تصور مقترح لتطوير بعدي المساءلة الإدارية والعدالة التنظيمية لدى القيادات الأكاديمية بكليات إعداد معلمات رياض الأطفال في ضوء خبرات بعض الدول المتقدمة
The current study aimed at presenting a suggested proposal for developing the dimensions of administrative accountability and organizational justice among academic leaders in the faculties of preparing kindergarten teachers in the light of the experiences of some developed countries. The researcher utilized the descriptive research approach as it suits the research nature and objectives. For data collection, the researchers used a questionnaire prepared by the researcher- directed to a sample consisted of (60) faculty members and their assistants in the faculties of preparing kindergarten teachers (Cairo-Mansoura- Minia) to diagnose the reality of these two dimensions. the research revealed a set of results, the most significant of which was the achievement of administrative accountability dimension in the faculties of preparing kindergarten teachers to a moderate degree among academic leaders (The Dean - Heads of the Departments), except for the statement of (setting the budget for incentives to be granted to employees with good performance in the faculty or department), which was achieved below the minimum confidence interval level, and this mainly indicated that it was not achieved. Moreover, the dimension of organizational justice was achieved moderately among academic leaders (The Dean - Heads of the Departments) except for the statements of (dealing neutrally when applying systems and laws, committing to ethical behaviors, applying ethical standards in all the faculty affairs, rewarding ethical practices, and following leadership patterns that represent an ethical dimension) which exceeded the maximum confidence interval levels, and this mainly indicated that it was achieved to a high degree among Heads of the Departments). The research concluded with a proposal for developing the dimensions of administrative accountability and organizational justice for academic leaders in the faculties of preparing kindergarten teachers in the light of some developed countries experiences', in addition to providing a set of future studies and research. (Published abstract)