شبكة المعلومات العربية التربوية

The current research aims at: 1) There is an apparent weakness in showing the role of the educational advisor and its importance in helping students to treat their problems and guide them and guide them towards what benefits them. Perhaps this stems from the lack of interest in the media, audio and visual media in this role. 2) The results shown in Table (3) indicate that the score of (2.1) is verified, and the remaining paragraphs are not verified. Paragraph (2), which states that the existence of the dominant administrative style limits the effectiveness of the guide, (19%) and a percentage weight of (63.8%). The researcher explained this to the lack of knowledge or lack of knowledge of the principal of the main role of the educational advisor, thinking of him as a teacher like all teachers in the school and gives orders and prohibitions and sometimes interferes in his work. While the paragraph that states (weak social relations between the guide and the administrative and teaching staff in the school) in the last place in the center weighted (2.51) and a percentage weight (50.1%) and explains that the researcher that the educational leader tries everything he can integrate In the administrative and teaching staff to help him overcome the problems that confront. 3) It is clear from Table (4) that all the paragraphs are verifiable, since the poorest (3) states that the problem of overcrowding in large numbers of students came first in the sample of the whole study with a weighted average of (4.36) (87.2%). It is undeniable that the large student density in the classroom often hinders the role of the teacher and the educational counselor. The paragraph (no independent room for individual guidance or group guidance) was at the end of the table with a weighted average of (3.32) and a percentage weight of (66.4). The researcher explained that the directorates of education assigned each room a special room to handle The problems of students, which does not cause a problem with educational counselors. 4) There are no statistically significant differences in the level of (0,05) among educational supervisors (males and females) in terms of their responses to the nature of the problems they face in the field of (preparation and training, administration and teaching staff, working conditions)), the following : 1) The Single School Environment There is no dispute that the mentor or mentor practices in a single local environment subject to similar regulations and laws. Such similarities make mentors living in a single school environment, leading to no differences in the sense of problems of mentors and mentors. 2) The convergence of experiences between mentors and guides because they received similar experiences during the study, were not strange than those encountered during the practice at work, which led to the absence of differences. (Published abstract)