تحديد الاحتياجات التدريبية للمشرفات التربويات بمدينة الرياض في ضوء مفاهيم إدارة المعرفة
The objectives of this study are to identify the training needs of the educational supervisors in Riyadh based on the concepts of knowledge management, as well as to recognize the significant differences between the views of supervisor’s educationalists in Riyadh of training needs based on the concepts of knowledge management using these variables (qualification -experience in the field of educational supervision). To achieve that, the researcher used the approach of descriptive survey curriculum to collect data. A sample of (52) educational supervisors was selected out of 70 supervisors at Obadiah education office. The results showed that the total survey obtained the average of (3.99) with an estimate of (approval). This survey involved four dimensions level: 1) the knowledge storage dimension which obtained the highest mean of (4.16) with an estimate of (approved). 2) The dimension of knowledge diagnosis gains an average of (4.02) with an estimate of (approval). 3) The dimension of knowledge generation and application get an average of (3.99) with an estimate of (approved). 4) The dimension of knowledge dissemination has an average of (3.80) with an estimate of (approved). There are no statistically significant differences at the level of (α≤0.05) between views supervisor’s educationalists on the training needs regarding (knowledge diagnosis, knowledge store, knowledge sharing, knowledge application) with various educational qualification. On the other hand, there are statistically significant differences at the level of (α≤0.05) between views supervisor’s educationalists on the training needs according to the knowledge generation with a different scientific qualification which can be a benefit for supervisors with a bachelor degree. In addition, there are no statistically significant differences at the level of (α≤0.05) between views supervisor’s educationalists on the training needs based on the concepts of knowledge management with the variable years of service in educational supervision, and training courses. The study highlights several recommendations for the educational supervisors. For example, train educational supervisors about the knowledge management processes; provide an organized database for the conservation, generation and dissemination of knowledge in education offices, and development of infrastructure which will help to activate the knowledge management. (Published Abstract)