬؛ ﻭﺘﻀﻤﻥ ‪ 20‬ﻋﺒﺎﺭﺓ ﻗـﺎﻡ ﺍﻝﺒﺎﺤـﺙ‬
‫ﺍﻝﺤﺎﻝﻲ ﺒﺼﻴﺎﻏﺘﻬﺎ ﺤﺴﺏ ﺃﻫﺩﺍﻑ ﺍﻝﺩﺭﺍﺴﺔ ﻝﺘﻘﻴﺱ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻘﻴﺎﺩﻱ ﻝﻠﻤﻔﺘﺵ ﺍﻝﺘﺭﺒﻭﻱ؛ ﻗﺎﻡ ﺒﺘﻘﺴﻴﻤﻬﺎ ﺇﻝﻰ ﺒﻌﺩﻴﻥ ﻭﻫﻤﺎ‪:‬‬

‫‪11‬‬
 ‫ﻋـﺩﺩ ‪ 15‬ﺩﻴﺴﻤﺒﺭ ‪2015‬‬ ‫ﻤﺨﺒﺭ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭ ﺍﻝﺘﺭﺒﻭﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ ﻨﻔﺴﻴﺔ ﻭ ﺘﺭﺒﻭﻴﺔ‪،‬‬

‫
ﺒﻌﺩ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺘﻨﻅﻴﻡ ﺍﻝﻌﻤل‪ :‬ﻭﻴﻀﻡ ﺍﻝﻌﺒﺎﺭﺍﺕ ‪. 3،5،7،9،11،13،15،17،19،1‬‬

‫
ﺒﻌﺩ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻌﻼﻗﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ‪ :‬ﻭﻴﻀﻡ ﺍﻝﻌﺒﺎﺭﺍﺕ ‪. 2،4،6،8،10،12،14،16،18،20‬‬
‫ﻭﺍﻋﺘﻤﺩ ﺍﻝﺒﺎﺤﺙ ﻋﻠﻰ ﺴﻠﻡ ﺍﻝﺘﻘﺩﻴﺭ ﻝﻴﻜﺭﺕ ﻭﺍﻝﺫﻱ ﺤﺩﺩﻩ ﻋﻠﻰ ﺨﻤﺱ ﺩﺭﺠﺎﺕ ﻭﻫﻲ )ﺩﻭﻤﺎ‪ ،‬ﻋﺎﺩﺓ‪ ،‬ﺃﺤﻴﺎﻨﺎ‪ ،‬ﻨﺎﺩﺭﺍ‪ ،‬ﻻ ﺃﺒﺩﺍ(‪.‬‬
‫ﻤﻔﺘﺎﺡ ﺍﻝﺘﺼﺤﻴﺢ‪ :‬ﺩﻭﻤﺎ=‪5‬ﺩﺭﺠﺎﺕ‪ ،‬ﻋﺎﺩﺓ=‪ 4‬ﺩﺭﺠﺎﺕ‪ ،‬ﺃﺤﻴﺎﻨﺎ= ‪ 3‬ﺩﺭﺠﺎﺕ‪ ،‬ﻨﺎﺩﺭﺍ= ‪ 2‬ﺩﺭﺠﺎﺕ‪ ،‬ﻻ ﺃﺒﺩﺍ= ﺩﺭﺠﺔ ﻭﺍﺤﺩﺓ‬

‫‪ .III‬ﺍﻝﺨﺼﺎﺌﺹ ﺍﻝﺴﻴﻜﻭﻤﺘﺭﻴﺔ ﻻﺴﺘﺒﻴﺎﻥ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻘﻴﺎﺩﻱ ‪:‬‬

‫‪ /1‬ﺍﻝﺼﺩﻕ ‪ :‬ﻝﻠﺘﺄﻜﺩ ﻤﻥ ﻓﺎﻋﻠﻴﺔ ﻓﻘﺭﺍﺕ ﻤﻘﻴﺎﺱ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻘﻴﺎﺩﻱ ﺘﻡ ﺍﻝﺘﺤﻘﻕ ﻤﻥ ﺘﻭﻓﺭ ﺼﺩﻕ ﺍﻝﺘﻨﺎﺴﻕ ﺍﻝﺩﺍﺨﻠﻲ ﻝﻔﻘﺭﺍﺘـﻪ ﻋـﻥ‬
‫ﻁﺭﻴﻕ ﺤﺴﺎﺏ ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺩﺭﺠﺔ ﻜل ﻓﻘﺭﺓ ﻤﻥ ﻓﻘﺭﺍﺕ ﻜل ﺒﻌﺩ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺒﻌﺩ ﺍﻝﺫﻱ ﺘﻨﺘﻤﻲ ﺇﻝﻴﻪ‪ ،‬ﻜﻤﺎ ﺘـﻡ‬
‫ﺤﺴﺎﺏ ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺩﺭﺠﺔ ﻜل ﻓﻘﺭﺓ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻸﺩﺍﺓ؛ ﻭﻜﺫﺍ ﺤﺴﺎﺏ ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﻜل ﺒﻌﺩ‬
‫ﻭﺍﻝﻤﺠﻤﻭﻉ ﺍﻝﻜﻠﻲ ﻝﺩﺭﺠﺎﺕ ﺍﻷﺩﺍﺓ‪ ،‬ﻭﻫﺫﺍ ﻤﺎ ﺘﻭﻀﺤﻪ ﺍﻝﺠﺩﺍﻭل ﺭﻗﻡ )‪ (3)،(2‬ﻋﻠﻰ ﺍﻝﺘﻭﺍﻝﻲ‪:‬‬

‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ) ‪ : ( 2‬ﻴﺒﻴﻥ ﻤﻌﺎﻤﻼﺕ ﺍﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﺒﻴﻥ ﻜل ﻓﻘﺭﺓ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺒﻌﺩ ﺍﻝﺫﻱ ﺘﻨﺘﻤﻲ ﺇﻝﻴﻪ‬
‫ﺒﻌﺩ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻌﻼﻗﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﺒﻌﺩ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻌﻤل‬

‫‪20‬‬ ‫‪18‬‬ ‫‪16‬‬ ‫‪14‬‬ ‫‪12‬‬ ‫‪10‬‬ ‫‪8‬‬ ‫‪6‬‬ ‫‪4‬‬ ‫‪2‬‬ ‫‪19‬‬ ‫‪17‬‬ ‫‪15‬‬ ‫‪13‬‬ ‫‪11‬‬ ‫‪9‬‬ ‫‪7‬‬ ‫‪5‬‬ ‫‪3‬‬ ‫‪1‬‬ ‫ﺍﻝﻔﻘﺭﺓ‬
‫**‪,60‬‬

‫**‪,53‬‬

‫**‪,72‬‬

‫**‪,55‬‬

‫**‪,69‬‬

‫**‪,53‬‬

‫**‪,70‬‬

‫**‪,65‬‬

‫**‪,87‬‬

‫**‪,50‬‬

‫**‪,69‬‬

‫**‪,52‬‬

‫**‪,68‬‬
‫**‪,63‬‬
‫**‪,67‬‬
‫ﻡ‪.‬ﺍﻹﺭ‬
‫*‪,36‬‬

‫*‪,39‬‬

‫*‪,37‬‬

‫*‪,38‬‬

‫*‪,46‬‬

‫ﺘﺒﺎﻁ‬
‫* ﺩﺍل ﺇﺤﺼﺎﺌﻴﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻝﺔ )‪(0.05 =α‬‬ ‫** ﺩﺍل ﺇﺤﺼﺎﺌﻴﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻝﺔ )‪(0.01 =α‬‬

‫ﻨﻼﺤﻅ ﻤﻥ ﺍﻝﺠﺩﻭل ﺃﻋﻼﻩ ﺃﻥ ﻜل ﻓﻘﺭﺓ ﻤﻥ ﻓﻘﺭﺍﺕ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻘﻴﺎﺩﻱ ﻝﻬﺎ ﻤﻌﺎﻤل ﺍﺭﺘﺒﺎﻁ ﻤﻭﺠﺏ ﺒﺎﻝﺒﻌﺩ ﺍﻝـﺫﻱ ﺘﻨﺘﻤـﻲ‬
‫ﺇﻝﻴﻪ؛ ﺤﻴﺙ ﺒﻠﻎ ﺃﻋﻠﻰ ﻤﻌﺎﻤل ﺍﺭﺘﺒﺎﻁ ﻓﻲ ﺒﻌﺩ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻌﻤل )‪ (0.87‬ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻝﺔ )‪ (0.01 =α‬ﻭﺃﻗل ﻤﻌﺎﻤل ﺍﺭﺘﺒﺎﻁ‬
‫)‪ (0.46‬ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻝﺔ )‪ ، (0.05 =α‬ﻭﻴﺩل ﺫﻝﻙ ﻋﻠﻰ ﺘﻤﺘﻊ ﺍﻝﻔﻘﺭﺍﺕ ﺒﻔﺎﻋﻠﻴﺔ ﻋﺎﻝﻴﺔ؛ ﺃﻤﺎ ﻓﻲ ﺒﻌﺩ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻌﻼﻗـﺎﺕ‬
‫ﺍﻹﻨﺴﺎﻨﻴﺔ ﻓﻘﺩ ﺒﻠﻐﺕ ﺃﻋﻠﻰ ﻗﻴﻤﺔ ﺍﺭﺘﺒﺎﻁ )‪ (0.72‬ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻝﺔ )‪ ،(0.01 =α‬ﻭﺃﺩﻨﻰ ﻗﻴﻤﺔ )‪ (0.36‬ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻝـﺔ‬
‫)‪.(0.05 =α‬‬
‫ﻭﺒﻨﺎﺀﺍ ﻋﻠﻰ ﻤﺎ ﺴﺒﻕ ﺫﻜﺭﻩ ﻴﻤﻜﻥ ﺍﻝﻘﻭل ﺒﺘﺤﻘﻕ ﻗﺩﺭﺓ ﺍﻝﻔﻘﺭﺍﺕ ﻋﻠﻰ ﺍﻝﺘﻤﻴﻴﺯ ﺒﻴﻥ ﺇﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻝﻌﻴﻨﺔ ﻓﻲ ﻜل ﺒﻌﺩ ﻤـﻥ‬
‫ﺃﺒﻌﺎﺩ ﺍﻝﻤﻘﻴﺎﺱ‪.‬‬
‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ) ‪ : ( 3‬ﻴﺒﻴﻥ ﻤﻌﺎﻤﻼﺕ ﺍﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﺒﻴﻥ ﻜل ﻓﻘﺭﺍﺕ ﺍﻝﺒﻌﺩ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻸﺩﺍﺓ‬
‫ﺒﻌﺩ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻌﻼﻗﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﺒﻌﺩ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻌﻤل‬

‫‪20‬‬ ‫‪18‬‬ ‫‪16‬‬ ‫‪14‬‬ ‫‪12‬‬ ‫‪10‬‬ ‫‪8‬‬ ‫‪6‬‬ ‫‪4‬‬ ‫‪2‬‬ ‫‪19‬‬ ‫‪17‬‬ ‫‪15‬‬ ‫‪13‬‬ ‫‪11‬‬ ‫‪9‬‬ ‫‪7‬‬ ‫‪5‬‬ ‫‪3‬‬ ‫‪1‬‬
‫ﻓﻘﺭ‬
‫ﺍﻝ‬

‫ﺓ‬
‫**‬

‫**‪,58‬‬

‫**‪,63‬‬

‫**‪,74‬‬
‫**‬

‫**‬

‫**‪,71‬‬

‫**‬

‫**‪,53‬‬
‫**‪,49‬‬

‫**‪,74‬‬

‫**‪,71‬‬

‫**‪,61‬‬

‫**‪,71‬‬

‫**‬

‫ﻡ‪ .‬ﺍﻹﺭﺘﺒﺎﻁ‬
‫*‪,68‬‬

‫*‪,55‬‬

‫*‪,57‬‬

‫*‪,68‬‬

‫*‬
‫‪,63‬‬
‫‪,64‬‬

‫‪,61‬‬

‫‪,66‬‬

‫‪,69‬‬

‫‪,58‬‬

‫**‪,78‬‬ ‫**‪,79‬‬

‫* ﺩﺍل ﺇﺤﺼﺎﺌﻴﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻝﺔ )‪(0.05 =α‬‬ ‫** ﺩﺍل ﺇﺤﺼﺎﺌﻴﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻝﺔ )‪(0.01 =α‬‬

‫ﻴﻭﻀﺢ ﺍﻝﺠﺩﻭل ﺃﻋﻼﻩ ﺃﻥ ﻫﻨﺎﻙ ﻤﻌﺎﻤﻼﺕ ﺍﺭﺘﺒﺎﻁ ﻤﻭﺠﺒﺔ ﺒﻴﻥ ﻜل ﻓﻘﺭﺓ ﻤﻥ ﻓﻘﺭﺍﺕ ﺍﻝﺒﻌﺩﻴﻥ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴـﺔ ﻝـﻸﺩﺍﺓ‬
‫ﻭﺠﻤﻴﻌﻬﺎ ﺩﺍﻝﺔ ﺇﺤﺼﺎﺌﻴﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻝﺔ )‪ (0.05 =α‬ﻭﻜﺫﺍ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪ ،(0.01 =α‬ﻜﻤﺎ ﺃﻥ ﻫﻨﺎﻙ ﻤﻌﺎﻤﻼﺕ ﺍﺭﺘﺒـﺎﻁ‬
‫ﻤﻭﺠﺒﺔ ﺒﻴﻥ ﻜل ﺃﺴﻠﻭﺏ ﻗﻴﺎﺩﻱ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻸﺩﺍﺓ‪ ،‬ﻭﺒﻨﺎﺀﺍ ﻋﻠﻰ ﻤﺎ ﺜﺒﺕ ﻤﻥ ﻨﺘﺎﺌﺞ ﻴﻤﻜﻥ ﺍﻝﻘﻭل ﺒﺘﺤﻘﻕ ﺍﻝﺘﻨﺎﺴﻕ ﺍﻝﺩﺍﺨﻠﻲ ﺒﻴﻥ‬
‫ﻓﻘﺭﺍﺕ ﺍﻷﺩﺍﺓ ﺒﺸﻜل ﻋﺎﻡ‪ ،‬ﻭﻜﺫﺍ ﺘﺤﻘﻕ ﻗﺩﺭﺓ ﺍﻝﻔﻘﺭﺍﺕ ﻋﻠﻰ ﺍﻝﺘﻤﻴﻴﺯ ﺒﻴﻥ ﺇﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻝﻌﻴﻨﺔ ﻋﻠـﻰ ﺍﻝﻔﻘـﺭﺍﺕ ﺫﺍﺕ ﺍﻝﻌﻼﻗـﺔ‬

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 ‫ﻋـﺩﺩ ‪ 15‬ﺩﻴﺴﻤﺒﺭ ‪2015‬‬ ‫ﻤﺨﺒﺭ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭ ﺍﻝﺘﺭﺒﻭﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ ﻨﻔﺴﻴﺔ ﻭ ﺘﺭﺒﻭﻴﺔ‪،‬‬

‫ﺒﺎﻷﺴﻠﻭﺒﻴﻥ ﺍﻝﻘﻴﺎﺩﻴﻴﻥ )ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻌﻤل‪ ،‬ﻭﺍﻝﻌﻼﻗﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ(؛ ﻭﻫﺫﻩ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﺘﻡ ﺍﻝﺘﻭﺼل ﺇﻝﻴﻬﺎ ﺘﺠﻌﻠﻨﺎ ﻨﻁﻤﺌﻥ ﺒﺸﻜل ﻜﺎﻑ‬
‫ﻝﺼﺤﺔ ﺍﻷﺩﺍﺓ ﻋﻠﻰ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﻝﺘﺤﻘﻴﻕ ﺃﻏﺭﺍﻀﻬﺎ‪.‬‬
‫‪ /2‬ﺍﻝﺜﺒﺎﺕ ‪ :‬ﺍﻋﺘﻤﺩ ﻓﻲ ﺤﺴﺎﺏ ﺍﻝﺜﺒﺎﺕ ﻋﻠﻰ ﻁﺭﻴﻘﺔ ﺍﻝﺘﺠﺯﺌﺔ ﺍﻝﻨﺼﻔﻴﺔ ﻭﻁﺭﻴﻘﺔ ﺃﻝﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ‬
‫ﺃ ـ ﺍﻝﺜﺒﺎﺕ ﺒﻁﺭﻴﻘﺔ ﺍﻝﺘﺠﺯﺌﺔ ﺍﻝﻨﺼﻔﻴﺔ ‪ :‬ﺍﻋﺘﻤﺩ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﺤﺴﺎﺏ ﺜﺒﺎﺕ ﺃﺩﺍﺓ ﺍﻷﺴﻠﻭﺏ ﺍﻝﻘﻴـﺎﺩﻱ ﻋﻠـﻰ ﻁﺭﻴﻘـﺔ ﺍﻝﺘﺠﺯﺌـﺔ‬
‫ﺍﻝﻨﺼﻔﻴﺔ؛ ﺤﻴﺙ ﻗﺴﻡ ﺍﻻﺴﺘﻤﺎﺭﺓ ﺇﻝﻰ ﻨﺼﻔﻴﻥ‪ :‬ﺍﻝﻨﺼﻑ ﺍﻷﻭل ﺨﺎﺹ ﺒﺎﻷﺭﻗﺎﻡ ﺍﻝﻔﺭﺩﻴﺔ )ﻤﻥ ‪ 1‬ﺍﻝﻰ ‪ ،( 19‬ﻭﺍﻝﻨﺼـﻑ ﺍﻝﺜـﺎﻨﻲ‬
‫ﻴﻀﻡ ﺍﻷﺭﻗﺎﻡ ﺍﻝﺯﻭﺠﻴﺔ )ﻤﻥ ‪ 2‬ﺇﻝﻰ ‪( 20‬؛ ﺜﻡ ﻗﺎﻡ ﺒﻌﺩ ﺫﻝﻙ ﺒﺤﺴﺎﺏ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﻝﻨﺼـﻔﻲ ﺍﻻﺴـﺘﻤﺎﺭﺓ ﻓﻜﺎﻨـﺕ‬
‫ﺍﻝﻨﺘﻴﺠﺔ ﺭ= ‪ 0.576‬ﻭﻫﻲ ﺩﺍﻝﺔ ﺇﺤﺼﺎﺌﻴﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪ .(0.01‬ﻭﺒﻌﺩ ﺍﻝﺘﺼﺤﻴﺢ ﺒﻤﻌﺎﺩﻝﺔ ﺴﺒﻴﺭﻤﺎﻥ ﺒﺭﺍﻭﻥ ﺃﺼـﺒﺤﺕ ﻗﻴﻤـﺔ‬
‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﻝﻼﺴﺘﻤﺎﺭﺓ ﻜﻜل ﺘﺴﺎﻭﻱ ‪ . 0.73‬ﻭﻋﻠﻴﻪ ﻴﻤﻜﻥ ﺍﻝﻘﻭل ﺒﺄﻥ ﺍﺴﺘﻤﺎﺭﺓ ﺍﻷﻨﻤﺎﻁ ﺍﻝﻘﻴﺎﺩﻴـﺔ ﺘﺘﻤﺘـﻊ ﺒﻘـﺩﺭ ﻤـﻥ‬
‫ﺍﻻﺴﺘﻘﺭﺍﺭ ﻓﻲ ﻨﺘﺎﺌﺠﻬﺎ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻴﻤﻜﻥ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻴﻬﺎ ﻝﺘﺤﻘﻴﻕ ﺃﻏﺭﺍﺽ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ‪.‬‬
‫ﺏ ـ ﺍﻝﺜﺒﺎﺕ ﺒﻁﺭﻴﻘﺔ ﺃﻝﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ‪ :‬ﺍﺴﺘﺨﺩﻡ ﺍﻝﺒﺎﺤﺙ ﻤﻌﺎﻤل ﺍﻝﺜﺒﺎﺕ ﺃﻝﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ؛ ﻭﻗﺩ ﺒﻠﻎ ﻤﻌﺎﻤل ﺍﻝﺜﺒﺎﺕ ﻜﻤﺎ ﻴﻠﻲ ‪:‬‬

‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ ) ‪ : (04‬ﻴﺒﻴﻥ ﺘﻭﺯﻴﻊ ﻤﻌﺎﻤل ﺍﻝﺜﺒﺎﺕ ﻋﻠﻰ ﺒﻌﺩﻱ ﺍﻷﺩﺍﺓ‪:‬‬

‫ﺍﻝﺼﺩﻕ*‬ ‫ﻤﻌﺎﻤل ﺍﻝﺜﺒﺎﺕ ﺃﻝﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ‬ ‫ﻋﺩﺩ ﺍﻝﻌﺒﺎﺭﺍﺕ‬ ‫ﺍﻝﺒﻌﺩ‬
‫‪0.914‬‬ ‫‪0.837‬‬ ‫‪10‬‬ ‫ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻌﻤل‬
‫‪0.836‬‬ ‫‪0.699‬‬ ‫‪10‬‬ ‫ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻌﻼﻗﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ‬
‫‪0.911‬‬ ‫‪0.831‬‬ ‫‪20‬‬ ‫ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ‬
‫*ﺘﻡ ﺤﺴﺎﺏ ﺍﻝﺼﺩﻕ ﻋﻥ ﻁﺭﻴﻕ ﺠﺫﺭ ﻤﻌﺎﻤل ﺍﻝﺜﺒﺎﺕ‬

‫ﻴﺘﻀﺢ ﻤﻥ ﺍﻝﺠﺩﻭل ﺭﻗﻡ ) ‪ ( 04‬ﺃﻥ ﻤﻌﺎﻤل ﺍﻝﺜﺒﺎﺕ ﺃﻝﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ ﻝﺒﻌﺩ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻌﻤل )‪ ،(0.837‬ﺃﻤﺎ ﺒﻌﺩ ﺍﻻﻫﺘﻤـﺎﻡ‬
‫ﺒﺎﻝﻌﻼﻗﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ )‪ ،(0.699‬ﻭﺒﻠﻎ ﻤﻌﺎﻤل ﺍﻝﺜﺒﺎﺕ ﺍﻝﻜﻠﻲ ﻝﻸﺩﺍﺓ )‪(0.831‬؛ ﻭﺠﻤﻴﻌﻬﺎ ﺘﻌﺒ‪‬ﺭ ﻋﻥ ﻤﻌﺎﻤﻼﺕ ﺘﺘﻤﺘـﻊ ﺒﺩﺭﺠـﺔ‬
‫ﻋﺎﻝﻴﺔ ﻤﻥ ﺍﻝﺜﺒﺎﺕ ﺘﻔﻲ ﺒﺄﻏﺭﺍﺽ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﺃﻤﺎ ﺤﺴﺎﺏ ﻤﻌﺎﻤل ﺍﻝﺼﺩﻕ ﻋﻥ ﻁﺭﻴﻕ ﺍﻝﺠﺫﺭ ﺍﻝﺘﺭﺒﻴﻌﻲ ﻝﻤﻌﺎﻤل ﺍﻝﺜﺒﺎﺕ ﻓﻘﺩ ﻜـﺎﻥ‬
‫ﻝﺒﻌﺩ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻌﻤل ﻴﺴﺎﻭﻱ )‪ ،(0.914‬ﻭﻝﺒﻌﺩ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻌﻼﻗﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ )‪ (0.836‬ﻭﻝـﻸﺩﺍﺓ ﻜﻜـل )‪ (0.911‬ﻭﻫـﻲ‬
‫ﻤﻌﺎﻤﻼﺕ ﺘﻌﺒﺭ ﻋﻠﻰ ﺃﻥ ﺍﻝﻤﻘﻴﺎﺱ ﻴﻘﻴﺱ ﻤﺎ ﺃﻋ ‪‬ﺩ ﻝﻘﻴﺎﺴﻪ‪.‬‬

‫ﺇﺤﺩﻯ ﻋﺸﺭ‪ :‬ﻋﺭﺽ ﻭﻤﻨﺎﻗﺸﺔ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ‬

‫‪ .I‬ﻋﺭﺽ ﻭﻤﻨﺎﻗﺸﺔ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺨﺎﺼﺔ ﺒﺎﻝﻔﺭﻀﻴﺔ ﺍﻷﻭﻝﻰ‬
‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ )‪ :(5‬ﻴﻤﺜل ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻝﻤﻌﻴﺎﺭﻴﺔ ﻝﻠﺴﻠﻭﻙ ﺍﻝﻘﻴﺎﺩﻱ ﺍﻝﺴﺎﺌﺩ ﻝﺩﻯ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻤﻥ‬
‫ﻭﺠﻬﺔ ﻨﻅﺭﻫﻡ‪ ،‬ﻭﻝﻜل ﺒﻌﺩ ﻤﻥ ﺒﻌﺩﻱ ﺃﺩﺍﺓ ﺍﻝﺩﺭﺍﺴﺔ‬

‫ﺍﻻﻨﺤﺭﺍﻑ ﺍﻝﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﺤﺴﺎﺒﻲ‬ ‫ﺍﻝﺒﻌﺩ‬ ‫ﺍﻝﺭﻗﻡ‬

‫‪3.35‬‬ ‫‪46.80‬‬ ‫ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻌﻤل‬ ‫‪01‬‬
‫‪3.41‬‬ ‫‪44.67‬‬ ‫ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻌﻼﻗﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫‪02‬‬
‫‪5.28‬‬ ‫‪91.47‬‬ ‫ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ‬

‫ﻴﻼﺤﻅ ﻤﻥ ﺍﻝﺠﺩﻭل ﺭﻗﻡ )‪ (5‬ﺃﻥ ﺒﻌﺩ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻌﻤل ﺠﺎﺀ ﻓﻲ ﺍﻝﻤﺭﺘﺒﺔ ﺍﻷﻭﻝﻰ ﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ )‪ (46.80‬ﻭﺍﻨﺤﺭﺍﻑ‬
‫ﻤﻌﻴﺎﺭﻱ )‪(3.35‬؛ ﺃﻤﺎ ﺒﻌﺩ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻌﻼﻗﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ ﻓﻘﺩ ﺠﺎﺀ ﻓﻲ ﺍﻝﻤﺭﺘﺒﺔ ﺍﻝﺜﺎﻨﻴﺔ ﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ )‪ (44.67‬ﻭﺍﻨﺤـﺭﺍﻑ‬
‫ﻤﻌﻴﺎﺭﻱ )‪ ،(3.41‬ﻭﺘﺩل ﻫﺫﻩ ﺍﻝﻨﺘﺎﺌﺞ ﺃﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻴﺴﺘﺨﺩﻤﻭﻥ ﺃﺴﻠﻭﺏ ﻗﻴﺎﺩﻱ ﻴﺩﻤﺞ ﻜﻼ ﺍﻝﺒﻌﺩﻴﻥ )ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻌﻤل‬

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 ‫ﻋـﺩﺩ ‪ 15‬ﺩﻴﺴﻤﺒﺭ ‪2015‬‬ ‫ﻤﺨﺒﺭ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭ ﺍﻝﺘﺭﺒﻭﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ ﻨﻔﺴﻴﺔ ﻭ ﺘﺭﺒﻭﻴﺔ‪،‬‬

‫ﻭﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻌﻼﻗﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ( ﻓﻲ ﺤﻴﻥ ﻴﻐﻠﺏ ﻋﻠﻰ ﻗﻴﺎﺩﺘﻬﻡ ﺃﺴﻠﻭﺏ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻌﻤل ﺒﺩﺭﺠﺔ ﻗﻠﻴﻠﺔ؛ ﻭﺘﺘﻔﻕ ﻫﺫﻩ ﺍﻝﻨﺘـﺎﺌﺞ ﻤـﻊ‬
‫ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴﺔ ﻜل ﻤﻥ ﺍﻝﺤﺩﺍﺭﻭﻱ )‪ (1988‬ﻭﺍﻝﻤﺴﺎﺩ )‪ (1989‬ﻭﺩﺭﺍﺴﺔ ﻤﺒﺎﺭﻜﻲ )‪(1993‬؛ ﻭﻴﻤﻜﻥ ﺘﻔﺴﻴﺭ ﻤﺎ ﺘﻭﺼﻠﺕ ﺇﻝﻴـﻪ‬
‫ﻫﺫﻩ ﺍﻝﻔﺭﻀﻴﺔ ﺒﺄﻥ ﺒﻌﺩ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻌﻤل ﻴﻁﻐﻰ ﻋﻠﻰ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻘﻴﺎﺩﻱ ﻝﻠﻤﻔﺘﺸﻴﻥ ﻓﻲ ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺇﻝﻰ ﺍﻓﺘﻘـﺎﺭﻫﻡ ﺇﻝـﻰ‬
‫ﺍﻝﻜﻔﺎﺀﺍﺕ ﺍﻝﺸﺨﺼﻴﺔ ﻓﻲ ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﻤﺨﺘﻠﻔﺔ ﺍﻝﺘﻲ ﺘﻭﺍﺠﻬﻬﻡ ﺃﺜﻨﺎﺀ ﺘﻔﺎﻋﻠﻬﻡ ﻤﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ؛ ﺇﻀﺎﻓﺔ ﺇﻝﻰ ﻗﻠﺔ ﺍﻝﺘﻜـﻭﻴﻥ‬
‫ﺍﻝﻔﻌﺎل ﻭﺍﻝﺫﻱ ﻴﺯﻭ‪‬ﺩﻫﻡ ﺒﺎﻷﺴﺎﻝﻴﺏ ﺍﻝﻘﻴﺎﺩﻴﺔ ﻭﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻷﺩﺍﺌﻴﺔ ‪...‬‬

‫ﻭﻓﻲ ﻫﺫﻩ ﺍﻝﻅﺭﻭﻑ ﺍﻝﺘﻲ ﻴﻤﺎﺭﺱ ﻓﻴﻬﺎ ﺍﻝﻤﻔﺘﺸﻭﻥ ﻤﻬﺎﻤﻬﻡ ﺘﺠﻌﻠﻬﻡ ﻴﻠﺠﺌﻭﻥ ﺇﻝﻰ ﺍﺠﺘﻬﺎﺩﻫﻡ ﺍﻝﺸﺨﺼﻲ ﻓﻲ ﺍﻝﺘﻌﺎﻤل ﻤـﻊ‬
‫ﺍﻝﻤﻌﻠﻤﻴﻥ ﺃﻭ ﻴﺴﺘﻌﻤﻠﻭﻥ ﺍﻷﺴﻠﻭﺏ ﺍﻹﺩﺍﺭﻱ ﻓﻲ ﺘﺴﻴﻴﺭ ﺯﻴﺎﺭﺘﻬﻡ ﺃﻭ ﻨﺩﻭﺍﺘﻬﻡ ﻤﻥ ﺃﺠل ﺘﻐﻁﻴﺔ ﺍﻝﻔﺭﺍﻍ ﺍﻝﺫﻱ ﺘﺘﺭﻜﻪ ﻗﻠﺔ ﻜﻔـﺎﺀﺍﺘﻬﻡ‬
‫ﺍﻝﺸﺨﺼﻴﺔ ‪ ...‬ﻭﻫﺫﺍ ﺍﻹﺠﺭﺍﺀ ﻗﺩ ﻴﺘﺨﺫﻭﻨﻪ ﺃﻴﻀﺎ ﺒﺄﺴﻠﻭﺏ ﺁﺨﺭ ﻭﻫﻭ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻌﻼﻗﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ ﺤﺘﹼـﻰ ﻴﻜﺴـﺒﻭﻥ ﺍﻝﻤﻌﻠـﻡ‬
‫ﻭﻴﺘﻔﺎﺩﻭﻥ ﺍﻻﻨﺘﻘﺎﺩﺍﺕ ﻭﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻝﺘﻲ ﻗﺩ ﺘﻌﻴﻕ ﺩﻭﺭﻫﻡ ﻭﺘﺨﻠﻕ ﻝﺩﻴﻬﻡ ﺍﻝﻤﺸﺎﻜل ﻭﺍﻝﺼﺭﺍﻋﺎﺕ ﺒﻴﻨﻬﻡ ﺒﻴﻥ ﺍﻝﻁﺎﻗﻡ ﺍﻝﺘﺭﺒـﻭﻱ؛‬
‫ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﺍﻷﺴﻠﻭﺏ ﺍﻝﺫﻱ ﻴﺭﻭﻨﻪ ﻤﻨﺎﺴﺒﺎ ﻫﻭ ﺍﻝﺫﻱ ﻴﺩﻤﺞ ﺒﻴﻥ ﻤﺎ ﻫﻭ ﺇﺩﺍﺭﻱ ﻭﻤﺎ ﻫﻭ ﺇﻨﺴـﺎﻨﻲ؛ ﻭﺍﻝـﺫﻱ ﻴﺭﺍﻋـﻲ ﺠﻤﻴـﻊ‬
‫ﺍﻷﻁﺭﺍﻑ ﻭﻻ ﻴﻌﻴﻕ ﺴﻴﺭ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﺘﻌﻠﻤﻴﺔ‪.‬‬

‫‪ .II‬ﻋﺭﺽ ﻭﻤﻨﺎﻗﺸﺔ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺨﺎﺼﺔ ﺒﺎﻝﻔﺭﻀﻴﺔ ﺍﻝﺜﺎﻨﻴﺔ‬

‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ )‪ :(6‬ﻴﻤﺜل ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ "ﺕ" ﻝﺩﻻﻝﺔ ﺍﻝﻔﺭﻭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﺍﻝﻤﺸﺭﻓﺎﺕ ﻓﻲ ﻤﻤﺎﺭﺴـﺘﻬﻡ ﻝﻠﺴـﻠﻭﻙ‬
‫ﺍﻝﻘﻴﺎﺩﻱ‬

‫ﺍﻻﺤﺘﻤﺎل‬ ‫ﻤﺘﻭﺴﻁ ﺍﻝﻌﻴﻨﺔ‬ ‫ﺩﺭﺠﺎﺕ ﺍﻝﺤﺭﻴﺔ‬ ‫ﻗﻴﻤﺔ "ﺕ" ﺍﻝﻤﺤﺴﻭﺒﺔ‬

‫ﺍﻹﻨﺎﺙ‬ ‫ﺍﻝﺫﻜﻭﺭ‬
‫‪0.983‬‬ ‫‪28‬‬ ‫‪0.021‬‬
‫‪91.42‬‬ ‫‪91.47‬‬

‫ﻨﻼﺤﻅ ﻤﻥ ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ "ﺕ" ﻓﻲ ﺍﻝﺠﺩﻭل ﺃﻋﻼﻩ ﺃﻥ ﻗﻴﻤﺔ ﺍﻻﺤﺘﻤﺎل )‪ Sig. (bilatérale‬ﺘﺴﺎﻭﻱ ‪ 0.983‬ﻭﻫﻲ ﺃﻜﺒﺭ‬
‫ﻤﻥ ﻤﺴﺘﻭﻯ ﺍﻝﻤﻌﻨﻭﻴﺔ ‪ %5‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻨﻨﺎ ﻨﻘﺒل ﺍﻝﻔﺭﺽ ﺍﻝﻌﺩﻤﻲ ﺒﺄﻥ ﻤﺘﻭﺴﻁ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻴﺴﺎﻭﻱ ﻤﺘﻭﺴﻁ ﺍﻝﻤﺸﺭﻓﺎﺕ‬
‫ﺍﻝﺘﺭﺒﻭﻴﺎﺕ ﻓﻲ ﻤﻤﺎﺭﺴﺘﻬﻡ ﻝﻠﺴﻠﻭﻙ ﺍﻝﻘﻴﺎﺩﻱ؛ ﺒﻤﻌﻨﻰ ﺃﻥ ﺍﻝﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻝﺠﻨﺴﻴﻥ ﻓﻲ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻘﻴﺎﺩﻱ ﻏﻴﺭ ﻤﻌﻨﻭﻴﺔ‪ ،‬ﻭﻴﻤﻜﻥ ﺘﻔﺴﻴﺭ‬
‫ﻫﺫﻩ ﺍﻝﻨﺘﺎﺌﺞ ﺒﺄﻥ ﻜﻼ ﻤﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺃﻭ ﺍﻝﻤﺸﺭﻓﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺎﺕ ﻴﻌﻤﻠﻭﻥ ﻓﻲ ﻨﻔﺱ ﺍﻝﻨﻁﺎﻕ ﺍﻝﺠﻐﺭﺍﻓﻲ ﻭﺘﻠﻘـﻭﻥ ﻨﻔـﺱ‬
‫ﺍﻝﺘﻜﻭﻴﻥ؛ ﺇﻀﺎﻓﺔ ﺇﻝﻰ ﺍﻝﻤﻜﺎﻨﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻝﻠﻤﺭﺃﺓ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻊ ﻭﺍﻝﺘﻲ ﺠﻌﻠﺘﻬﺎ ﺘﻤﺎﺭﺱ ﻤﻬﺎﻤﻬﺎ ﺒﻨﻔﺱ ﺍﻝﻨﺴﻕ ﻭﺍﻝﻭﺘﻴﺭﺓ ﺍﻝﺘﻲ ﻴﺘﺒﻌﻬﺎ‬
‫ﺍﻝﺭﺠل ‪ ...‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺎﻝﻘﻴﺎﺩﺓ ﺃﺼﺒﺤﺕ ﻤﻬﻤﺔ ﻴﺸﺘﺭﻙ ﻓﻴﻬﺎ ﻜﻼ ﺍﻝﺠﻨﺴﻴﻥ ﻭﻻ ﺘﻘﺘﺼﺭ ﻋﻠﻰ ﺍﻝﺫﻜﺭ ﻓﻘﻁ‪ ،‬ﻭﺫﻝﻙ ﻨﺘﻴﺠﺔ ﺍﻝﺘﻐﻴـﺭﺍﺕ‬
‫ﺍﻝﺩﻴﻨﺎﻤﻴﻜﻴﺔ ﻋﻠﻰ ﺍﻝﻤﺴﺘﻭﻯ ﺍﻝﺜﻘﺎﻓﻲ ﻭﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﺨﺭﻭﺝ ﺍﻝﻤﺭﺃﺓ ﻝﻠﻌﻤل ﻭﻤﻨﺤﻬﺎ ﻓﺭﺼﺎ ﺃﻜﺒﺭ ﻓﻲ ﺇﺒـﺩﺍﺀ ﺭﺃﻴﻬـﺎ ﻭﻤﺴـﺎﻫﻤﺘﻬﺎ‬
‫ﺍﻝﻔﻌﺎﻝﺔ ﻓﻲ ﺍﺘﺨﺎﺫ ﺍﻝﻘﺭﺍﺭﺍﺕ؛ ﻭﺘﻤﺨﺽ ﻨﺘﻴﺠﺔ ﺫﻝﻙ ﺘﻘﻤﺹ ﺍﻝﻤﺭﺃﺓ ﻝﻤﻨﺎﺼﺏ ﻤﺨﺘﻠﻔﺔ ﻓﻲ ﺍﻝﻤﻨﻅﻭﻤﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻜﻤﻌﻠﻤﺔ ﻭﻜﻤـﺩﻴﺭﺓ‬
‫ﻭﻤﺸﺭﻓﺔ ﺘﺭﺒﻭﻴﺔ ‪ ...‬ﺍﻝﺦ؛ ﻜل ﻫﺫﻩ ﺍﻻﻋﺘﺒﺎﺭﺍﺕ ﺠﻌﻠﺕ ﺍﻝﻔﺭﻭﻕ ﺘﺯﻭل ﺒﻴﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻝﺘﺭﺒﻭﻴﻴﻥ ﻭﺍﻝﻤﺸﺭﻓﺎﺕ ﻝﺘﺭﺒﻭﻴـﺎﺕ ﻓـﻲ‬
‫ﻤﻤﺎﺭﺴﺘﻬﻡ ﻝﻸﺴﻠﻭﺏ ﺍﻝﻘﻴﺎﺩﻱ ﻓﻲ ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ‪.‬‬
‫ﻭ ﻨﻅﺭ‪‬ﺍ ﻝﻘﻠﺔ ﺘﻜﻭﻴﻥ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ ﺍﻝﻤﺠﺎل ﺍﻝﻤﻌﺭﻓﻲ ﻭﺍﻝﺸﺨﺼﻲ ﻭﻓﻲ ﺃﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻑ ﻭﺍﻝﺘﻘﻭﻴﻡ ﺘﺠﻌﻠﻬﻡ‬
‫ﻴﻌﺘﻤﺩﻭﻥ ﻋﻠﻰ ﺍﺠﺘﻬﺎﺩﻫﻡ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻝﻘﻴﺎﺩﺓ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﻫﺫﺍ ﻴﺘﻔﻕ ﻤﻊ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﺘﻭﺼـل ﺇﻝﻴﻬـﺎ ﺍﻝﻤﺴـﺎﺩ‬
‫)‪ (1989‬ﻭﻤﺒﺎﺭﻜﻲ )‪ (1993‬ﻗﺭﺴﺎﺱ )‪(2008‬؛ ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﻋﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺃﺼﺒﺤﺕ ﻻ ﺘﺘﻡ ﺒﺸـﻜﻠﻬﺎ ﺍﻝﻌﻠﻤـﻲ‬
‫ﻭﺍﻝﻤﻘﻨﻥ ﺒل ﺃﻀﺤﺕ ﺘﺨﻀﻊ ﻝﻠﺨﺼﺎﺌﺹ ﺍﻝﺸﺨﺼﻴﺔ ﻝﻠﻤﻔﺘﺵ ﻓﻲ ﺘﺴﻴﻴﺭﻩ ﻝﻬﺎ‪.‬‬

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 ‫ﻋـﺩﺩ ‪ 15‬ﺩﻴﺴﻤﺒﺭ ‪2015‬‬ ‫ﻤﺨﺒﺭ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭ ﺍﻝﺘﺭﺒﻭﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ ﻨﻔﺴﻴﺔ ﻭ ﺘﺭﺒﻭﻴﺔ‪،‬‬

‫ﺍﺜﻨﺎ ﻋﺸﺭ‪ :‬ﺍﻝﺘﻭﺼﻴﺎﺕ ﻭﺍﻻﻗﺘﺭﺍﺤﺎﺕ‬

‫ــ ﺃﺨﺫ ﺍﻝﻤﺸﺭﻓﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺃﺴﻠﻭﺏ ﺍﻝﻌﻼﻗﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ ﻓﻲ ﺍﻝﺤﺴﺒﺎﻥ؛ ﺤﺘﻰ ﻴﺘﺭﻜﻭﻥ ﺍﺘﺠﺎﻫﺎﺕ ﺇﻴﺠﺎﺒﻴﺔ ﻝﺩﻯ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻨﺤـﻭ‬
‫ﻋﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ؛ ﻭﺫﻝﻙ ﺩﻭﻥ ﻨﺴﻴﺎﻥ ﺠﺎﻨﺏ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻌﻤل؛ ﺤﺘﻰ ﻴﻜﻭﻥ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻴﻬﺘﻡ ﺒﺎﻹﻨﺘﺎﺝ ﺒﺼـﺒﻐﺔ‬
‫ﺇﻨﺴﺎﻨﻴﺔ‪.‬‬
‫ــ ﺯﻴﺎﺩﺓ ﻋﺩﺩ ﺍﻝﻤﻔﺘﺸﻴﻥ ﻜﻤ‪‬ﺎ ﻭﻨﻭﻋ‪‬ﺎ ﺤﺘﻰ ﻴﺘﻤﻜﻨﻭﻥ ﻤﻥ ﺍﻝﺘﻭﺍﺼل ﺒﺼﻔﺔ ﻤﺴﺘﻤﺭﺓ ﻤﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ؛ ﻷﻥ ﺍﻝﻤﻌﻠـﻡ ﻓـﻲ ﺍﻝﻭﻗـﺕ‬
‫ﺍﻝﺤﺎﻝﻲ ﻝﻪ ﻓﺭﺼﺔ ﻭﺍﺤﺩﺓ ﻝﻠﻘﺎﺀ ﺍﻝﻤﻔﺘﺵ ﺃﻭ ﺭﺒﻤﺎ ﻻ ﻴﺯﻭﺭﻩ ﺘﻤﺎﻤﺎ ﺨﻼل ﺍﻝﺴﻨﺔ ﻭﺫﻝﻙ ﻨﺘﻴﺠﺔ ﺍﻷﻋﻤﺎل ﺍﻝﺘﺭﺍﻜﻤﻴﺔ ﻋﻠﻰ ﺍﻝﻤﻔﺘﺵ‪.‬‬

‫ﻗﺎﺌﻤﺔ ﺍﻝﻤﺭﺍﺠﻊ‪:‬‬
‫‪ - 1‬ﺃﺒﻭ ﺍﻝﻭﻓﺎ ﺠﻤﺎل )‪ - (2006‬ﺩﻭﺭ ﻗﻴﺎﺩﺍﺕ ﺍﻝﻤﺩﺭﺴﺔ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﻓﻲ ﺘﻨﻤﻴﺔ ﺍﻹﺒﺩﺍﻉ ﺍﻝﺠﻤﺎﻋﻲ ﻝﺩﻯ ﺍﻝﻌﺎﻤﻠﻴﻥ ﺒﻬﺎ ﻝﻤﻭﺍﺠﻬﺔ ﺘﺤـﺩﻴﺎﺕ‬
‫ﺍﻝﻌﻭﻝﻤﺔ ـ ﻤﺠﻠﺔ ﻤﺴﺘﻘﺒل ﺍﻝﺘﺭﺒﻴﺔ ﺍﻝﻌﺭﺒﻴﺔ ‪ -‬ﺍﻝﻤﺠﻠﺩ )‪ - (12‬ﺍﻝﻌﺩﺩ )‪ (42‬ـ ﺍﻝﻘﺎﻫﺭﺓ‪.‬‬
‫‪ - 2‬ﺍﻝﺤﺭﻴﺭﻱ‪ ،‬ﺭﺍﻓﺩﺓ ﻋﻤﺭ )‪ - (2010‬ﺍﻝﻘﻴﺎﺩﺓ ﻭﺇﺩﺍﺭﺓ ﺍﻝﺠﻭﺩﺓ ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻌﺎﻝﻲ ‪ -‬ﺩﺍﺭ ﺍﻝﺜﻘﺎﻓﺔ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ ‪ -‬ﻋﻤﺎﻥ‪.‬‬
‫‪ -3‬ﺍﻝﺸﺎﻴﺏ ﻤﺤﻤﺩ ﺍﻝﺴﺎﺴﻲ )‪ - (2007‬ﻋﻼﻗﺔ ﺃﺴﺎﻝﻴﺏ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺒﻜﻔﺎﻴﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﺘﺠﺎﻫﺎﺘﻬﻡ ﻨﺤﻭ ﻤﻬﻨـﺔ ﺍﻝﺘـﺩﺭﻴﺱ ‪-‬‬
‫ﺭﺴﺎﻝﺔ ﺩﻜﺘﻭﺭﺍﻩ ﻓﻲ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻝﺘﺭﺒﻭﻱ ‪ -‬ﻗﺴﻡ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﻭﻋﻠﻭﻡ ﺍﻝﺘﺭﺒﻴﺔ ‪ -‬ﻜﻠﻴﺔ ﺍﻝﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ـ ﺠﺎﻤﻌﺔ ﻭﻫﺭﺍﻥ)ﺍﻝﺠﺯﺍﺌﺭ(‪.‬‬
‫‪ - 4‬ﺍﻝﻌﺒﻴﺩﻱ ﺠﺎﺴﻡ ﻤﺤﻤﺩ )‪ -(2010‬ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﺍﻹﺩﺍﺭﺓ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ‪ -‬ﺩﺍﺭ ﺍﻝﺜﻘﺎﻓﺔ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ ‪ -‬ﻋﻤﺎﻥ‪.‬‬
‫‪ - 5‬ﺍﻝﻌﺠﻤﻲ ﺤﺴﻨﻴﻥ ﻤﺤﻤﺩ )‪ - (2008‬ﺍﻝﻘﻴﺎﺩﺓ ﺍﻝﺘﺭﺒﻭﻴﺔ‪ ،‬ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﻔﻌﺎل ﻭﺍﻹﺩﺍﺭﺓ ﺍﻝﺤﺎﻓﺯﻴﺔ ـ ﺩﺍﺭ ﺍﻝﺠﺎﻤﻌﺔ ﺍﻝﺠﺩﻴـﺩﺓ ـ‬
‫ﺍﻝﻘﺎﻫﺭﺓ‪.‬‬
‫‪ - 6‬ﺍﻝﻌﻴﺎﺼﺭﺓ ﻤﻌﻥ ﻤﺤﻤﻭﺩ ﺃﺤﻤﺩ )‪ - (2008‬ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻭﺍﻝﻘﻴﺎﺩﺓ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﻋﻼﻗﺘﻬﻤﺎ ﺒﺎﻻﺤﺘﺭﺍﻕ ﺍﻝﻨﻔﺴﻲ ــ ﺩﺍﺭ ﺍﻝﺤﺎﻤـﺩ‬
‫‪ -‬ﺍﻷﺭﺩﻥ‪.‬‬
‫‪ - 7‬ﺒﻥ ﻋﺒﺩ ﺍﷲ ﻤﺤﻤﺩ )‪ - (2005‬ﺍﻝﻤﻨﻅﻭﻤﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻝﺘﻁﻠﻊ ﺇﻝﻰ ﺍﻹﺼﻼﺡ ‪ -‬ﺩﺍﺭ ﺍﻝﻐﺭﺏ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ ـ ﻭﻫﺭﺍﻥ ‪ /‬ﺍﻝﺠﺯﺍﺌﺭ‪.‬‬
‫‪ - 8‬ﺒﻭﺴﻌﺩﺓ ﻗﺎﺴﻡ )‪ - (2010‬ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺍﻝﺠﺯﺍﺌﺭ )ﺍﻝﺘﻔﺘﻴﺵ ﻨﻤﻭﺫﺠﺎ( ‪ -‬ﻤﺠﻠﺔ ﺩﺭﺍﺴﺎﺕ ﻨﻔﺴﻴﺔ ﻭﺘﺭﺒﻭﻴـﺔ ‪ -‬ﺍﻝﻌـﺩﺩ ‪- 4‬‬
‫ﻭﺭﻗﻠﺔ‪/‬ﺍﻝﺠﺯﺍﺌﺭ‪.‬‬
‫‪ - 9‬ﺘﺭﻜﻲ ﺭﺍﺒﺢ )‪ (1990‬ـ ﺃﺼﻭل ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ـ ﺩﻴﻭﺍﻥ ﺍﻝﻤﻁﺒﻭﻋﺎﺕ ﺍﻝﺠﺎﻤﻌﻴﺔ ـ ﻁ ‪ 2‬ـ ﺍﻝﺠﺯﺍﺌﺭ‪.‬‬
‫‪ - 10‬ﺭﻴﺎﻥ ﻤﺤﻤﺩ ﻫﺎﺸﻡ ﻭﺁﺨﺭﻭﻥ )‪ - (2010‬ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﻤﺠﺎل ﺍﻝﺘﺭﺒﻴﺔ ﺍﻹﺴﻼﻤﻴﺔ ‪ -‬ﺩﺍﺭ ﺍﻝﻤﺴﻴﺭﺓ ﻝﻠﻨﺸـﺭ ﻭﺍﻝﺘﻭﺯﻴـﻊ ‪-‬‬
‫ﻋﻤﺎﻥ‪.‬‬
‫‪ - 11‬ﺯﺍﻴﺩ ﻋﻠﻲ ﻋﻁﺎﻑ )‪ - (2008‬ﺩﻭﺭ ﺍﻹﺭﺸﺎﺩ ﻭﺍﻹﺸﺭﺍﻑ ﻓﻲ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ‪ -‬ﺩﺍﺭ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻌﻠﻤﻴﺔ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ ‪ -‬ﻋﻤﺎﻥ‪.‬‬
‫‪ - 12‬ﺯﺒﺩﻱ ﻨﺎﺼﺭ ﺍﻝﺩﻴﻥ ) ‪ -(2007‬ﺴﻴﻜﻭﻝﻭﺠﻴﺔ ﺍﻝﻤﺩﺭﺱ )ﺩﺭﺍﺴﺔ ﻭﺼﻔﻴﺔ ﺘﺤﻠﻴﻠﻴﺔ( ‪ -‬ﻁ ‪ - 3‬ﺩﻴﻭﺍﻥ ﺍﻝﻤﻁﺒﻭﻋـﺎﺕ ﺍﻝﺠﺎﻤﻌﻴـﺔ ‪-‬‬
‫ﺍﻝﺠﺯﺍﺌﺭ‪.‬‬
‫‪ 13‬ــ ﺸﺭﻭﺥ ﺼﻼﺡ ﺍﻝﺩﻴﻥ )‪ (2003‬ــ ﻤﻨﻬﺠﻴﺔ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻝﻠﺠﺎﻤﻌﻴﻴﻥ ـ ﺒﺩﻭﻥ ﻁﺒﻌﺔ ـ ﺩﺍﺭ ﺍﻝﻌﻠﻭﻡ ﻝﻠﻨﺸـﺭ ﻭﺍﻝﺘﻭﺯﻴـﻊ ـ‬
‫ﻋﻨﺎﺒﺔ ‪ /‬ﺍﻝﺠﺯﺍﺌﺭ‪.‬‬
‫‪ - 14‬ﻋﺎﻴﺵ ﺠﻤﻴل ﺃﺤﻤﺩ )‪ - (2010‬ﺘﻁﺒﻴﻘﺎﺕ ﻓﻲ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ‪ -‬ﺩﺍﺭ ﺍﻝﻤﺴﻴﺭﺓ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ ‪ -‬ﻁ ‪ - 2‬ﻋﻤﺎﻥ‪.‬‬
‫‪ - 15‬ﻋﺒﻭﻱ ﻤﻨﻴﺭ ﺯﻴﺩ )‪- (2007‬ﺍﻝﻤﻌﻠﻡ ﺍﻝﻤﺩﺭﺴﻲ ﺍﻝﻨﺎﺠﺢ )ﺍﻹﺩﺍﺭﺓ ﺍﻝﻤﺩﺭﺴﻴﺔ ﺒﻴﻥ ﺍﻝﻨﻅﺭﻴﺔ ﻭﺍﻝﺘﻁﺒﻴﻕ( ‪ -‬ﻤﻜﺘﺒﺔ ﺍﻝﻤﺠﺘﻤـﻊ ﺍﻝﻌﺭﺒـﻲ‬
‫ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ ‪ -‬ﺍﻷﺭﺩﻥ‪.‬‬
‫‪ - 16‬ﻋﻁﺎﺭﻱ ﺘﻭﻓﻴﻕ ﻋﺎﺭﻑ ﻭﺁﺨﺭﻴﻥ )‪ - (2005‬ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻨﻤﺎﺫﺠﻪ ﺍﻝﻨﻅﺭﻴﺔ ﻭﺘﻁﺒﻴﻘﺎﺘﻪ ﺍﻝﻌﻤﻠﻴﺔ ‪ -‬ﻤﻜﺘﺒﺔ ﺍﻝﻔـﻼﺡ ﻝﻠﻨﺸـﺭ‬
‫ﻭﺍﻝﺘﻭﺯﻴﻊ ‪ -‬ﺍﻝﻜﻭﻴﺕ‪.‬‬

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 ‫ﻋـﺩﺩ ‪ 15‬ﺩﻴﺴﻤﺒﺭ ‪2015‬‬ ‫ﻤﺨﺒﺭ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭ ﺍﻝﺘﺭﺒﻭﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ ﻨﻔﺴﻴﺔ ﻭ ﺘﺭﺒﻭﻴﺔ‪،‬‬

‫‪ - 17‬ﻋﻭﺩﺓ ﺃﺤﻤﺩ ﺒﻼل )‪ -(2009‬ﺍﻹﺸﺭﺍﻑ ﻓﻲ ﺍﻝﺘﺭﺒﻴﺔ ﺍﻝﺨﺎﺼﺔ ‪ -‬ﺩﺍﺭ ﺍﻝﺸﺭﻭﻕ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ ‪ -‬ﻋﻤﺎﻥ‪.‬‬
‫‪ - 18‬ﻗﺎﺴﻤﻲ ﺇﺒﺭﺍﻫﻴﻡ )‪ - (2004‬ﺩﻝﻴل ﺍﻝﻤﻌﻠﻡ ﻓﻲ ﺍﻝﻜﻔﺎﻴﺎﺕ ‪ -‬ﺩﺍﺭ ﻫﻭﻤﻪ ﻝﻠﻁﺒﺎﻋﺔ ﻭﺍﻝﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ ‪ -‬ﺍﻝﺠﺯﺍﺌﺭ‪.‬‬
‫‪ - 19‬ﻗﺭﺴﺎﺱ ﺍﻝﺤﺴﻴﻥ )‪ - (2008‬ﺘﻘﻴﻴﻡ ﻋﻤﻠﻴﺔ ﺍﻹﺸﺭﺍﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﻤﺭﺤﻠﺔ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻻﺒﺘﺩﺍﺌﻲ ﺤﺴﺏ ﺁﺭﺍﺀ ﺍﻝﻤﻌﻠﻤـﻴﻥ ‪ -‬ﺭﺴـﺎﻝﺔ‬
‫ﻤﺎﺠﺴﺘﻴﺭ ﻓﻲ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻝﺘﺭﺒﻭﻱ ﺘﺨﺼﺹ ﺘﻘﻴﻴﻡ ﺃﻨﻤﺎﻁ ﺍﻝﺘﻜﻭﻴﻥ ـ ﻜﻠﻴﺔ ﺍﻝﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻝﻌﻠﻭﻡ ﺍﻹﻨﺴﺎﻨﻴﺔ ‪ -‬ﺠﺎﻤﻌﺔ ﻤﻨﺘﻭﺭﻱ‪-‬‬
‫ﻗﺴﻨﻁﻴﻨﺔ‪ /‬ﺍﻝﺠﺯﺍﺌﺭ‪.‬‬
‫‪ - 20‬ﻤﻘﺎﺒﻠﺔ ﻗﺎﺴﻡ ﻤﺤﻤﺩ )‪ -(2011‬ﺍﻝﺘﺩﺭﻴﺏ ﺍﻝﺘﺭﺒﻭﻱ ﻭﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﻘﻴﺎﺩﻴﺔ ﺍﻝﺤﺩﻴﺜﺔ ﻭﺘﻁﺒﻴﻘﺎﺘﻬﺎ ﺍﻝﺘﺭﺒﻭﻴـﺔ ‪ -‬ﺩﺍﺭ ﺍﻝﺸـﺭﻭﻕ ﻝﻠﻨﺸـﺭ‬
‫ﻭﺍﻝﺘﻭﺯﻴﻊ ـ ﺍﻷﺭﺩﻥ‪.‬‬
‫‪ - 21‬ﻤﻘﺩﻡ ﻋﺒﺩ ﺍﻝﺤﻔﻴﻅ )‪ -(2011‬ﺍﻹﺤﺼﺎﺀ ﻭﺍﻝﻘﻴﺎﺱ ﺍﻝﻨﻔﺴﻲ ﻭﺍﻝﺘﺭﺒﻭﻱ ‪ -‬ﺩﻴﻭﺍﻥ ﺍﻝﻤﻁﺒﻭﻋﺎﺕ ﺍﻝﺠﺎﻤﻌﻴﺔ ‪ -‬ﻁ ‪ - 3‬ﺍﻝﺠﺯﺍﺌﺭ‪.‬‬
‫‪ - 22‬ﻴﻌﻘﻭﺒﻲ ﻋﺒﺩ ﺍﻝﻤﺅﻤﻥ )‪ - (2004‬ﺍﻝﺘﺩﺒﻴﺭ ﺍﻹﺩﺍﺭﻱ ﺍﻝﺘﺭﺒﻭﻱ ﻭﻤﺸﺭﻭﻉ ﺍﻝﻤﺅﺴﺴﺔ ‪ -‬ﺴﻠﺴﻠﺔ ﻋﻠﻭﻡ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺩﻴـﺩﺍﻜﺘﻴﻙ ‪ -‬ﺍﻝﻌـﺩﺩ‬
‫ﺍﻝﺭﺍﺒﻊ ‪ -‬ﺩﺍﺭ ﺍﻝﻐﺭﺏ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ ‪ -‬ﺍﻝﺠﺯﺍﺌﺭ‪.‬‬

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