دور الإدارة المدرسية في تعزيز الثقافة التعاونية لدى المعلمين وفق ضوابط المنظمة المتعلقة من وجهة نظر مديري ومعلمي المدراس الثانوية الفلسطينية في القدس
This study aimed to identify the school administration's role in promoting teachers' cooperative culture according to the controls of the learning organization from the perspective of the principals and teachers in Jerusalem Secondary Schools. A qualitative methodology applied for this study. Semi-structured interviews adopted to serve as the tool for the study, after verifying their validity and reliability, two models of semi-structured interviews developed, the first form directed to an intended sample of six school principals, and the second form directed to an intended sample of twelve secondary school teachers. Then the thematic analysis was adopted to analyze the interviews. The results of the study indicated the absence of cooperative school culture from the reality of Palestinian secondary schools in Jerusalem. Teachers cooperate within the artificial collegiality culture or the culture of Balkanism, or work in isolation. The outcomes of the study also indicated the insufficient role of school administration in promoting cooperative school culture, represented by lack in providing structural conditions supportive of teamwork, absence of common school goals, lack of adequate time and space to meet, and shortcomings in promoting supervision methods that provide opportunities to cooperate and participate in teaching practices. The results also indicated the inadequacy of the school administration’s role in enhancing the personal dynamics, represented in weakness of initiative to develop effective dialogue skills, communication, common understanding, and enhancing openness and confidence among teachers. The outcomes of the study also indicated that the school administration’s role in promoting organization learning is limited to enhancing systems thinking by understanding the mutual relationships between teachers, empower teachers through training courses, and enhancing team learning through peer training. (Author’s abstract)