فاعلية الذات المدركة وعلاقتها بالقيادة الصّفيّة لدى عينة من معلمي مرحلة التّعليم الأساسي: حلقة أولى في مدارس مدينة دمشق
Education from time to time has received great care and great attention at all levels and fields from all groups of society, teachers are one of the most important dimensions of innovations work in developing educational schools and effective school movements, where the teacher's perceived self-efficacy relates to his wisdom and his assessment of his ability to achieve the desired results, Self-efficacy is accepted by the teacher to be an important variable that must be taken into account in restructuring schools and establishing effective schools, the self-efficacy of the teacher affects his educational activity and his leadership of his class, where the success of class leadership is an important element to indicate the extent to which the desired goals of the education process have been achieved adequately and effectively, and the investigation of the nature of the relationship between the effectiveness of the perceived self and classroom leadership is important in enhancing the mental health of the teacher and an important incentive in pushing him towards work and keeping pace with the use of modern methods of teaching. The study problem can be identified with the following question: What is the nature of the relationship between the effectiveness of perceived humiliation and class leadership among a sample of primary education teachers-first stage in schools in Damascus? The study aimed to identify the nature of the relationship between the effectiveness of the perceived self and classroom leadership among the study sample individuals according to gender variables (Male-Female), Qualification (Teacher Training Institute-University degree-University degree or above), Years of Experience (Less than 5 years-From 5 to 10 years- More than 10 years). To achieve the goal of the study, a measure of the self-perceived effectiveness of the teacher was used (prepared by the researcher), it consists of 32 phrases divided into three dimensions: Self-efficacy in performance, Effectiveness in managing the classroom situation, Effectiveness in relationships with students and parents. And the classroom leadership scale (prepared by the researcher), which consists of 24 phrases divided into four dimensions: Classroom relationships, Regulating the behaviour of students, Planning in the classroom, Time management. The sample of the study consisted of 412 male and female teachers from basic education teachers-first cycle in schools in Damascus for the academic year 2019/2020, who are they (153 males, 259 females). The study reached the following results: 1) There is an average level in the total score for the measure of the effectiveness of the perceived self by (%67.48) among the study sample individuals. 2) There is an average level in the total score for the classroom leadership scale of (%55) among the study sample individuals. 3) The presence of a statistically significant correlation between the scores of the study sample individuals on the scale of perceived self-efficacy and their scores on the classroom leadership scale. 4) Contribution of perceived self-efficacy to predicting class leadership by %53 among respondents. 5) There are statistically significant differences between the mean scores for the members of the measure of the effectiveness of the perceived self-according to gender variable and in favour of females. 6) There are statistically significant differences between the mean scores of the study sample individuals on the measure of the effectiveness of the perceived self-according to the variable of the educational qualification and for the benefit of scientifically qualified teachers at the (institute of teacher training). 7) There are no statistically significant differences between the mean scores of the members of the study sample on the measure of the effectiveness of the perceived self-according to the variable of years of experience. 8) There are statistically significant differences between the mean scores of the study sample individuals on the classroom leadership scale according to the gender variable and in favour of males. 9) There are no statistically significant differences between the mean score of the study sample individuals on the classroom leadership scale according to the variable of the academic qualification. 10) There are no statistically significant differences between the mean scores of the study sample individuals on the classroom leadership scale according to the variable of years of experience. (Author’s abstract)