تدعيم مقومات النظام الاجتماعي بمدارس التعليم الأساسي في مصر في ضوء معايير جودة المناخ التربوي
The study aimed to diagnose the reality of the components of the social system in the accredited basic education schools in Sohag Governorate, as well as to identify the most prominent obstacles that prevent the achievement of a good educational climate from the point of view of the members of the study sample in those schools. In order to achieve the objectives of the study, the researcher used the descriptive approach appropriate to the nature of the current study, and the field study tools were represented in the questionnaire that was applied to a sample of teachers in accredited basic education schools - with its primary and preparatory schools - and whose size reached 055teachers, who were chosen by the random stratified method from 19 a primary school And the number of 7 middle school, as well as the researcher used the unregulated interview tool. The researcher discussed in the second chapter the educational climate in basic education schools in Egypt and the means to achieve it, through a presentation of quality in basic education schools, the concept of educational climate and its characteristics, as well as studying its effects on the teaching and learning environment, and the most important obstacles to achieving the quality of the educational climate. In the third chapter, the researcher also dealt with the study of theoretical trends explaining social systems, and in it he touched upon the definitions of social systems, their characteristics, importance, and functions, in addition to the mechanisms of the social system to achieve social control. Finally, trends in the interpretation of social systems. In the fourth chapter, the researcher dealt with an analysis of the influence and influence relationship between the educational climate quality standards and the constituents of the social system, which included school administration as a social system, and the reality of school administration in light of the educational climate. Then studying social relations, and organizational justice in basic education schools. The fifth chapter came in which the researcher dealt with the field study and its procedures. Finally, the researcher presented a proposed scenario to strengthen the components of the social system in basic education schools in light of achieving the educational climate quality standards. The study reached a set of results, the most important of which are the following: 1) The school administration is keen to establish good relations between all school personnel. 2) The school administration neglects the distinguished teachers, who are making more efforts to raise the level of learners and improve the school's efficiency. 3) The weakness of the teacher's role in providing scientific research that contributes to the progress of the educational process, and thus community service. 4) Teachers work in a team spirit and enjoy strong friendship among them. 5) The lack of encouragement by the school administration for students to practice handicrafts such as plumbing and carpentry, or artistic and embroidery works. 6) The guardian deals violently when the teacher abuses his son. 7) Lack of parents ’keenness to follow up on their children’s studies on a permanent basis. 8) Parents' limited attendance of security and safety trainings held by the school with the aim of raising awareness of environmental hazards such as earthquakes, fires and volcanoes. 9) Poor communication between the school administration and the teacher, and solving students' problems. 10) The absence of deterrent and decisive laws to punish unruly students and pupils. The failure to set a date for the entry of parents by the school administration. 11) The high student density in classrooms, which reaches 50 students, in some basic education schools accredited in Sohag Governorate. 12) The existence of insufficient budgets for practicing student activities within the approved basic education schools in Sohag Governorate. (Published abstract)