شبكة المعلومات العربية التربوية

هدفت الدراسة إلى تحديد درجة ممارسة القيادة التشاركية لدى قادة المدارس بمحافظة أضم وعلاقتها بمستوى الالتزام التنظيمي لدى المعلمين والمعلمات؛ واستخدم الباحث المنهج الوصفي الارتباطي لتحقيق أهداف بحثه في مجتمع الدراسة الذي تكون من جميع معلمي ومعلمات مدارس التعليم العام بمحافظة أضم للعام الدراسي 1438-1439هـ، وتم تطبيق استبانة على عينة طبقية عشوائية بلغت 370 معلما، في الفصل الثاني من العام الدراسي 1438هـ - 1439هـ؛ ومن أهم النتائج التي توصلت إليها الدراسة أن درجة ممارسة قادة مدارس محافظة أضم القيادة التشاركية من وجهة نظر المعلمين والمعلمات كانت بدرجة عالية بمتوسط حسابي قدره 3.81. وجاء مجال تفويض السلطة في مقدمة المجالات المتحققة، يليه مجال الاتصال وبناء المعلومات، ثم مجال تفعيل العلاقات الانسانية، وأخيرا مجال المشاركة في اتخاذ القرار،كما أظهرت النتائج أن معلمي ومعلمات مدارس محافظة أضم لديهم مستوى عال من الالتزام التنظيمي بمتوسط حس

The researcher used the descriptive method and applied a questionnaire on a random class sample of 370 teachers in the second semester of the academic year 1438-1439 AH. The findings of the study showed that the degree of practice of the leaders of the governorate schools that included participatory leadership from the point of view of teachers and teachers was high. The field of delegation of authority came first, followed by the field of communication and information building, then the field of activation of human relations and finally the field of participation in decision making. The results showed that there were no statistically significant differences at the level of significance (a 0.05 0.05). The differences were in the direction of primary school teachers and teachers. The results showed that teachers and teachers of conservative schools have a high level of organizational commitment. The results showed that there were no statistically significant differences at the level of significance (a 0.05 0.05) between the responses of the respondents from the sample, Teachers and teachers in the governorate were included in the level of their organizational commitment, due to different scientific qualification and the number of training courses, while there were differences in the level of organizational commitment due to gender differences. Differences were found in the direction of teachers and teachers who served more than 10 years. There were also differences due to the difference in the educational stage. Differences were found in the attitudes of teachers and teachers in the primary stage. Finally, Schools in the governorate of Assam for participatory leadership in general and the level of organizational commitment among the teachers and teachers of the governorate schools in different dimensions. (Published abstract)