شبكة المعلومات العربية التربوية

This study aimed to identify the role of the teacher in the educational process and its relationship to the role of the principal as a resident supervisor in the basic public schools in the Directorate of Education / South Hebron from the point of view of teachers, principals and supervisors. The study was conducted by all the teachers and principals of basic public schools in the Directorate of Education / South Hebron, whose number is (2378) male and female teachers, (162) male and female principals, and (46) male and female supervisors. To collect the data of the study, the researcher used the questionnaire tool for male and female teachers, male and female principals, and the interview tool. For male and female supervisors, the study tool (questionnaire) was applied to a sample consisting of (180) male and female teachers and (26) male and female principals according to the stratified random method, and the corresponding study tool was applied to an intentional sample of male and female male and female male and female supervisors. The results of the study showed that there is a positive, statistically significant relationship between the role of the teacher in the educational process and the role of the principal as a resident supervisor in the basic public schools in the Directorate of Education / South Hebron; The results indicate that there are no differences in the average responses of teachers and principals about the role of the teacher in the educational process in the basic public schools in the Directorate of Education / South Hebron attributed to the variables of job title, sex of students, number of years of service, while there are differences attributed to the variable of sex. And the variable of specialization, in favor of females, and those with specialization in humanities. And that the degree of response of the respondents about the role of the teacher in the educational process was "high", and the highest degree of response was in the third domain that looks at planning and environmental management, and the least was in the fifth domain of teaching professionalism, all of which were represented by a high response rate. The results also indicate that there are no differences in the average responses of teachers and principals about the role of the principal as a resident supervisor in the basic public schools in the Directorate of Education / South Hebron due to the school variables according to the gender of the students, gender, number of years of service, specialization, while there are differences due to the job title variable, and the differences were in favor of managers. The results indicate that there is a statistically significant relationship between the role of the teacher between domains (educational material and general culture in the educational process, personal characteristics and human relations in the educational process, planning and management of the educational environment in the educational process, strategies for evaluating students in the educational process, teaching professionalism in the educational process ) and the role of the principal as a resident supervisor in the basic public schools in the upbringing and education of South Hebron. The male and female supervisors agreed that the role of the principal as a resident supervisor is a supportive role for the teacher, by following up and evaluating the performance of teachers through annual reports and listing their training needs, whether on the skill or technical level, and providing observations aimed at developing and improving the performance of the teacher to advance the outcomes of the educational process, in addition to encourage teachers to implement classroom and extra-curricular activities because of their positive impact on the students’ personalities, skills, and academic achievement. The male and female supervisors unanimously agreed that the supervisory manager’s role is positive and effective, as it is supportive and reinforcing of the teacher’s role in the educational process. The supervisor encourages the teacher through effective communication between the supervisor and the teacher. This communication ensures that the teacher is directed in the right way to carry out their tasks to the fullest. In the light of the results, the researcher recommended a number of recommendations, most notably: developing training plans for principals to realize their actual role as resident supervisors within the school, following up on developments in the teaching and educational process, and conducting more studies on the role of the principal as a resident supervisor in the school, in order to draw attention and continuous development in the role of Director by holding training and educational days. (Author’s abstract)