تقريري اكاديمي حول المركزية و اللامركزية في الإدارة التربوية في فلسطين

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‫ﺍﻟﻭﻁﻨﻴﺔ‬ ‫ﺍﻟﻨﺠﺎﺡ‬ ‫ﺠﺎﻤﻌﺔ‬
‫ﺍﻟﻌﻠﻴ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻜﻠﻴﺔ‬‫ـ‬‫ﺎ‬
‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﻓﻠﺴﻁﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻼﻤﺭﻜﺯﻴﺔ‬ ‫ﺍﻟﻤﺭﻜﺯﻴﺔ‬
‫ﻭﻤﺩﻴ‬ ‫ﻤﺩﻴﺭﻱ‬‫ـ‬‫ﺍﻟﺤﻜﻭﻤﻴ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﺭﺍﺕ‬‫ـ‬‫ﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺔ‬
‫ﺸ‬‫ـ‬‫ﺍﻟﻀﻔـﺔ‬ ‫ﻤﺎل‬‫ﺍﻟﻔﻠﺴﻁ‬‫ـ‬‫ﻴﻨﻴـﺔ‬
‫ﺇﻋ‬‫ـ‬‫ﺩﺍﺩ‬
‫ﻤﻨﺼﻭﺭ‬ ‫ﺭﺍﺸﺩ‬ ‫ﺨﺎﻟﺩ‬ ‫ﺭﺸﻴﺩ‬
‫ﺇﺸﺭﺍﻑ‬
‫ﻋﺴﺎﻑ‬ ‫ﻤﺤﻤﺩ‬ ‫ﻋﺒﺩ‬ ‫ﺍﻟﺩﻜﺘﻭﺭ‬
‫ﻫﺫﻩ‬ ‫ﻗﺩﻤﺕ‬‫ﺍﻷ‬‫ﻁﺭﻭﺤﺔ‬‫ﺒﻜﻠﻴـﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴـﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺎﺠﺴﺘﻴﺭ‬ ‫ﺩﺭﺠﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺤﺼﻭل‬ ‫ﻟﻤﺘﻁﻠﺒﺎﺕ‬ ‫ﹰ‬‫ﻻ‬‫ﺍﺴﺘﻜﻤﺎ‬
‫ﻓ‬ ‫ﺍﻟﻌﻠﻴﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬‫ﻨﺎﺒﻠﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻭﻁﻨﻴﺔ‬ ‫ﺍﻟﻨﺠﺎﺡ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﻲ‬‫ﻓﻠﺴﻁﻴﻥ‬ ،.
2004

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3. 3
‫ﺍﻹﻫـــــﺩﺍﺀ‬
‫ﹰ‬‫ﺎ‬‫ﺠﻤﻴﻌ‬ ‫ﻤﻨﺎ‬ ‫ﺍﻷﻜﺭﻡ‬ ‫ﺇﻟﻰ‬...‫ﺍﻷﻤﺔ‬ ‫ﺸﻬﺩﺍﺀ‬...
‫ﺠﻨﻴﻥ‬ ‫ﻤﺨﻴﻡ‬ ‫ﺇﻟﻰ‬…‫ﻭﺍﻟﻌﻭﺩﺓ‬ ‫ﻭﺍﻟﻜﺭﺍﻤﺔ‬ ‫ﻭﺍﻟﻌﺯﺓ‬ ‫ﺍﻟﺸﻬﺩﺍﺀ‬...
‫ﻭ‬ ‫ﺇﻟﻰ‬‫ﺍﻟﺩﻱ‬…‫ﻟﻴﻌﻠﻤﻨﻲ‬ ‫ﻴﻜﺩ‬ ‫ﻭﻫﻭ‬ ‫ﺸﺒﺎﺒﻪ‬ ‫ﻓﺄﻓﻨﻰ‬ ، ‫ﺍﻟﻌﻠﻤﻲ‬ ‫ﺘﺤﺼﻴﻠﻪ‬ ‫ﺇﻜﻤﺎل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻜﺒﺭﻯ‬ ‫ﺍﻟﻨﻜﺒﺔ‬ ‫ﺤﺭﻤﺘﻪ‬ ‫ﺍﻟﺫﻱ‬...
‫ﻭﺍﻟﺩﺘﻲ‬ ‫ﺇﻟﻰ‬…‫ﻟﻲ‬ ‫ﺘﺩﻋﻭ‬ ‫ﻭﻫﻲ‬ ‫ﺍﻟﻠﻴﺎﻟﻲ‬ ‫ﺴﻬﺭﺕ‬ ‫ﻁﺎﻟﻤﺎ‬ ‫ﺍﻟﺘﻲ‬...
‫ﺯﻭﺠﺘﻲ‬ ‫ﺇﻟﻰ‬…‫ﺍﻟﻌﻠﻡ‬ ‫ﻤﺴﻴﺭﺓ‬ ‫ﺇﻜﻤﺎﻟﻲ‬ ‫ﺴﺒﻴل‬ ‫ﻓﻲ‬ ‫ﹰ‬‫ﺍ‬‫ﺠﻬﺩ‬ ‫ﺘﺩﺨﺭ‬ ‫ﻟﻡ‬ ‫ﺍﻟﺘﻲ‬...
‫ﺍﻷﺤﺒﺎﺀ‬ ‫ﺃﺒﻨﺎﺌﻲ‬ ‫ﺇﻟﻰ‬..‫ﺨﺎﻟﺩ‬..‫ﺤﻨﻴﻥ‬..‫ﺤﻴﻔﺎ‬..‫ﻤﺤﻤﺩ‬..‫ﺍﻟ‬‫ﻭﺍﻟﻔﻼﺡ‬ ‫ﺒﺎﻟﻬﺩﺍﻴﺔ‬ ‫ﻟﻬﻡ‬ ‫ﻭﺠل‬ ‫ﻋﺯ‬ ‫ﺍﷲ‬ ‫ﺃﺩﻋﻭ‬ ‫ﺫﻴﻥ‬...
‫ﻭﺍﻟﻌﻠﻡ‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﺒﻭﺍﻜﻴﺭ‬ ‫ﺃﻴﺩﻴﻬﻡ‬ ‫ﻋﻠﻰ‬ ‫ﻨﻬﻠﺕ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻷﻓﺎﻀل‬ ‫ﺍﻟﻤﺭﺒﻴﻥ‬ ‫ﺇﻟﻰ‬…...
‫ﻋﻭﻨﻬﻡ‬ ‫ﺇﻟﻰ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺍﺤﺘﺠﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻭﺍﻗﻑ‬ ‫ﻓﻲ‬ ‫ﺒﺠﺎﻨﺒﻲ‬ ‫ﻭﻗﻔﻭﺍ‬ ‫ﻁﺎﻟﻤﺎ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﻭﺃﺼﺩﻗﺎﺌﻲ‬ ‫ﻭﺃﻫﻠﻲ‬ ‫ﺇﺨﻭﺘﻲ‬ ‫ﺇﻟﻰ‬...
‫ًـﺎ‬‫ـ‬‫ﺠﻤـﻴﻌ‬ ‫ﺇﻟﻴﻬﻡ‬…
‫ﺍﻟﻤﺘﻭﺍﻀ‬ ‫ﺍﻟﻌﻠﻤﻲ‬ ‫ﺍﻟﺠﻬﺩ‬ ‫ﻫﺫﺍ‬ ‫ﺃﻫﺩﻱ‬‫ﻴﺴﻌﺩﻫﻡ‬ ‫ﻤﺎ‬ ‫ﻓﻴﻪ‬ ‫ﱠ‬‫ل‬‫ﻋ‬ ‫ﻊ‬…

4. 4
‫ﻭﺍﻟﺘﻘـﺩﻴﺭ‬ ‫ﺍﻟﺸـﻜـﺭ‬
‫ﻤﻥ‬ ّ‫ﻲ‬‫ﻋﻠ‬ ‫ﺃﻨﻌﻤﻪ‬ ‫ﻤﺎ‬ ‫ﻋﻠﻰ‬ ،‫ﻟﻪ‬ ‫ﻭﺍﻟﺸﻜﺭ‬ ‫ﷲ‬ ‫ﺍﻟﺤﻤﺩ‬‫ﺍﺴﺘﻌﻨﺕ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﺼﺒﺭ‬‫ﺍﻟﺭﺴـﺎﻟ‬ ‫ﻫـﺫﻩ‬ ‫ﻹﻨﺠﺎﺯ‬ ‫ﺒﻪ‬‫ﺔ‬،
‫ﻭ‬‫ﻭﻟﻸﺥ‬ ،‫ﺍﻟﻌﻤل‬ ‫ﻭﺼﻼﺡ‬ ‫ﺍﻟﺨﻠﻕ‬ ‫ﻭﺤﺴﻥ‬ ‫ﻭﺍﻟﻔﻼﺡ‬ ‫ﺍﻟﺘﻭﻓﻴﻕ‬ ‫ﺘﻌﺎﻟﻰ‬ ‫ﺃﺴﺄﻟﻪ‬‫ﺍﻟﻜﺒﻴﺭ‬‫ﺍﻟﺩﻜﺘﻭﺭ‬‫ﺘﺎﺒﻊ‬ ‫ﺍﻟﺫﻱ‬ ‫ﻋﺴﺎﻑ‬ ‫ﻋﺒﺩ‬
‫ﻤﻌ‬‫ﻲ‬‫ﻫ‬ ‫ﻤﺭﺍﺤل‬‫ﺍﻟﺼﻌﻭﺒ‬ ‫ﺭﻏﻡ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺫﻩ‬‫ﺍﻟﻜﺜﻴﺭﺓ‬ ‫ﺎﺕ‬‫ﺍﻷﺜـﺭ‬ ‫ﺍﻟﺴـﺩﻴﺩﺓ‬ ‫ﻭﺇﺭﺸﺎﺩﺍﺘﻪ‬ ‫ﺍﻟﻘﻴﻤﺔ‬ ‫ﻟﻤﻼﺤﻅﺎﺘﻪ‬ ‫ﻓﻜﺎﻥ‬ ،
‫ﻹﻨﺠﺎ‬ ‫ﺍﻟﺘﻘﺩﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻁﻴﺏ‬‫ﺯ‬‫ﻫ‬‫ﺎ‬.
‫ﺃﻥ‬ ‫ﻭﻴﺴﻌﺩﻨﻲ‬‫ﺃ‬‫ﻴﻭﺴﻑ‬ ‫ﺍﻟﺩﻜﺘﻭﺭ‬ ‫ﺸﻜﺭ‬‫ﻋﻭﺍﺩ‬‫ﻭ‬ ،،‫ﺒﺭﻜـﺎﺕ‬ ‫ﻋﻠـﻲ‬ ‫ﻭﺍﻟـﺩﻜﺘﻭﺭ‬ ،‫ﺍﻟﺤﻠﻭ‬ ‫ﻏﺴﺎﻥ‬ ‫ﺍﻟﺩﻜﺘﻭﺭ‬
،‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻟﻤﻨﺎﻗﺸﺔ‬ ‫ﻟﺘﻔﻀﻠﻬﻡ‬،‫ﺍﻟﺴﺩﻴﺩﺓ‬ ‫ﻭﺘﻭﺠﻴﻬﺎﺘﻬﻡ‬ ،‫ﺍﻟﻘﻴﻤﺔ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﻟﻤﻼﺤﻅﺎﺘﻬﻡ‬ ‫ﻜﺎﻥ‬ ‫ﺤﻴﺙ‬‫ﻋﻠـﻰ‬ ‫ﺃﻋﺎﻨﻨﻲ‬ ‫ﻤﺎ‬
‫ﺇ‬‫ﻭﺘﻁﻭﻴﺭﻫﺎ‬ ‫ﺜﺭﺍﺌﻬﺎ‬.
‫ﺇﻻ‬ ‫ﻴﺴﻌﻨﻲ‬ ‫ﻭﻻ‬‫ﺃ‬‫ﻥ‬‫ﺃ‬‫ﻤﻥ‬ ‫ﺍﻟﻤﺤﻜﻤﻴﻥ‬ ‫ﻟﺠﻨﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﺸﻜﺭ‬‫ﻭ‬ ،‫ﺍﻟﻭﻁﻨﻴـﺔ‬ ‫ﺍﻟﻨﺠﺎﺡ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺃﺴﺎﺘﺫﺓ‬‫ﺠﺎﻤﻌـﺔ‬
‫ﻭ‬ ‫ﻭﺯﺍﺭﺓ‬ ‫ﻭﺇﺩﺍﺭﻴﻲ‬ ،‫ﺍﻟﻤﻔﺘﻭﺤﺔ‬ ‫ﺍﻟﻘﺩﺱ‬‫ﻤﺩ‬‫ﻭ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻴﺭﻴﺎﺕ‬‫ﻭﻤﺩﻴﺭﻱ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬‫ﻭ‬‫ﻤﺩﻴﺭﺍﺕ‬‫ﺍﻟﻤﺩﺍﺭﺱ‬،‫ﻗـﺩﻤﻭﺍ‬ ‫ﺍﻟﺫﻴﻥ‬
‫ﻭ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺃﺩﺍﺓ‬ ‫ﻹﻋﺩﺍﺩ‬ ‫ﻭﺍﻹﺭﺸﺎﺩ‬ ‫ﺍﻟﻨﺼﺢ‬ ‫ﻟﻲ‬‫ﻭﻜﺎﻨﺕ‬ ،‫ﻭﺍﺴﺘﺭﺠﺎﻋﻬﺎ‬ ‫ﺘﻭﺯﻴﻌﻬﺎ‬‫ﻤﻼ‬‫ﻤﻬﻤﺎ‬ ‫ﹰ‬‫ﺎ‬‫ﺴﺒﺒ‬ ‫ﺍﻟﻘﻴﻤﺔ‬ ‫ﺤﻅﺎﺘﻬﻡ‬‫ﻓﻲ‬
‫ﻭﻀﻭﺤﻬﺎ‬‫ﻭﺩﻗﺘﻬﺎ‬.
‫ﻜﻤﺎ‬‫ﺒﺎﻟﺸﻜﺭ‬ ‫ﺃﺘﻘﺩﻡ‬‫ﺇ‬‫ﻜل‬ ‫ﻟﻰ‬‫ﺍﻹﺨﻭﺓ‬‫ﺍﻟﺘـﻲ‬ ‫ﺍﻟﺼﻌﺒﺔ‬ ‫ﺍﻟﻅﺭﻭﻑ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﺘﻐﻠﺏ‬ ‫ﺍﻟﻌﻭﻥ‬ ‫ﻴﺩ‬ ‫ﻟﻲ‬ ‫ﻗﺩﻤﻭﺍ‬ ‫ﺍﻟﺫﻴﻥ‬
‫ﻟﻠﺭﺴﺎﻟﺔ‬ ‫ﺇﻋﺩﺍﺩﻱ‬ ‫ﻓﺘﺭﺓ‬ ‫ﻭﺍﻜﺒﺕ‬،‫ﻭﺃ‬‫ﻋﺩﻨﺎﻥ‬ ‫ﻭﺍﻷﺴﺘﺎﺫ‬ ‫ﺭﻤﻀﺎﻥ‬ ‫ﻤﺤﻤﻭﺩ‬ ‫ﺍﻷﺴﺘﺎﺫ‬ ‫ﺒﺎﻟﺫﻜﺭ‬ ‫ﺨﺹ‬‫ﺍﻟﺴﻠﻘﺎﻥ‬‫ﻟﻡ‬ ‫ﺍﻟﻠﺫﻴﻥ‬
‫ﻭ‬ ‫ﺒﺠﻬﺩﻫﻤﺎ‬ ‫ﻴﺒﺨﻼ‬‫ﺃﺜﻨ‬ ‫ﻟﻤﺴﺎﻋﺩﺘﻲ‬ ‫ﻭﻗﺘﻬﻤﺎ‬‫ﺍﻟﺤﺼﺎﺭﺍﺕ‬ ‫ﺎﺀ‬‫ﺍﻹﺤﺘﻼﻟﻴﺔ‬‫ﻜﻤﺎ‬ ،‫ﺍﻟﻜﺜﻴﺭﺓ‬‫ﺃ‬‫ﺸﻜﺭ‬‫ﺍﻹﺨـﻭﺓ‬‫ﻭﺍﻷﺨـﻭﺍﺕ‬
‫ﺘﻭﺯﻴﻊ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻜﺒﻴﺭ‬ ‫ﺍﻟﻌﻨﺎﺀ‬ ‫ﺘﺠﺸﻤﻭﺍ‬ ‫ﺍﻟﺫﻴﻥ‬‫ﺍﻹﺴﺘﺒﺎﻨﺎﺕ‬‫ﻭﺍﺴﺘﺭﺠﺎﻋﻬ‬‫ﻤﻬﻤﺘﻲ‬ ‫ﺴﻬل‬ ‫ﻤﻤﺎ‬ ‫ﺎ‬،‫ﺍﻟﺭﺴـﺎﻟﺔ‬ ‫ﺇﺘﻤـﺎﻡ‬ ‫ﻓـﻲ‬
‫ﻭﺃﺨﻴﺭﺍ‬‫ﺃ‬‫ﺴﺎﻤﺭ‬ ‫ﺍﻷﺴﺘﺎﺫ‬ ‫ﺸﻜﺭ‬‫ﺍﻹﺤﺼﺎﺌﻲ‬ ‫ﺒﺎﻟﺘﺤﻠﻴل‬ ‫ﻗﺎﻡ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺯﻴﻭﺩ‬‫ﻭ‬ ‫ﺩﻗﻴﻕ‬ ‫ﺒﺸﻜل‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻻﺴﺘﺒﺎﻨﺎﺕ‬‫ﻤﻔﻴﺩ‬.
‫ﺇﻨﻨﻲ‬‫ﺃ‬‫ﹰ‬‫ﺍ‬‫ﺸﻜﺭ‬ ‫ﺸﻜﺭ‬‫ﻤﻥ‬ ‫ﻜل‬ ‫ﹰ‬‫ﻼ‬‫ﺠﺯﻴ‬‫ﺃﻋﺎ‬‫ﹰ‬‫ﻼ‬‫ﺴﺎﺌ‬ ‫ﻭﺘﺠﺭﺒﺘﻪ‬ ‫ﻭﺭﺃﻴﻪ‬ ‫ﺒﻔﻜﺭﻩ‬ ‫ﻨﻨﻲ‬‫ﺍﻟﻤﻭﻟﻰ‬‫ﻭﺠل‬ ‫ﻋﺯ‬‫ﺃﻥ‬‫ﻴﻜﻭﻥ‬
‫ﺤﺴﻨﺎﺘﻬﻡ‬ ‫ﻤﻴﺯﺍﻥ‬ ‫ﻓﻲ‬ ‫ﺫﻟﻙ‬‫ﻴﻭﻡ‬‫ﻋﻨﻲ‬ ‫ﺍﷲ‬ ‫ﻭﺠﺯﺍﻫﻡ‬ ،‫ﺍﻟﻘﻴﺎﻤﺔ‬‫ﺍﻟﻤﺨﻠﺼﻴﻥ‬ ‫ﻋﺒﺎﺩﻩ‬ ‫ﺒﻪ‬ ‫ﻴﺠﺯﻱ‬ ‫ﻤﺎ‬ ‫ﺨﻴﺭ‬.

5. 5
‫ﺍﻟﻤﺤﺘﻭﻴﺎﺕ‬ ‫ﻓﻬﺭﺱ‬
‫ﺍﻟﻤﺤﺘــﻭﻯ‬‫ﺍﻟﺼﻔﺤﺔ‬
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻨﻭﺍﻥ‬‫ﺃ‬
‫ﺍﻟﻤﻨﺎﻗﺸ‬ ‫ﻟﺠﻨﺔ‬ ‫ﻗﺭﺍﺭ‬‫ﺔ‬‫ﺏ‬
‫ﺍﻹﻫﺩﺍﺀ‬‫ﺕ‬
‫ﻭﺍﻟﺘﻘﺩﻴﺭ‬ ‫ﺍﻟﺸﻜﺭ‬‫ﺙ‬
‫ﺍﻟﻤﺤﺘﻭﻴﺎﺕ‬ ‫ﻓﻬﺭﺱ‬‫ﺝ‬
‫ﺍﻟﺠﺩﺍﻭل‬ ‫ﻓﻬﺭﺱ‬‫ﺫ‬
‫ﺍﻟﻤﻼﺤﻕ‬ ‫ﻓﻬﺭﺱ‬‫ﺯ‬
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﻠﺨﺹ‬‫ﺱ‬
‫ﺍﻷﻭل‬ ‫ﺍﻟﻔﺼل‬:‫ﻭﺨﻠﻔﻴﺘﻬﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﻘﺩﻤﺔ‬
1
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﻘﺩﻤﺔ‬2
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻫﻤﻴﺔ‬5
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺸﻜﻠﺔ‬6
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻫﺩﺍﻑ‬7
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﺴﺌﻠﺔ‬8
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻓﺭﻀﻴﺎﺕ‬9
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺤﺩﻭﺩ‬10
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺼﻁﻠﺤﺎﺕ‬11
‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﻔﺼل‬:‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﻭﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺍﻟﻨﻅﺭﻱ‬ ‫ﺍﻹﻁﺎﺭ‬14
‫ﺍﻟﻨﻅﺭﻱ‬ ‫ﺍﻹﻁﺎﺭ‬15
‫ﺍﻟﻤﻘﺩﻤﺔ‬15
‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻨﻅﺭﻴﺎﺕ‬17
‫ﹰ‬‫ﻻ‬‫ﺃﻭ‬:‫ﺍﻟﻜﻼﺴﻴﻜﻴﺔ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ‬)‫ﺍﻟﺘﻘﻠﻴﺩﻴﺔ‬(17
‫ﹰ‬‫ﺎ‬‫ﺜﺎﻨﻴ‬:‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ‬20
‫ﹰ‬‫ﺎ‬‫ﺜﺎﻟﺜ‬:‫ﺍﻟﺤﺩ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ‬‫ﻴﺜﺔ‬23
‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬27
‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻤﻔﻬﻭﻡ‬28
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻤﻔﻬﻭﻡ‬28

6. 6
‫ﺍﻟﻤﺩﺭﺴﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻤﻔﻬﻭﻡ‬29
‫ﺍﻟﻤﺩﺭﺴﻴﺔ‬ ‫ﻭﺍﻹﺩﺍﺭﺓ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻭﺍﻹﺩﺍﺭﺓ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻌﻼﻗﺔ‬29
‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻨﻅﺭﻴﺎﺕ‬31
‫ﻨﻅ‬‫ﻜﻌﻤﻠﻴ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﺭﻴﺔ‬‫ﺔ‬‫ﺍﺠﺘﻤﺎﻋﻴﺔ‬32
‫ﻜﻌﻤﻠﻴ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻨﻅﺭﻴﺔ‬‫ﺔ‬‫ﻗﺭﺍﺭ‬ ‫ﺍﺘﺨﺎﺫ‬34
‫ﻭﻤﻜﻭﻨﺎﺕ‬ ‫ﻜﻭﻅﺎﺌﻑ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻨﻅﺭﻴﺔ‬36
‫ﺒﺎﻷﻫﺩﺍﻑ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻨﻅﺭﻴﺔ‬38
‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻭﻅﺎﺌﻑ‬40
‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﺃﻨﻤﺎﻁ‬41
‫ﺍﻟﻨﺎﺠﺤﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﺨﺼﺎﺌﺹ‬42
‫ﺍﻟﺘﺭ‬ ‫ﺍﻹﺼﻼﺡ‬‫ﺒﻭﻱ‬43
‫ﻭﺍﻟﻼﻤﺭﻜﺯﻴ‬ ‫ﺍﻟﻤﺭﻜﺯﻴﺔ‬ ‫ﺒﻴﻥ‬ ‫ﻤﻘﺎﺭﻨﺔ‬‫ﺔ‬‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻓﻲ‬44
‫ﺍﻟﻤﺭﻜﺯﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻤﺯﺍﻴﺎ‬45
‫ﺍﻟﻤﺭﻜﺯﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻋﻴﻭﺏ‬46
‫ﺍﻟﻼﻤﺭﻜﺯﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻤﺯﺍﻴﺎ‬46
‫ﺍﻟﻼﻤﺭﻜﺯﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻋﻴﻭﺏ‬47
‫ﺍ‬‫ﻓ‬ ‫ﺍﻟﻼﻤﺭﻜﺯﻴﺔ‬ ‫ﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﻨﻅﻴﻤﻴﺔ‬ ‫ﻟﻤﺘﻁﻠﺒﺎﺕ‬‫ﻲ‬‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬47
‫ﺍﻟﻔﻠﺴﻁﻴﻨﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻟﻨﻅﺎﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻼﻤﺭﻜﺯﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻤﻔﻬﻭﻡ‬48
‫ﺍﻟﺴﻠﻁﺔ‬ ‫ﺘﻔﻭﻴﺽ‬49
‫ﺍﻟﺴﻠﻁﺔ‬ ‫ﺘﻔﻭﻴﺽ‬ ‫ﺨﻁﻭﺍﺕ‬51
‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻓﻲ‬ ‫ﻋﺎﻟﻤﻴﺔ‬ ‫ﺘﺠﺎﺭﺏ‬52
‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻓﻲ‬ ‫ﻋﺭﺒﻴﺔ‬ ‫ﺘﺠﺎﺭﺏ‬55
‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬ ‫ﺍﻟﺘﺠﺭﺒﺔ‬58
‫ﺍﻟﺩﺭﺍﺴﺎ‬‫ﺕ‬‫ﺍﻟﺴﺎﺒﻘﺔ‬62
‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬62
‫ﺍﻟﺩﺭﺍﺴﺎ‬‫ﺕ‬‫ﺍﻷﺠﻨﺒﻴﺔ‬71
‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﻠﻴﻕ‬78
‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻟﻔﺼل‬:‫ﻭﺍﻹﺠﺭﺍﺀﺍﺕ‬ ‫ﺍﻟﻁﺭﻴﻘﺔ‬81
‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﻨﻬﺠﻴﺔ‬82
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺠﺘﻤﻊ‬82

7. 7
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬83
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﺩﺍﺓ‬86
‫ﺍﻷﺩﺍﺓ‬ ‫ﺼﺩﻕ‬88
‫ﺍﻷﺩﺍﺓ‬ ‫ﺜﺒﺎﺕ‬88
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺘﻐﻴﺭﺍﺕ‬89
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺇﺠﺭﺍﺀﺍﺕ‬90
‫ﺍﻹﺤﺼﺎﺌﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻟﺠﺎﺕ‬91
‫ﺍﻟﺭﺍﺒﻊ‬ ‫ﺍﻟﻔﺼل‬:‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﺎﺌﺞ‬92
‫ﺍﻷﻭل‬ ‫ﺒﺎﻟﺴﺅﺍل‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬93
‫ﺍﻷﻭﻟﻰ‬ ‫ﺒﺎﻟﻔﺭﻀﻴﺔ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬106
‫ﺍﻟﺜﺎﻨﻴﺔ‬ ‫ﺒﺎﻟﻔﺭﻀﻴﺔ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬108
‫ﺍﻟﺜﺎﻟﺜﺔ‬ ‫ﺒﺎﻟﻔﺭﻀﻴﺔ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬109
‫ﺍﻟﺭﺍﺒﻌﺔ‬ ‫ﺒﺎﻟﻔﺭﻀﻴﺔ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬111
‫ﺍﻟﺨﺎﻤﺴﺔ‬ ‫ﺒﺎﻟﻔﺭﻀﻴﺔ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬112
‫ﺍﻟﺴﺎﺩﺴﺔ‬ ‫ﺒﺎﻟﻔﺭﻀﻴﺔ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬114
‫ﺍﻟﺨﺎﻤﺱ‬ ‫ﺍﻟﻔﺼل‬:‫ﻭﺍﻟﺘﻭﺼﻴﺎﺕ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻤﻨﺎﻗﺸﺔ‬118
‫ﺍﻷﻭل‬ ‫ﺒﺎﻟﺴﺅﺍل‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻤﻨﺎﻗﺸﺔ‬119
‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺍﻟﻤﻨﺎﻫﺞ‬ ‫ﻤﺠﺎل‬121
‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻭﺃﺴﺎﻟﻴﺏ‬ ‫ﻁﺭﻕ‬ ‫ﻤﺠﺎل‬123
‫ﺍﻟﻤﻭﻅﻔﻴﻥ‬ ‫ﺸﺅﻭﻥ‬ ‫ﻤﺠﺎل‬124
‫ﺍﻟﻁﻼﺒﻴﺔ‬ ‫ﺍﻟﺸﺅﻭﻥ‬ ‫ﻤﺠﺎل‬125
‫ﺍﻟﻤﺩﺭﺴﻴﺔ‬ ‫ﺍﻟﻤﺭﺍﻓﻕ‬ ‫ﻤﺠﺎل‬126
‫ﺍﻟﻤﺎﻟﻴﺔ‬ ‫ﺍﻟﺸﺅﻭﻥ‬ ‫ﻤﺠﺎل‬127
‫ﻤﻨﺎﻗﺸﺔ‬‫ﺍﻷﻭﻟﻰ‬ ‫ﺒﺎﻟﻔﺭﻀﻴﺔ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬128
‫ﺍﻟﺜﺎﻨﻴﺔ‬ ‫ﺒﺎﻟﻔﺭﻀﻴﺔ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻤﻨﺎﻗﺸﺔ‬129
‫ﺍﻟﺜﺎﻟﺜﺔ‬ ‫ﺒﺎﻟﻔﺭﻀﻴﺔ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻤﻨﺎﻗﺸﺔ‬130
‫ﺍﻟﺭﺍﺒﻌﺔ‬ ‫ﺒﺎﻟﻔﺭﻀﻴﺔ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻤﻨﺎﻗﺸﺔ‬132
‫ﺍﻟﺨﺎﻤﺴﺔ‬ ‫ﺒﺎﻟﻔﺭﻀﻴﺔ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻤﻨﺎﻗﺸﺔ‬133
‫ﺒﺎﻟﻔﺭﻀﻴﺔ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻤﻨﺎﻗﺸﺔ‬‫ﺍﻟﺴﺎﺩﺴﺔ‬134

8. 8
‫ﺍﻟﺘﻭﺼﻴﺎﺕ‬135
‫ﺍﻟﻤﺭﺍﺠــــﻊ‬137
‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻤﺭﺍﺠﻊ‬138
‫ﺍﻷﺠﻨﺒﻴﺔ‬ ‫ﺍﻟﻤﺭﺍﺠﻊ‬(References)143
‫ﺍﻟﻤﻼﺤـﻕ‬146
‫ﺍﻹﻨﺠﻠﻴﺯﻴﺔ‬ ‫ﺒﺎﻟﻠﻐﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﻠﺨـﺹ‬(Abstract)b

9. 9
‫ﺍﻟﺠـﺩﺍﻭل‬ ‫ﻓﻬﺭﺱ‬
‫ﺍﻟﺭﻗﻡ‬‫ﺍﻟﻤﺤﺘــﻭﻯ‬‫ﺍﻟﺼﻔﺤﺔ‬
‫ﺭﻗﻡ‬ ‫ﺠﺩﻭل‬1‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺠﺘﻤﻊ‬ ‫ﺃﻓﺭﺍﺩ‬ ‫ﺘﻭﺯﻴﻊ‬‫ﺍﻟﻤﺩﻴﺭﻴﺔ‬ ‫ﻟﻤﺘﻐﻴﺭ‬ ‫ﹰ‬‫ﺎ‬‫ﺘﺒﻌ‬82
‫ﺭﻗﻡ‬ ‫ﺠﺩﻭل‬2‫ﹰ‬‫ﺎ‬‫ﺘﺒﻌ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺠﺘﻤﻊ‬ ‫ﺃﻓﺭﺍﺩ‬ ‫ﺘﻭﺯﻴﻊ‬‫ﺍﻟﻌﻠﻤﻲ‬ ‫ﺍﻟﻤﺅﻫل‬ ‫ﻟﻤﺘﻐﻴﺭ‬83
‫ﺭﻗﻡ‬ ‫ﺠﺩﻭل‬3‫ﹰ‬‫ﺎ‬‫ﺘﺒﻌ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺠﺘﻤﻊ‬ ‫ﺃﻓﺭﺍﺩ‬ ‫ﺘﻭﺯﻴﻊ‬‫ﺍﻟﻤﺅﻫل‬ ‫ﻟﻤﺘﻐﻴﺭ‬‫ﺍﻟﺘﺭﺒﻭﻱ‬84
‫ﺭﻗﻡ‬ ‫ﺠﺩﻭل‬4‫ﹰ‬‫ﺎ‬‫ﺘﺒﻌ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺠﺘﻤﻊ‬ ‫ﺃﻓﺭﺍﺩ‬ ‫ﺘﻭﺯﻴﻊ‬‫ﺴﻨﻭﺍ‬ ‫ﻟﻤﺘﻐﻴﺭ‬‫ﺕ‬‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﺨﺒﺭﺓ‬84
‫ﺭﻗﻡ‬ ‫ﺠﺩﻭل‬5‫ﺘﻭﺯﻴﻊ‬‫ﹰ‬‫ﺎ‬‫ﺘﺒﻌ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺠﺘﻤﻊ‬ ‫ﺃﻓﺭﺍﺩ‬‫ﺍﻟﺠﻨﺱ‬ ‫ﻟﻤﺘﻐﻴﺭ‬85
‫ﺭﻗﻡ‬ ‫ﺠﺩﻭل‬6‫ﹰ‬‫ﺎ‬‫ﺘﺒﻌ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺠﺘﻤﻊ‬ ‫ﺃﻓﺭﺍﺩ‬ ‫ﺘﻭﺯﻴﻊ‬‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻟﻤﺘﻐﻴﺭ‬85
‫ﺭﻗﻡ‬ ‫ﺠﺩﻭل‬7‫ﹰ‬‫ﺎ‬‫ﺘﺒﻌ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺠﺘﻤﻊ‬ ‫ﺃﻓﺭﺍﺩ‬ ‫ﺘﻭﺯﻴﻊ‬‫ﺍﻟﻤﺩﻴﺭﻴﺔ‬ ‫ﻟﻤﺘﻐﻴﺭ‬86
‫ﺭﻗﻡ‬ ‫ﺠﺩﻭل‬8‫ﺃﻟﻔﺎ‬ ‫ﻜﺭﻭﻨﺒﺎﺥ‬ ‫ﻤﻌﺎﺩﻟﺔ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﺩﺍﺓ‬ ‫ﺜﺒﺎﺕ‬88
‫ﺭﻗﻡ‬ ‫ﺠﺩﻭل‬9‫ﺍﻟﺘﻜﺭﺍﺭﺍﺕ‬‫ﻻﺘﺨـﺎﺫ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺍﻟﻤﺭﻏﻭﺏ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﻟﻠﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﺍﻟﻤﺌﻭﻴﺔ‬ ‫ﻭﺍﻟﻨﺴﺏ‬
‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺍﻟﻤﻨﺎﻫﺞ‬ ‫ﻟﻤﺠﺎل‬ ‫ﹰ‬‫ﺎ‬‫ﺘﺒﻌ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺒﺒﻌﺽ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬
94
‫ﺭﻗﻡ‬ ‫ﺠﺩﻭل‬10‫ﻻﺘﺨـﺎﺫ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺍﻟﻤﺭﻏﻭﺏ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﻟﻠﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﺍﻟﻤﺌﻭﻴﺔ‬ ‫ﻭﺍﻟﻨﺴﺏ‬ ‫ﺍﻟﺘﻜﺭﺍﺭﺍﺕ‬
‫ﻟﻤﺠﺎل‬ ‫ﹰ‬‫ﺎ‬‫ﺘﺒﻌ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺒﺒﻌﺽ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬‫ﻁـﺭ‬‫ﻭﺃﺴـﺎﻟﻴﺏ‬ ‫ﻕ‬
‫ﺍﻟﺘﺩﺭﻴﺱ‬
95
‫ﺭﻗﻡ‬ ‫ﺠﺩﻭل‬11‫ﻻﺘﺨـﺎﺫ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺍﻟﻤﺭﻏﻭﺏ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﻟﻠﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﺍﻟﻤﺌﻭﻴﺔ‬ ‫ﻭﺍﻟﻨﺴﺏ‬ ‫ﺍﻟﺘﻜﺭﺍﺭﺍﺕ‬
‫ﻟﻤﺠﺎل‬ ‫ﹰ‬‫ﺎ‬‫ﺘﺒﻌ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺒﺒﻌﺽ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬‫ﺍﻟﻤﻭﻅﻔﻴﻥ‬ ‫ﺸﺅﻭﻥ‬
97
‫ﺭﻗﻡ‬ ‫ﺠﺩﻭل‬12‫ﻻﺘﺨـﺎﺫ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺍﻟﻤﺭﻏﻭﺏ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﻟﻠﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﺍﻟﻤﺌﻭﻴﺔ‬ ‫ﻭﺍﻟﻨﺴﺏ‬ ‫ﺍﻟﺘﻜﺭﺍﺭﺍﺕ‬
‫ﺍﻟﻤ‬ ‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬‫ﻟﻤﺠﺎل‬ ‫ﹰ‬‫ﺎ‬‫ﺘﺒﻌ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺒﺒﻌﺽ‬ ‫ﺘﻌﻠﻘﺔ‬‫ﺍﻟﺸﺅﻭﻥ‬‫ﺍﻟﻁﻼﺒﻴﺔ‬
98
‫ﺭﻗﻡ‬ ‫ﺠﺩﻭل‬13‫ﻻﺘﺨـﺎﺫ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺍﻟﻤﺭﻏﻭﺏ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﻟﻠﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﺍﻟﻤﺌﻭﻴﺔ‬ ‫ﻭﺍﻟﻨﺴﺏ‬ ‫ﺍﻟﺘﻜﺭﺍﺭﺍﺕ‬
‫ﻟﻤﺠﺎل‬ ‫ﹰ‬‫ﺎ‬‫ﺘﺒﻌ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺒﺒﻌﺽ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬‫ﺍﻟﻤﺩﺭﺴﻴﺔ‬ ‫ﺍﻟﻤﺭﺍﻓﻕ‬
100
‫ﺭﻗﻡ‬ ‫ﺠﺩﻭل‬14‫ﻟﻠﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﺍﻟﻤﺌﻭﻴﺔ‬ ‫ﻭﺍﻟﻨﺴﺏ‬ ‫ﺍﻟﺘﻜﺭﺍﺭﺍﺕ‬‫ﻻﺘﺨـﺎﺫ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺍﻟﻤﺭﻏﻭﺏ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬
‫ﻟﻤﺠﺎل‬ ‫ﹰ‬‫ﺎ‬‫ﺘﺒﻌ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺒﺒﻌﺽ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬‫ﺍﻟﻤﺎﻟﻴﺔ‬ ‫ﺍﻟﺸﺅﻭﻥ‬
101
‫ﺭﻗﻡ‬ ‫ﺠﺩﻭل‬15‫ﻻﺘﺨـﺎﺫ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺍﻟﻤﺭﻏﻭﺏ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﻟﻠﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﺍﻟﻤﺌﻭﻴﺔ‬ ‫ﻭﺍﻟﻨﺴﺏ‬ ‫ﺍﻟﺘﻜﺭﺍﺭﺍﺕ‬
‫ﺍﻟﻤﺠﺎﻻﺕ‬ ‫ﻟﺠﻤﻴﻊ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺒﺒﻌﺽ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬
102
‫ﺭﻗﻡ‬ ‫ﺠﺩﻭل‬16‫ﺍﻟﻔﻌﺎﻟﻴﺎﺕ‬‫ﻻﺘﺨـﺎﺫ‬ ‫ﻓﻴـﻪ‬ ‫ﺍﻟﻤﺭﻏـﻭﺏ‬ ‫ﺍﻹﺩﺍﺭﻱ‬ ‫ﺍﻟﻤﺴـﺘﻭﻯ‬ ‫ﺤﺴﺏ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬
‫ﺍﻟﻤـﺩﺍﺭﺱ‬ ‫ﻭﻤـﺩﻴﺭﺍﺕ‬ ‫ﻤـﺩﻴﺭﻱ‬ ‫ﻨﻅـﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺒﻬﺎ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬
‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﺸﻤﺎل‬ ‫ﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﻜﻭﻤﻴﺔ‬
104

10. 10
‫ﺭﻗﻡ‬ ‫ﺠﺩﻭل‬17‫ﻜﺎﻱ‬ ‫ﻤﺭﺒﻊ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻨﺘﺎﺌﺞ‬)‫ﻜﺎﻱ‬2
(‫ﺍﻹﺩﺍﺭﻴـﺔ‬ ‫ﺍﻟﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﻟﺩﻻﻟﺔ‬
‫ﺍﻟﻘﺭﺍﺭ‬ ‫ﻻﺘﺨﺎﺫ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺍﻟﻤﺭﻏﻭﺏ‬‫ﹰ‬‫ﺎ‬‫ﺘﺒﻌـ‬ ‫ﺍﻟﺘﺭﺒﻭﻴـﺔ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺒﺒﻌﺽ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﺕ‬
‫ﺍﻟﻌﻠﻤﻲ‬ ‫ﺍﻟﻤﺅﻫل‬ ‫ﻟﻤﺘﻐﻴﺭ‬
106
‫ﺭﻗﻡ‬ ‫ﺠﺩﻭل‬18‫ﻻﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﻨﻬﺎﺌﻴﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬)‫ﺯ‬(‫ﻓﻴـﻪ‬ ‫ﺍﻟﻤﺭﻏـﻭﺏ‬ ‫ﺍﻹﺩﺍﺭﻱ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﻻﺨﺘﻴﺎﺭ‬
‫ﹰ‬‫ﺎ‬‫ﺘﺒﻌ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺒﺒﻌﺽ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬ ‫ﻻﺘﺨﺎﺫ‬‫ﺍﻟﻤﺅﻫـل‬ ‫ﻟﻤﺘﻐﻴـﺭ‬
‫ﺍﻟﻌﻠﻤﻲ‬
107
‫ﺭﻗﻡ‬ ‫ﺠﺩﻭل‬19‫ﻜﺎﻱ‬ ‫ﻤﺭﺒﻊ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻨﺘﺎﺌﺞ‬)‫ﻜ‬‫ﺎﻱ‬2
(‫ﺍﻹﺩﺍﺭﻴـﺔ‬ ‫ﺍﻟﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﻟﺩﻻﻟﺔ‬
‫ﹰ‬‫ﺎ‬‫ﺘﺒﻌـ‬ ‫ﺍﻟﺘﺭﺒﻭﻴـﺔ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺒﺒﻌﺽ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬ ‫ﻻﺘﺨﺎﺫ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺍﻟﻤﺭﻏﻭﺏ‬
‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻟﻤﺅﻫل‬ ‫ﻟﻤﺘﻐﻴﺭ‬
108
‫ﺭﻗﻡ‬ ‫ﺠﺩﻭل‬20‫ﻜﺎﻱ‬ ‫ﻤﺭﺒﻊ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻨﺘﺎﺌﺞ‬)‫ﻜﺎﻱ‬2
(‫ﺍﻹﺩﺍﺭﻴـﺔ‬ ‫ﺍﻟﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﻟﺩﻻﻟﺔ‬
‫ﺍ‬ ‫ﺒﺒﻌﺽ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬ ‫ﻻﺘﺨﺎﺫ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺍﻟﻤﺭﻏﻭﺏ‬‫ﹰ‬‫ﺎ‬‫ﺘﺒﻌـ‬ ‫ﺍﻟﺘﺭﺒﻭﻴـﺔ‬ ‫ﻟﻤﻬﺎﻡ‬
‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﺨﺒﺭﺓ‬ ‫ﺴﻨﻭﺍﺕ‬ ‫ﻟﻤﺘﻐﻴﺭ‬
109
‫ﺭﻗﻡ‬ ‫ﺠﺩﻭل‬21‫ﻻﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﻨﻬﺎﺌﻴﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬)‫ﺯ‬(‫ﻓﻴـﻪ‬ ‫ﺍﻟﻤﺭﻏـﻭﺏ‬ ‫ﺍﻹﺩﺍﺭﻱ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﻻﺨﺘﻴﺎﺭ‬
‫ﹰ‬‫ﺎ‬‫ﺘﺒﻌ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺒﺒﻌﺽ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬ ‫ﻻﺘﺨﺎﺫ‬‫ﺴـﻨﻭﺍﺕ‬ ‫ﻟﻤﺘﻐﻴـﺭ‬
‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﺨﺒﺭﺓ‬
110
‫ﺭﻗﻡ‬ ‫ﺠﺩﻭل‬22‫ﻜﺎﻱ‬ ‫ﻤﺭﺒﻊ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻨﺘﺎﺌﺞ‬)‫ﻜﺎﻱ‬2
(‫ﺍﻹﺩﺍﺭﻴـﺔ‬ ‫ﺍﻟﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﻟﺩﻻﻟﺔ‬
‫ﹰ‬‫ﺎ‬‫ﺘﺒﻌـ‬ ‫ﺍﻟﺘﺭﺒﻭﻴـﺔ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺒﺒﻌﺽ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬ ‫ﻻﺘﺨﺎﺫ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺍﻟﻤﺭﻏﻭﺏ‬
‫ﺍﻟﺠﻨﺱ‬ ‫ﻟﻤﺘﻐﻴﺭ‬
111
‫ﺭﻗﻡ‬ ‫ﺠﺩﻭل‬23‫ﻻﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﻨﻬﺎﺌﻴﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬)‫ﺯ‬(‫ﻓﻴـﻪ‬ ‫ﺍﻟﻤﺭﻏـﻭﺏ‬ ‫ﺍﻹﺩﺍﺭﻱ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﻻﺨﺘﻴﺎﺭ‬
‫ﹰ‬‫ﺎ‬‫ﺘﺒﻌ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺒﺒﻌﺽ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬ ‫ﻻﺘﺨﺎﺫ‬‫ﻟﻤﺘﻐ‬‫ﺍﻟﺠﻨﺱ‬ ‫ﻴﺭ‬
112
‫ﺭﻗﻡ‬ ‫ﺠﺩﻭل‬24‫ﻜﺎﻱ‬ ‫ﻤﺭﺒﻊ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻨﺘﺎﺌﺞ‬)‫ﻜﺎﻱ‬2
(‫ﺍﻹﺩﺍﺭﻴـﺔ‬ ‫ﺍﻟﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﻟﺩﻻﻟﺔ‬
‫ﹰ‬‫ﺎ‬‫ﺘﺒﻌـ‬ ‫ﺍﻟﺘﺭﺒﻭﻴـﺔ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺒﺒﻌﺽ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬ ‫ﻻﺘﺨﺎﺫ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺍﻟﻤﺭﻏﻭﺏ‬
‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻟﻤﺘﻐﻴﺭ‬
113
‫ﺭﻗﻡ‬ ‫ﺠﺩﻭل‬25‫ﻻﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﻨﻬﺎﺌﻴﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬)‫ﺯ‬(‫ﻓ‬ ‫ﺍﻟﻤﺭﻏـﻭﺏ‬ ‫ﺍﻹﺩﺍﺭﻱ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﻻﺨﺘﻴﺎﺭ‬‫ﻴـﻪ‬
‫ﹰ‬‫ﺎ‬‫ﺘﺒﻌ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺒﺒﻌﺽ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬ ‫ﻻﺘﺨﺎﺫ‬‫ﻤﺴـﺘﻭﻯ‬ ‫ﻟﻤﺘﻐﻴـﺭ‬
‫ﺍﻟﻤﺩﺭﺴﺔ‬
113
‫ﺭﻗﻡ‬ ‫ﺠﺩﻭل‬26‫ﻜﺎﻱ‬ ‫ﻤﺭﺒﻊ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻨﺘﺎﺌﺞ‬)‫ﻜﺎﻱ‬2
(‫ﺍﻹﺩﺍﺭﻴـﺔ‬ ‫ﺍﻟﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﻟﺩﻻﻟﺔ‬
‫ﹰ‬‫ﺎ‬‫ﺘﺒﻌـ‬ ‫ﺍﻟﺘﺭﺒﻭﻴـﺔ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺒﺒﻌﺽ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬ ‫ﻻﺘﺨﺎﺫ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺍﻟﻤﺭﻏﻭﺏ‬
‫ﺍﻟﻤﺩﻴﺭﻴﺔ‬ ‫ﻟﻤﺘﻐﻴﺭ‬
114
‫ﺭﻗﻡ‬ ‫ﺠﺩﻭل‬27‫ﻻﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﻨﻬﺎﺌﻴﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬)‫ﺯ‬(‫ﻓﻴـﻪ‬ ‫ﺍﻟﻤﺭﻏـﻭﺏ‬ ‫ﺍﻹﺩﺍﺭﻱ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﻻﺨﺘﻴﺎﺭ‬
‫ﹰ‬‫ﺎ‬‫ﺘﺒﻌ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺒﺒﻌﺽ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬ ‫ﻻﺘﺨﺎﺫ‬‫ﺍﻟﻤﺩﻴﺭﻴﺔ‬ ‫ﻟﻤﺘﻐﻴﺭ‬
115

11. 11
‫ﻓﻬﺭﺱ‬‫ﺍﻟﻤﻼﺤﻕ‬
‫ﺍﻟﺭﻗﻡ‬‫ﺍﻟﻤﻠﺤﻕ‬ ‫ﺍﺴﻡ‬‫ﺍﻟﺼﻔﺤﺔ‬
‫ﻤﻠﺤﻕ‬‫ﺭﻗﻡ‬1‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﺩﺍﺓ‬)‫ﺍﻹﺴﺘﺒﺎﻨﺔ‬(147
‫ﻤﻠﺤﻕ‬‫ﺭﻗﻡ‬2‫ﺍﻟﻌﻠ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻜﻠﻴﺔ‬ ‫ﻋﻤﻴﺩ‬ ‫ﻜﺘﺎﺏ‬‫ﻭﺍﻟﺘﻌﻠﻴ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻟﻭﺯﻴﺭ‬ ‫ﻴﺎ‬‫ﻡ‬‫ﻟﺘﺴﻬﻴل‬ ‫ﺍﻟﻌﺎﻟﻲ‬
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﺩﺍﺓ‬ ‫ﺘﻭﺯﻴﻊ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻤﻬﻤﺔ‬)‫ﺍﻹﺴﺘﺒﺎﻨﺔ‬(‫ﺍﻟﻤﺩﻴﺭﻴﻥ‬ ‫ﻋﻠﻰ‬/‫ﺍﺕ‬
153
‫ﻤﻠﺤﻕ‬‫ﺭﻗﻡ‬3‫ﻭﺍﻟﺘﻌﻠﻴ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻭﺯﺍﺭﺓ‬ ‫ﻜﺘﺎﺏ‬‫ﻡ‬‫ﺍﻟﻌﺎﻟﻲ‬‫ﺍﻟﻌﻠﻴﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻜﻠﻴﺔ‬ ‫ﻟﻌﻤﻴﺩ‬
‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻤﻬﻤﺔ‬ ‫ﺘﺴﻬﻴل‬ ‫ﻋﻠﻰ‬ ‫ﺒﺎﻟﻤﻭﺍﻓﻘﺔ‬
154
‫ﻤﻠﺤﻕ‬‫ﺭﻗﻡ‬4‫ﺍﻟﻤﺤﻜﻤﻴ‬ ‫ﻟﺠﻨﺔ‬ ‫ﺒﺄﺴﻤﺎﺀ‬ ‫ﻗﺎﺌﻤﺔ‬‫ﻥ‬155
‫ﻤﻠﺤﻕ‬‫ﺭﻗﻡ‬5‫ﻭﺍﻟﺘﻌﻠﻴ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻭﺯﺍﺭﺓ‬ ‫ﺘﻌﻤﻴﻡ‬‫ﻡ‬‫ﺼﻼﺤﻴﺎﺕ‬ ‫ﺘﻔﻭﻴﺽ‬ ‫ﺤﻭل‬ ‫ﺍﻟﻌﺎﻟﻲ‬
‫ﻟﻤﺩﻴﺭﻱ‬/‫ﹰ‬‫ﺎ‬‫ﺫﺍﺘﻴ‬ ‫ﺍﻟﻤﺩﺍﺭﺓ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﺍﺕ‬
156
‫ﻤﻠﺤﻕ‬‫ﺭﻗﻡ‬6‫ﻭﺍﻟﺘﻌﻠﻴ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻟﻭﺯﺍﺭﺓ‬ ‫ﺍﻟﺘﻨﻅﻴﻤﻲ‬ ‫ﺍﻟﻬﻴﻜل‬‫ﻡ‬‫ﺍﻟﻌﺎﻟﻲ‬160

12. 12
‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﻓﻠﺴﻁﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻼﻤﺭﻜﺯﻴﺔ‬ ‫ﺍﻟﻤﺭﻜﺯﻴﺔ‬
‫ﻭﻤ‬ ‫ﻤﺩﻴﺭﻱ‬‫ﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﻜﻭﻤﻴﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﺩﻴﺭﺍﺕ‬
‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﺸﻤﺎل‬
‫ﺇﻋـﺩﺍﺩ‬
‫ﻤﻨﺼﻭﺭ‬ ‫ﺭﺍﺸﺩ‬ ‫ﺨﺎﻟﺩ‬ ‫ﺭﺸﻴﺩ‬
‫ﺇﺸﺭﺍﻑ‬
‫ﻋﺴﺎﻑ‬ ‫ﻤﺤﻤﺩ‬ ‫ﻋﺒـﺩ‬ ‫ﺍﻟﺩﻜﺘﻭﺭ‬
‫ﺍﻟ‬‫ﻤﻠﺨــﺹ‬
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻫﺩﻓﺕ‬‫ﺇ‬‫ﻓـﻲ‬ ‫ﺍﻟﺤﻜﻭﻤﻴـﺔ‬ ‫ﺍﻟﻤـﺩﺍﺭﺱ‬ ‫ﻭﻤﺩﻴﺭﺍﺕ‬ ‫ﻤﺩﻴﺭﻱ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﻟﻰ‬
‫ﻭﺍﻟﻼﻤﺭﻜﺯ‬ ‫ﺍﻟﻤﺭﻜﺯﻴﺔ‬ ‫ﻨﻤﻁﻲ‬ ‫ﺤﻭل‬ ‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﺸﻤﺎل‬ ‫ﻤﺤﺎﻓﻅﺎﺕ‬‫ﻴ‬‫ﻓﻠﺴﻁﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺔ‬،
‫ﺍﻟﻘـﺭﺍﺭﺍ‬ ‫ﻻﺘﺨﺎﺫ‬ ‫ﻟﺩﻴﻬﻡ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺍﻟﻤﺭﻏﻭﺏ‬ ‫ﺍﻟﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﻤﻌﺭﻓﺔ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻭﺫﻟﻙ‬‫ﺍﻟﻤﻬـﺎﻡ‬ ‫ﺒـﺒﻌﺽ‬ ‫ﺍﻟﻤﺘﻌﻠﻘـﺔ‬ ‫ﺕ‬
‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬.‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬ ‫ﻜﻤﺎ‬‫ﺇﻟﻰ‬‫ﺍﻟﻤﺴﺘﻭﻴ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﺴﺘﻘﻠﺔ‬ ‫ﺍﻟﻤﺘﻐﻴﺭﺍﺕ‬ ‫ﺒﻌﺽ‬ ‫ﺃﺜﺭ‬ ‫ﺘﺤﺩﻴﺩ‬‫ﻓﻴﻬـﺎ‬ ‫ﺍﻟﻤﺭﻏﻭﺏ‬ ‫ﺎﺕ‬
‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬ ‫ﻻﺘﺨﺎﺫ‬‫ﺍﻟﻤ‬ ‫ﻭﻫﺫﻩ‬ ،‫ﻫﻲ‬ ‫ﺘﻐﻴﺭﺍﺕ‬:‫ﺍﻟﻌ‬ ‫ﺍﻟﻤﺅﻫل‬،‫ﺍﻹﺩﺍﺭﻴـﺔ‬ ‫ﺍﻟﺨﺒﺭﺓ‬ ‫ﻭﺴﻨﻭﺍﺕ‬ ،‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﻭﺍﻟﻤﺅﻫل‬ ،‫ﻠﻤﻲ‬
‫ﻭﺍﻟﻤﺩﻴﺭﻴﺔ‬ ،‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﻭﻤﺴﺘﻭﻯ‬ ،‫ﻭﺍﻟﺠﻨﺱ‬،‫ﺘ‬ ‫ﻭﻗﺩ‬‫ﺼﻔﺭﻴﺔ‬ ‫ﻓﺭﻀﻴﺎﺕ‬ ‫ﺸﻜل‬ ‫ﻋﻠﻰ‬ ‫ﺼﻴﺎﻏﺘﻬﺎ‬ ‫ﻤﺕ‬.
‫ﻗﺎﻡ‬ ‫ﺍﺴﺘﺒﺎﻨﺔ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﺍﺴﺘﺨﺩﻡ‬‫ﺒﺒﻨﺎﺌﻬﺎ‬‫ﻭﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻷﺩﺏ‬ ‫ﻋﻠﻰ‬ ‫ﹰ‬‫ﺍ‬‫ﺍﻋﺘﻤﺎﺩ‬ ‫ﻭﺘﻁﻭﻴﺭﻫﺎ‬،‫ﺍﻟﺴـﺎﺒﻘﺔ‬
‫ﻭﺘﻀﻤﻨﺕ‬)61(‫ﻓﻲ‬ ‫ﺘﺭﺒﻭﻴﺔ‬ ‫ﺇﺩﺍﺭﻴﺔ‬ ‫ﻓﻌﺎﻟﻴﺎﺕ‬ ‫ﺘﻤﺜل‬ ‫ﻓﻘﺭﺓ‬‫ﺘﺭﺒﻭﻴﺔ‬ ‫ﺇﺩﺍﺭﻴﺔ‬ ‫ﻤﺠﺎﻻﺕ‬ ‫ﺴﺘﺔ‬ ‫ﺇﻁﺎﺭ‬‫ﻫﻲ‬:‫ﺍﻟﻤﻨـﺎﻫﺞ‬
،‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬‫ﻭﺃﺴﺎﻟﻴﺏ‬ ‫ﻭﻁﺭﻕ‬،‫ﺍﻟﺘﺩﺭﻴﺱ‬‫ﻭﺸﺅﻭﻥ‬،‫ﺍﻟﻤﻭﻅﻔﻴﻥ‬‫ﻭﺍﻟﺸﺅﻭﻥ‬،‫ﺍﻟﻁﻼﺒﻴـﺔ‬‫ﻭﺍﻟﻤﺭﺍﻓـﻕ‬،‫ﺍﻟﻤﺩﺭﺴـﻴﺔ‬
‫ﻭﺍﻟﺸﺅﻭﻥ‬‫ﺍﻟﻤﺎﻟﻴﺔ‬.‫ﺃﻥ‬ ‫ﻭﺒﻌﺩ‬‫ﺍﻹﺴﺘﺒﺎﻨﺔ‬ ‫ﺼﺩﻕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﺘﺄﻜﺩ‬‫ﻋﺸـﻭﺍﺌﻴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺒﺘﻭﺯﻴﻌﻬﺎ‬ ‫ﻗﺎﻡ‬ ،‫ﻭﺜﺒﺎﺘﻬﺎ‬
‫ﻤﻥ‬ ‫ﻤﻜﻭﻨﺔ‬ ‫ﻁﺒﻘﻴﺔ‬)300(‫ﻤﺩﺍ‬ ‫ﻭﻤﺩﻴﺭﺓ‬ ‫ﻤﺩﻴﺭ‬‫ﻟﻤﺩﻴﺭﻴﺎﺕ‬ ‫ﺘﺎﺒﻌﺔ‬ ‫ﺤﻜﻭﻤﻴﺔ‬ ‫ﺭﺱ‬:،‫ﻭﻗﺒﺎﻁﻴـﺔ‬ ،‫ﻭﺠﻨـﻴﻥ‬ ،‫ﻨـﺎﺒﻠﺱ‬
‫ﻭﺴﻠﻔﻴﺕ‬ ،‫ﻭﻗﻠﻘﻴﻠﻴﺔ‬ ،‫ﻭﻁﻭﻟﻜﺭﻡ‬‫ﺍﻟﻤﺴـﺘﺭﺠﻌﺔ‬ ‫ﺍﻟﺼﺎﻟﺤﺔ‬ ‫ﺍﻹﺴﺘﺒﺎﻨﺎﺕ‬ ‫ﺃﻋﺩﺍﺩ‬ ‫ﺒﻠﻐﺕ‬ ‫ﻭﻗﺩ‬ ،)277(‫ﻤﻨﻬـﺎ‬ ‫؛‬)153(
‫ﻭ‬ ‫ﻟﻤﺩﻴﺭﻴﻥ‬)124(‫ﻤﺩﺍﺭﺱ‬ ‫ﻟﻤﺩﻴﺭﺍﺕ‬.
‫ﻭ‬‫ﻓﻲ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﺍﻋﺘﻤﺩ‬‫ﺍﻟﻤﺘﻤﺜل‬ ‫ﺍﻟﻭﺼﻔﻲ‬ ‫ﺍﻹﺤﺼﺎﺀ‬ ‫ﻭﺍﺴﺘﺨﺩﻡ‬ ،‫ﺍﻟﻤﺴﺤﻲ‬ ‫ﺍﻟﻭﺼﻔﻲ‬ ‫ﺍﻟﻤﻨﻬﺞ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬
‫ﺒﺎﺴﺘﺨ‬‫ﻟﺘﺤﺩﻴﺩ‬ ‫ﺍﻟﻤﺌﻭﻴﺔ‬ ‫ﻭﺍﻟﻨﺴﺏ‬ ‫ﺍﻟﺘﻜﺭﺍﺭﺍﺕ‬ ‫ﺭﺍﺝ‬‫ﻓﻴﻬﺎ‬ ‫ﺍﻟﻤﺭﻏﻭﺏ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻤﺴﺘﻭﻴﺎﺕ‬‫ﺍﺴـﺘﺨﺩﺍﻡ‬ ‫ﺘـﻡ‬ ‫ﻜﻤـﺎ‬ ،

13. 13
‫ﻜﺎﻱ‬ ‫ﻤﺭﺒﻊ‬ ‫ﺍﻹﺤﺼﺎﺌﻲ‬(Chai Square)‫ﺍﻹﺤﺼﺎﺌﻴﺔ‬ ‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻓﺭﻀﻴﺎﺕ‬ ‫ﺤﻭل‬ ‫ﻟﻠﺘﻘﺭﻴﺭ‬
)α=0.05(‫ﺇﻀﺎﻓﺔ‬ ،‫ﺇﻟﻰ‬‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬)‫ﺯ‬(‫ﻟﻠﻤﻘﺎﺭ‬‫ﺍﻟﺒﻌﺩﻴﺔ‬ ‫ﻨﺎﺕ‬‫ﻟﺘﺤ‬ ‫ﻭﺫﻟﻙ‬ ،‫ﺩ‬‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﻤﺼﺎﺩﺭ‬ ‫ﻴﺩ‬.
‫ﺃﻫﻡ‬ ‫ﻭﻤﻥ‬‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻨﻬﺎ‬ ‫ﺃﺴﻔﺭﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬:
1-‫ﺒﻠﻐﺕ‬ ‫ﺇﺫ‬ ،‫ﻤﺭﻜﺯﻱ‬ ‫ﻻ‬ ‫ﺘﻭﺠﻪ‬ ‫ﻫﻭ‬ ‫ﺍﻟﺤﻜﻭﻤﻴﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻭﻤﺩﻴﺭﺍﺕ‬ ‫ﻤﺩﻴﺭﻱ‬ ‫ﺘﻭﺠﻪ‬ ‫ﺇﻥ‬‫ﻨﺴـﺒ‬ ‫ﺃﻋﻠﻰ‬‫ﺔ‬‫ﻤﺌﻭﻴـﺔ‬
‫ﻟﻺﺴﺘﺠﺎﺒﺔ‬‫ﺍﻟﻤﺠﺎﻻﺕ‬ ‫ﻟﺠﻤﻴﻊ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺍﻟﺩﺭﺠﺔ‬ ‫ﻋﻠﻰ‬)44.4(‫ﻟﺼﺎﻟﺢ‬‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﻤﺴﺘﻭﻯ‬‫ﺜﻡ‬)34.2(‫ﻟﺼﺎﻟﺢ‬
‫ﺍﻟﻤﺩﻴﺭﻴﺔ‬ ‫ﻤﺴﺘﻭﻯ‬،‫ﺍﻹﺩ‬ ‫ﻤﻴﺩﺍﻥ‬ ‫ﻴﻤﺜﻼﻥ‬ ‫ﻭﺍﻟﻤﺴﺘﻭﻴﺎﻥ‬‫ﻴﻜﻭﻥ‬ ‫ﻭﺒﺫﻟﻙ‬ ،‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﺭﺓ‬‫ﻓـﻲ‬ ‫ﺍﻟﻼﻤﺭﻜـﺯﻱ‬ ‫ﺍﻟﻨﻤﻁ‬
‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬‫ﻤﺌﻭﻴﺔ‬ ‫ﻨﺴﺒﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺤﺼل‬ ‫ﻗﺩ‬)78.6(‫ﺍﻟﻭﺯﺍﺭﺓ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺤﺼل‬ ‫ﺒﻴﻨﻤﺎ‬ ،‫ﻴﻤﺜـل‬ ‫ﻭﺍﻟـﺫﻱ‬ ،
،‫ﺍﻟﻤﺭﻜﺯﻱ‬ ‫ﺍﻟﻨﻤﻁ‬‫ﻋﻠﻰ‬‫ﻨﺴﺒ‬‫ﺔ‬‫ﻤﺌﻭﻴﺔ‬)21.4(.
2-‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﺸﻤﺎل‬ ‫ﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﻜﻭﻤﻴﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻭﻤﺩﻴﺭﺍﺕ‬ ‫ﻤﺩﻴﺭﻭ‬ ‫ﺍﺨﺘﺎﺭ‬‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﻤﺴﺘﻭﻯ‬
‫ﻜﻤﺴ‬‫ﺇﺩ‬ ‫ﻤﺠﺎﻻﺕ‬ ‫ﺒﺄﺭﺒﻊ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬ ‫ﻻﺘﺨﺎﺫ‬ ‫ﻓﻴﻪ‬ ‫ﻤﺭﻏﻭﺏ‬ ‫ﺘﻭﻯ‬‫ﻫﻲ‬ ‫ﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﺭﻴﺔ‬:،‫ﺍﻟﻤﺎﻟﻴﺔ‬ ‫ﺍﻟﺸﺅﻭﻥ‬
‫ﺍﻟﻁﻼﺒﻴﺔ‬ ‫ﺍﻟﺸﺅﻭﻥ‬ ،‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻭﺃﺴﺎﻟﻴﺏ‬ ‫ﻁﺭﻕ‬ ،‫ﺍﻟﻤﺩﺭﺴﻴﺔ‬ ‫ﺍﻟﻤﺭﺍﻓﻕ‬‫ﺍﺨﺘﺎﺭﻭﺍ‬ ‫ﻜﻤﺎ‬ ،‫ﺍﻟﻤﺩﻴﺭﻴﺔ‬ ‫ﻤﺴﺘﻭﻯ‬‫ﻟﻤ‬‫ﺠﺎل‬
‫ﺍﻟﻤﻭﻅﻔﻴﻥ‬ ‫ﺸﺅﻭﻥ‬‫ﺍﻟﺘﺭﺒﻭﻴ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻟﻨﻤﻁ‬ ‫ﺍﻻﺨﺘﻴﺎﺭﺍﺕ‬ ‫ﻫﺫﻩ‬ ‫ﻭﺘﺘﻌﺯﺯ‬ ،‫ﺍﻋﺘﺒﺎﺭﻫ‬ ‫ﻋﻨﺩ‬ ‫ﺍﻟﻼﻤﺭﻜﺯﻴﺔ‬ ‫ﺔ‬‫ﹰ‬‫ﺎ‬‫ﻤﻌـ‬ ‫ﻤﺎ‬.
‫ﺍﺨﺘﺎﺭﻭﺍ‬ ‫ﺒﻴﻨﻤﺎ‬‫ﺍﻟﻭﺯﺍﺭﺓ‬ ‫ﻤﺴﺘﻭﻯ‬‫ﺒﻤ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬ ‫ﻻﺘﺨﺎﺫ‬ ‫ﻓﻴﻪ‬ ‫ﻤﺭﻏﻭﺏ‬ ‫ﻜﻤﺴﺘﻭﻯ‬‫ﺠﺎل‬‫ﻭﺍﺤـﺩ‬ ‫ﺘﺭﺒﻭﻱ‬
‫ﻫ‬‫ﻭ‬:‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺍﻟﻤﻨﺎﻫﺞ‬‫ﺃ‬ ‫ﺃﻱ‬ ،‫ﻟﻪ‬ ‫ﺒﺎﻟﻨﺴﺒﺔ‬ ‫ﹰ‬‫ﺎ‬‫ﻤﺭﻜﺯﻴ‬ ‫ﻜﺎﻥ‬ ‫ﺘﻭﺠﻬﻬﻡ‬ ‫ﻥ‬.
3-‫ﺇﺤﺼﺎﺌﻴ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬‫ﹰ‬‫ﺎ‬‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬)α=0.05(‫ﺍﻟﻤﺭﻏﻭﺏ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﺒﻴﻥ‬
‫ﻻﺘﺨﺎﺫ‬ ‫ﻓﻴﻬﺎ‬‫ﺒﺒﻌﺽ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬‫ﻟﻤﺘﻐﻴﺭﺍﺕ‬ ‫ﺘﻌﺯﻯ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻤﻬﻤﺎﺕ‬:‫ﺴـﻨﻭﺍﺕ‬ ،‫ﺍﻟﻌﻠﻤﻲ‬ ‫ﺍﻟﻤﺅﻫل‬
‫ﺍﻟﺨﺒﺭﺓ‬‫ﻭﺍﻟﻤﺩﻴﺭﻴﺔ‬ ،‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ،‫ﺍﻟﺠﻨﺱ‬ ،‫ﺍﻹﺩﺍﺭﻴﺔ‬‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻻ‬ ‫ﺒﻴﻨﻤﺎ‬ ،‫ﹰ‬‫ﺎ‬‫ﺇﺤﺼـﺎﺌﻴ‬ ‫ﺩﺍﻟﺔ‬‫ﺘﻌـﺯﻯ‬
‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻟﻤﺅﻫل‬ ‫ﻟﻤﺘﻐﻴﺭ‬.
‫ﺍ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻀﻭﺀ‬ ‫ﻭﻓﻲ‬‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺇﻟﻴﻬﺎ‬ ‫ﺘﻭﺼﻠﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻟﺴﺎﺒﻘﺔ‬‫ﺒﻀﺭﻭﺭ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﺃﻭﺼﻰ‬ ،‫ﻭﺯﺍﺭﺓ‬ ‫ﺍﺴﺘﻤﺭﺍﺭ‬ ‫ﺓ‬
‫ﺍﻟﻼﻤﺭﻜﺯﻴ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻟﺘﻭﺠﻪ‬ ‫ﺩﻋﻡ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬‫ﻓﻠﺴﻁﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺔ‬‫ﺒﻀﺭﻭﺭﺓ‬ ‫ﺃﻭﺼﻰ‬ ‫ﻜﻤﺎ‬ ،
‫ﺍﻟﻤﺯﻴﺩ‬ ‫ﺇﺠﺭﺍﺀ‬‫ﺍﻟﻤﻭﻀﻭﻉ‬ ‫ﺤﻭل‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻥ‬.

14. 14
‫ﺍﻷﻭل‬ ‫ﺍﻟﻔﺼــل‬
‫ﻭﺨﻠﻔﻴﺘﻬﺎ‬ ‫ﺍﻟﺩﺭﺍﺴـﺔ‬ ‫ﻤﻘﺩﻤﺔ‬
‫ﺍ‬‫ﺍﻷﻭل‬ ‫ﻟﻔﺼـل‬
‫ﺨﻠﻔﻴﺘﻬﺎ‬ ‫ﻭ‬ ‫ﺍﻟﺩﺭﺍﺴـﺔ‬ ‫ﻤﻘﺩﻤﺔ‬
‫ﻤﻘـﺩﻤـﺔ‬:

15. 15
‫ﻴ‬‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻋﻠﻡ‬ ‫ﺒﺤﺙ‬‫ﻓﻲ‬‫ﻟﻜـﻲ‬ ‫ﺍﻟﻔﻨﻴـﺔ‬ ‫ﺍﻟﻨﺎﺤﻴﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﺘﻨﻅﻴﻡ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﻴﻜﻭﻥ‬ ‫ﺃﻥ‬ ‫ﻴﺠﺏ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻜﻴﻔﻴﺔ‬
‫ﻭﺍﻟﺘﻭﺠﻴﻪ‬ ‫ﻭﺍﻟﺘﻨﻅﻴﻡ‬ ‫ﺒﺎﻟﺘﺨﻁﻴﻁ‬ ‫ﺍﻟﻤﺘﻤﺜﻠﺔ‬ ‫ﻟﻠﻌﻤﻠﻴﺎﺕ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﻭﺍﻷﺴﺎﻟﻴﺏ‬ ‫ﺍﻟﻤﺒﺎﺩﺉ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺒﻔﻌﺎﻟﻴﺔ‬ ‫ﺃﻫﺩﺍﻓﻬﺎ‬ ‫ﺘﺤﻘﻕ‬
‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﻭﺍﻟﻌﻼﻗﺎﺕ‬ ‫ﻭﺍﻟﺭﻗﺎﺒﺔ‬ ‫ﻭﺍﻟﻘﻴﺎﺩﺓ‬ ‫ﻭﺍﻻﺘﺼﺎل‬ ‫ﻭﺍﻟﺘﻨﺴﻴﻕ‬)‫ﺍﻟﻅﺎﻫﺭ‬،1998(.‫ﻭ‬‫ﻭﻤـﻥ‬ ‫ﻋـﺎﻡ‬ ‫ﺒﻭﺠﻪ‬ ‫ﺍﻹﺩﺍﺭﺓ‬
‫ﺍﻟﻤﺘﻌـﺩﺩﺓ‬ ‫ﺍﻟﻤﺠـﺎﻻﺕ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﻤﺠﺘﻤـﻊ‬ ‫ﺤﺭﻜﺔ‬ ‫ﻓﻲ‬ ‫ﺘﺅﺜﺭ‬ ‫ﺍﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻭﻅﻴﻔﺔ‬ ‫ﺍﻟﺤﺩﻴﺜﺔ‬ ‫ﺍﻻﺘﺠﺎﻫﺎﺕ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬،
‫ﻜﺎﻻﻗ‬‫ﻭﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻭﺍﻟﺜﻘﺎﻓﺔ‬ ‫ﻭﺍﻟﺴﻴﺎﺴﺔ‬ ‫ﺘﺼﺎﺩ‬‫ﺍﻟﺴﻠﻴ‬ ‫ﺍﻟﺘﻘﺩﻡ‬ ‫ﺍﻟﻤﺠﺎﻻﺕ‬ ‫ﻟﻬﺫﻩ‬ ‫ﻴﺘﻡ‬ ‫ﻭﻻ‬ ،‫ﻭﻗﻴـﺎﺩﺓ‬ ‫ﻨﺎﺠﺤـﺔ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﺒﺩﻭﻥ‬ ‫ﻡ‬
‫ﻓﻌﺎﻟﺔ‬‫ﻓ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﺒﻴﻥ‬ ‫ﻴﻔﺭﻕ‬ ‫ﻤﺎ‬ ‫ﻭﻫﺫﺍ‬ ،‫ﻭﺍ‬ ‫ﺍﻟﻤﺘﻘﺩﻤﺔ‬ ‫ﺍﻟﺩﻭل‬ ‫ﻲ‬‫ﺍﻟﻨﺎﻤﻴﺔ‬ ‫ﻟﺩﻭل‬‫ﺃﻫﻤﻴـﺔ‬ ‫ﻓـﻲ‬ ‫ﺸـﻙ‬ ‫ﺃﺩﻨﻰ‬ ‫ﻴﻭﺠﺩ‬ ‫ﻭﻻ‬ ،
‫ﺍﻻﺠ‬ ‫ﺍﻟﻨﺸﺎﻁﺎﺕ‬ ‫ﺘﻁﻭﻴﺭ‬ ‫ﺒﻠﻭﻍ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻔﻌﺎﻟﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬‫ﺍﻟﺤﺩﻴﺙ‬ ‫ﺍﻟﻌﺼﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺘﻤﺎﻋﻴﺔ‬)‫ﻨﺸﻭﺍﻥ‬،1991(.
‫ﺍﻟ‬ ‫ﻭﺤﺴﻥ‬ ‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬ ‫ﺍﺘﺨﺎﺫ‬ ‫ﻤﻨﻬﺎ‬ ‫ﺠﻭﺍﻨﺏ‬ ‫ﻋﺩﺓ‬ ‫ﻴﺘﻀﻤﻥ‬ ‫ﺃﻥ‬ ‫ﺒﺩ‬ ‫ﻻ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻤﻔﻬﻭﻡ‬ ‫ﺇﻥ‬‫ﻭﺍﻟﺘﻭﺠﻴـﻪ‬ ‫ﺘﻨﻅﻴﻡ‬
‫ﺍﻟﺤﺎﺯﻤﺔ‬ ‫ﻭﺍﻟﻘﻴﺎﺩﺓ‬‫ﻤ‬ ‫ﺍﻟﺘﻌﺎﻤل‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺎﺩﺭﺓ‬ ،‫ﺍﻟﺘﺠـﺎﻭﺏ‬ ‫ﺭﻭﺡ‬ ‫ﻓﻴﻬﻡ‬ ‫ﻴﺨﻠﻕ‬ ‫ﺒﺄﺴﻠﻭﺏ‬ ‫ﺍﻟﻤﺭﺅﻭﺴﻴﻥ‬ ‫ﻊ‬،‫ﻭﺍﺤﺘـﺭﺍﻡ‬
‫ﺍﻟﻘﺎﺩﺓ‬،‫ﺒﺎﻟﺭﻀﻰ‬ ‫ﻭﺍﻟﺸﻌﻭﺭ‬،‫ﺍﻟﻤﺸﺭﻭﻉ‬ ‫ﺃﻫﺩﺍﻑ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﺤﺭﺹ‬‫ﻤـﻥ‬ ‫ﻨـﻭﻉ‬ ‫ﺨﻠـﻕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺃﻱ‬ ،
‫ﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﺍﻟﻌﻼﻗﺎﺕ‬،‫ﺒﺄﻗﺼﻰ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﺃﻫﺩﺍﻑ‬ ‫ﻴﺤﻘﻕ‬‫ﻭﺍﻟﻤﺎل‬ ‫ﺍﻟﻭﻗﺕ‬ ‫ﻓﻲ‬ ‫ﻭﻓﺭﺓ‬ ‫ﻤﻥ‬ ‫ﻴﻤﻜﻥ‬ ‫ﻤﺎ‬‫ﺠﺎﻨـﺏ‬ ‫ﺇﻟﻰ‬ ‫ﻫﺫﺍ‬ ،
‫ﺇﺘﺒﺎﻉ‬‫ﺍﻹﺩﺍ‬ ‫ﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺨﻁﻭﺍﺕ‬‫ﺭﺓ‬‫ﺍﻟﻤﺘﻤﺜﻠﺔ‬‫ﺒ‬‫ﻭﺍﻟﺘ‬ ‫ﺎﻟﺘﺨﻁﻴﻁ‬‫ﻭﺍﻟﺭﻗﺎﺒـﺔ‬ ‫ﻭﺍﻟﺘﻭﺠﻴﻪ‬ ‫ﻭﺍﻟﺘﻨﺴﻴﻕ‬ ‫ﻨﻅﻴﻡ‬‫ﻋﻠـﻰ‬ ،
‫ﻷﻫﺩﺍﻓﻪ‬ ‫ﻭﺘﺤﻘﻴﻘﻪ‬ ‫ﻤﺸﺭﻭﻉ‬ ‫ﺃﻱ‬ ‫ﻨﺠﺎﺡ‬ ‫ﻴﺘﻁﻠﺒﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻭﻅﺎﺌﻑ‬ ‫ﻤﻥ‬ ‫ﺃﻨﻬﺎ‬ ‫ﺍﻋﺘﺒﺎﺭ‬)‫ﻭﺤﺴﻥ‬ ‫ﻤﻁﺎﻭﻉ‬،1996(.
‫ﻴﻌﺘﺒﺭ‬‫ﺃﺤﻤﺩ‬)2000(‫ﺍﻟﺘ‬ ‫ﻟﺤﺭﻜﺔ‬ ‫ﻭﺍﻟﻤﻨﺸﻁ‬ ‫ﺍﻟﻤﺤﺭﻙ‬ ‫ﺍﻟﻌﺎﻤل‬ ‫ﻫﻭ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺃﻥ‬‫ﺍﻟ‬ ‫ﻐﻴﻴﺭ‬‫ﺃﻱ‬ ‫ﻓـﻲ‬ ‫ﻤﻁﻠﻭﺒﺔ‬
‫ﺍﻟﻤﺠﺘﻤﻌﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻤﺠﺘﻤﻊ‬‫ﺒل‬ ‫ﻻﺯﻤﺔ‬ ‫ﻀﺭﻭﺭﺓ‬ ‫ﻓﺎﻟﺘﻌﻠﻴﻡ‬ ،‫ﺍﻟﻨﺎﻤﻴـﺔ‬ ‫ﻟﻠﻤﺠﺘﻤﻌـﺎﺕ‬ ‫ﺒﺎﻟﻨﺴﺒﺔ‬ ‫ﻤﻠﺤﺔ‬‫ﺃﺭﺍﺩﺕ‬ ‫ﻤـﺎ‬ ‫ﺇﺫﺍ‬ ،
‫ﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﺍﻟﺤﻀﺎﺭﺓ‬ ‫ﺒﺭﻜﺏ‬ ‫ﺍﻟﻠﺤﺎﻕ‬،‫ﺃﻫـﺩﺍﻑ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﻓﻲ‬ ‫ﻤﻨﻪ‬ ‫ﻟﻺﻓﺎﺩﺓ‬ ‫ﻟﻺﻨﺴﺎﻥ‬ ‫ﺍﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﺴﺘﺜﻤﺎﺭ‬ ‫ﻴﻤﺜل‬ ‫ﻷﻨﻪ‬
‫ﺍﻟﻤﺠﺘ‬ ‫ﺇﻟﻴﻬﺎ‬ ‫ﻴﺭﻨﻭ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﻐﻴﻴﺭ‬‫ﺍﻟﻬﺎﺌﻠﺔ‬ ‫ﺍﻟﺜﻭﺭﺓ‬ ‫ﻭﻟﻤﻭﺍﻜﺒﺔ‬ ‫ﻤﻊ‬‫ﻓﻲ‬‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺘﻜﻨﻭﻟﻭﺠﻴﺎ‬)‫ﻓﻲ‬‫ﺍﻟﻬﻨﺎﺌﻲ‬،2002.(
‫ﻟﻠﺘﻌﻠﻴﻡ‬ ‫ﺍﻷﻫﻤﻴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻤﻥ‬ ‫ﹰ‬‫ﺎ‬‫ﻭﺍﻨﻁﻼﻗ‬،‫ﻟﻬـﺎ‬ ‫ﺍﻟﺒﻠﺩﺍﻥ‬ ‫ﻤﻥ‬ ‫ﺒﻠﺩ‬ ‫ﺃﻱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﺘﻌﺘﺒﺭ‬
‫ﻓﻲ‬ ‫ﻭﺍﻀﺢ‬ ‫ﺍﺜﺭ‬‫ﺍﻟﺒﻠﺩ‬ ‫ﻟﺫﻟﻙ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻟﻨﻅﺎﻡ‬ ‫ﻜل‬‫ﻤ‬ ‫ﻷﻨﻬﺎ‬ ،‫ﻭﺘﻨﻅﻴﻡ‬ ‫ﻭﺘﻭﺠﻴﻪ‬ ‫ﺘﺨﻁﻴﻁ‬ ‫ﻋﻤﻠﻴﺎﺕ‬ ‫ﺠﻤﻭﻉ‬‫ﻭﻀـﺒﻁ‬ ،
‫ﻭﺍﻟﻤﺴ‬ ‫ﺍﻷﻋﻤﺎل‬ ‫ﻭﺘﻘﻴﻴﻡ‬ ‫ﻭﺘﻨﻔﻴﺫ‬‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﺇﻟﻰ‬ ‫ﻟﻠﻭﺼﻭل‬ ‫ﺍﻟﻤﺩﺭﺴﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﺅﺴﺴﺎﺕ‬ ‫ﺒﺸﺅﻭﻥ‬ ‫ﺘﺘﻌﻠﻕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺎﺌل‬
‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﻤﺭﺴﻭﻤﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬‫ﺃ‬‫ﻭﺍﻟﻤﻭ‬ ‫ﺍﻟﺒﺸﺭﻴﺔ‬ ‫ﺍﻟﻘﻭﻯ‬ ‫ﺍﺴﺘﻐﻼل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻁﺭﻕ‬ ‫ﺤﺴﻥ‬‫ﺍﻟﻤﺘﻴﺴﺭﺓ‬ ‫ﺍﺭﺩ‬‫ﻭﺒﺄﻗـل‬ ،‫ﻤـﺎ‬
‫ﻭﺍﻟﻤﺎل‬ ‫ﻭﺍﻟﻭﻗﺕ‬ ‫ﺍﻟﺠﻬﺩ‬ ‫ﻤﻥ‬ ‫ﻴﻤﻜﻥ‬‫ﺍﻹﻁ‬ ‫ﻫﻭ‬ ‫ﺍﻹﺩﺍﺭﻱ‬ ‫ﻭﺍﻟﺘﻨﻅﻴﻡ‬ ،‫ﺘﻌﻠﻴﻤـﻲ‬ ‫ﻨﻅـﺎﻡ‬ ‫ﺃﻱ‬ ‫ﻀـﻤﻥ‬ ‫ﻴﻌﻤل‬ ‫ﺍﻟﺫﻱ‬ ‫ﺎﺭ‬،
‫ﻫ‬ ‫ﺸﻜل‬ ‫ﻭﻴﻠﻌﺏ‬‫ﺍﻹﻁﺎﺭ‬ ‫ﺫﺍ‬‫ﺭﺌﻴﺴ‬ ‫ﹰ‬‫ﺍ‬‫ﺩﻭﺭ‬‫ﻭﻨﺠﺎﺤﻪ‬ ‫ﺍﻟﻨﻅﺎﻡ‬ ‫ﺫﻟﻙ‬ ‫ﺼﻼﺡ‬ ‫ﻤﺩﻯ‬ ‫ﻓﻲ‬ ‫ﹰ‬‫ﺎ‬)‫ﺃﻟﺩﻭﻴﻙ‬‫ﺩ‬ ،‫ﻭﺁﺨﺭﻭﻥ‬.‫ﺕ‬(.

16. 16
‫ﺍﻟﻤ‬ ‫ﻤﻥ‬ ‫ﻤﻌﻘﻭل‬ ‫ﻗﺩﺭ‬ ‫ﺇﻟﻰ‬ ‫ﺘﺤﺘﺎﺝ‬ ‫ﺨﺎﺹ‬ ‫ﺒﺸﻜل‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﺇﻥ‬‫ﻭﺘﻔـﻭﻴﺽ‬ ‫ﺍﻟﺤﺭﻜﺔ‬ ‫ﻭﺤﺭﻴﺔ‬ ‫ﺭﻭﻨﺔ‬
‫ﺍﻟﺴﻠﻁﺔ‬‫ﺍﻟﺴﻴﺎﺴﺔ‬ ‫ﻭﺭﺴﻡ‬ ‫ﻟﻠﺘﺨﻁﻴﻁ‬ ‫ﺍﻟﻤﻨﺎﺴﺏ‬ ‫ﺍﻟﻤﻨﺎﺥ‬ ‫ﻴﻭﻓﺭ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻷﻤﺭ‬ ،‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬،‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﻭﺭﺼﺩ‬،‫ﻭﺍﺨﺘﻴﺎﺭ‬
‫ﺃ‬‫ﺍﻟﻁ‬ ‫ﻓﻀل‬‫ﻟﺘﺤﻘﻴﻘﻬﺎ‬ ‫ﺍﻟﻤﻨﺎﺴﺒﺔ‬ ‫ﺭﺍﺌﻕ‬‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﺴﻴﺎﺴﺔ‬ ‫ﺇﻁﺎﺭ‬ ‫ﻓﻲ‬‫ﺃﻤـﺭ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺩﺍﺭﻱ‬ ‫ﻴﺩ‬ ‫ﻓﺈﻁﻼﻕ‬ ،
‫ﺒﺭﻤﺘﻪ‬ ‫ﺍﻹﺩﺍﺭﻱ‬ ‫ﺍﻟﻨﻅﺎﻡ‬ ‫ﻓﻌﺎﻟﻴﺔ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻌﻤل‬ ‫ﺍﺠل‬ ‫ﻤﻥ‬ ‫ﻀﺭﻭﺭﻱ‬،‫ﹰ‬‫ﺍ‬‫ﻗﺎﺩﺭ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺩﺍﺭﻱ‬ ‫ﻤﻥ‬ ‫ﻭﻴﺠﻌل‬
‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺘﺤﻤل‬ ‫ﻋﻠﻰ‬‫ﺒﺎﻷﻫﺩﺍﻑ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﻨﺼﺕ‬ ‫ﻜﻤﺎ‬‫ﺍﻹﺩ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻨﻅﺭﺓ‬ ‫ﺘﻜﻭﻥ‬ ‫ﻤﺎ‬ ‫ﻭﺒﻘﺩﺭ‬ ،‫ﺍﻟﺘﺭﺒﻭﻴـﺔ‬ ‫ﺍﺭﺓ‬
‫ﻭﺍﻹﺩﺭﺍﻙ‬ ‫ﺍﻟﻭﻋﻲ‬ ‫ﻫﺫﺍ‬ ‫ﻴﺅﺜﺭ‬ ‫ﻤﺎ‬ ‫ﺒﻘﺩﺭ‬ ‫ﺍﻟﺤﺩﻴﺜﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻟﻤﺒﺎﺩﺉ‬ ‫ﺍﻟﺼﺤﻴﺤﻴﻥ‬ ‫ﻭﺍﻹﺩﺭﺍﻙ‬ ‫ﺍﻟﻔﻬﻡ‬ ‫ﺃﺴﺎﺱ‬ ‫ﻋﻠﻰ‬ ‫ﻤﺒﻨﻴﺔ‬
‫ﺍﻹﺩﺍﺭ‬ ‫ﺍﻟﻜﻔﺎﻴﺔ‬ ‫ﺯﻴﺎﺩﺓ‬ ‫ﻋﻠﻰ‬‫ﻴﺔ‬)‫ﻨﺸﻭﺍﻥ‬،1991(.
‫ﺍ‬ ‫ﺍﻟﺴﻠﻁﺔ‬ ‫ﻁﺒﻴﻌﺔ‬ ‫ﻨﺎﺤﻴﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻷﻨﻅﻤﺔ‬ ‫ﺘﺘﺒﺎﻴﻥ‬ ‫ﻭﻜﻤﺎ‬‫ﻻﻤﺭﻜﺯﻴـﺔ‬ ‫ﺃﻭ‬ ‫ﻤﺭﻜﺯﻴـﺔ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﻟﻤﺸﺭﻓﺔ‬،
‫ﺍﻟﺘﺭﺒ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻓﺎﻥ‬‫ﻭﻴﺔ‬‫ﺍﻷﺴﺎﺱ‬ ‫ﻫﺫﺍ‬ ‫ﻋﻠﻰ‬ ‫ﺘﺼﻨﻑ‬ ‫ﺃﻥ‬ ‫ﻴﻤﻜﻥ‬‫ﺍﻟﻨﻅـﺎﻡ‬ ‫ﺃﻥ‬ ‫ﺍﻻﻋﺘﺒـﺎﺭ‬ ‫ﺒﻌﻴﻥ‬ ‫ﺍﻷﺨﺫ‬ ‫ﻤﻊ‬ ،‫ﺍﻹﺩﺍﺭﻱ‬
‫ﺍﻹﺩﺍ‬ ‫ﻤﺨﺘﻠﻑ‬ ‫ﻓﻲ‬ ‫ﻴﺅﺜﺭ‬ ‫ﻟﻠﺩﻭﻟﺔ‬‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻭﻤﻨﻬﺎ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺭﺍﺕ‬‫ﹰ‬‫ﺎ‬‫ﻤﺭﻜﺯﻴـ‬ ‫ﺍﻟﺴﺎﺌﺩ‬ ‫ﺍﻹﺩﺍﺭﻱ‬ ‫ﺍﻟﻨﻅﺎﻡ‬ ‫ﻜﺎﻥ‬ ‫ﻓﺈﺫﺍ‬ ،
‫ﺍﻹ‬ ‫ﻓﺎﻥ‬‫ﺃﻴﻀﺎ‬ ‫ﻤﺭﻜﺯﻴﺔ‬ ‫ﺴﺘﻜﻭﻥ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺩﺍﺭﺓ‬.
‫ﻭﻴﺭﻯ‬‫ﺒﺸﺎﻴﺭﺓ‬)1991(‫ﻭﺍﻟﻼﻤﺭﻜﺯ‬ ‫ﺍﻟﻤﺭﻜﺯﻴﺔ‬ ‫ﻓﻜﺭﺘﻲ‬ ‫ﺃﻥ‬‫ﺃﻨﻤﺎﻁ‬ ‫ﻤﻥ‬ ‫ﻤﺨﺘﻠﻔﺎﻥ‬ ‫ﻨﻤﻁﺎﻥ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻓﻲ‬ ‫ﻴﺔ‬
‫ﺘﺴـﺘﻭﺠﺏ‬ ‫ﺍﻟﺘـﻲ‬ ‫ﺍﻟﻤﺘﻐﻴﺭﺍﺕ‬ ‫ﻤﺘﺠﺎﻫﻠﻴﻥ‬ ‫ﹰ‬‫ﺎ‬‫ﻤﻭﻀﻭﻋﻴ‬ ‫ﻭﻻ‬ ‫ﹰ‬‫ﺎ‬‫ﻤﺘﺼﻠﺒ‬ ‫ﻤﻭﻗﻔﺎ‬ ‫ﻤﻨﻬﻤﺎ‬ ‫ﻟﻜل‬ ‫ﺍﻟﺩﺍﻋﻭﻥ‬ ‫ﻭﻴﻘﻑ‬ ،‫ﺍﻹﺩﺍﺭﺓ‬
‫ﺒ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺒﺎﻟﻼﻤﺭﻜﺯﻴﺔ‬ ‫ﺃﻭ‬ ‫ﺒﺎﻟﻤﺭﻜﺯﻴﺔ‬ ‫ﺍﻷﺨﺫ‬‫ﺨﺎﺹ‬ ‫ﺒﺸﻜل‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻭﺇﺩﺍﺭﺓ‬ ‫ﻋﺎﻡ‬ ‫ﺸﻜل‬‫ﻴﺭﻯ‬ ‫ﺤﻴﻥ‬ ‫ﻓﻔﻲ‬ ،‫ﺠﻭﻥ‬
‫ﻭﺍﻟﺘﻭﻥ‬)John Walton(‫ﺍﻟﺒ‬ ‫ﺍﻟﻤﺘﻁﻠﺒﺎﺕ‬ ‫ﺃﻥ‬‫ﻭﻤﻨﻬـﺎ‬ ‫ﺍﻟﻤﺅﺴﺴـﺎﺕ‬ ‫ﺠﻤﻴـﻊ‬ ‫ﻓﻲ‬ ‫ﻟﻺﺩﺍﺭﺓ‬ ‫ﻭﺍﻹﺠﺭﺍﺌﻴﺔ‬ ‫ﻨﻴﻭﻴﺔ‬
‫ﺍﻟﺘﺭﺒ‬ ‫ﺍﻟﻤﺅﺴﺴﺔ‬‫ﺒﻴﺭﻭﻗﺭﺍﻁﻲ‬ ‫ﻨﻅﺎﻡ‬ ‫ﺇﻨﺸﺎﺀ‬ ‫ﺘﺴﺘﺩﻋﻲ‬ ‫ﻭﻴﺔ‬‫ﻴﻌﺘﺭﺽ‬ ،‫ﻫﻭﻟﻲ‬ ‫ﻭﻟﻴﺱ‬)Willis Hawlley(‫ﻋﻠﻰ‬
‫ﻓﻜ‬‫ﻭﺍﻟﻤﺭﻜﺯﻴﺔ‬ ‫ﺍﻟﺒﻴﺭﻭﻗﺭﺍﻁﻴﺔ‬ ‫ﺤﺘﻤﻴﺔ‬ ‫ﺭﺓ‬‫ﻴﺤﺘﻤل‬ ‫ﻭﺍﻟﻼﻤﺭﻜﺯﻴﺔ‬ ‫ﺍﻟﻤﺭﻜﺯﻴﺔ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻭﺍﺯﻥ‬ ‫ﻤﻥ‬ ‫ﹰ‬‫ﺍ‬‫ﻗﺩﺭ‬ ‫ﺃﻥ‬ ‫ﻴﻌﺘﺒﺭ‬ ‫ﺇﺫ‬ ،
‫ﻴﺅﺩ‬ ‫ﺃﻥ‬‫ﺇﻟﻰ‬ ‫ﺍﻟﻨﺯﻋﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺤﺩ‬ ‫ﺇﻟﻰ‬ ‫ﻱ‬‫ﺍﻟﺠﻤﻭﺩ‬.‫ﻭﻴﻼﺤﻅ‬‫ﻫﺎﻨﺴﻭﻥ‬)Hanson,1998(‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻲ‬ ‫ﺃﻨﻪ‬
‫ﺃﻨﻅﻤ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻀﺤﺔ‬ ‫ﺃﻤﺜﻠﺔ‬ ‫ﻴﻭﺠﺩ‬ ‫ﻻ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬‫ﺘﻤﺎﻤـﺎ‬ ‫ﻻﻤﺭﻜﺯﻴﺔ‬ ‫ﺘﺭﺒﻭﻴﺔ‬ ‫ﺔ‬‫ﺍﻟﻤﺭﻜﺯﻴـﺔ‬ ‫ﻤـﻥ‬ ‫ﺨﻠـﻴﻁ‬ ‫ﻭﺇﻨﻤـﺎ‬ ،
‫ﺍﻨﺴﻴ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺇﻨﻬﺎ‬ ،‫ﻭﺍﻟﻼﻤﺭﻜﺯﻴﺔ‬‫ﺍﻟﻭﻗﺕ‬ ‫ﻁﻴﻠﺔ‬ ‫ﻭﺘﻐﻴﻴﺭ‬ ‫ﺤﺭﻜﺔ‬ ‫ﻭﻓﻲ‬ ‫ﺎﺒﻴﺔ‬)‫ﻓﻲ‬Hawkins, 2000(.
‫ﺒﺎﻹﺩ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﻋﺎﻟﻤﻴﺔ‬ ‫ﻋﻥ‬ ‫ﻭﻜﺘﻌﺒﻴﺭ‬‫ﺍﻟـﺩﻭﻟﻲ‬ ‫ﺍﻟﻤـﺅﺘﻤﺭ‬ ‫ﺘﻭﺼﻴﺎﺕ‬ ‫ﺘﻀﻤﻨﺕ‬ ‫ﻭﺘﻁﻭﻴﺭﻫﺎ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﺭﺓ‬
‫ﻋﺎﻡ‬ ‫ﺠﻨﻴﻑ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﺜﻼﺜﻴﻥ‬ ‫ﺍﻟﺴﺎﺒﻌﺔ‬ ‫ﺩﻭﺭﺘﻪ‬ ‫ﻓﻲ‬ ‫ﻟﻠﺘﺭﺒﻴﺔ‬1979‫ﺭﻗﻡ‬ ‫ﺘﻭﺼﻴﺔ‬)72(‫ﻭﺯﺍﺭﺍﺕ‬ ‫ﺇﻟـﻰ‬ ‫ﻭﺍﻟﻤﻭﺠﻬﺔ‬
‫ﻤﺒـﺎﺩﺉ‬ ‫ﻤﺘﻀـﻤﻨﺔ‬ ‫ﻜﻔﺎﻴﺘﻬﺎ‬ ‫ﺯﻴﺎﺩﺓ‬ ‫ﺒﻐﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻨﻅﻡ‬ ‫ﻭﺇﺩﺍﺭﺓ‬ ‫ﺘﻨﻅﻴﻡ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﺒﺸﺄﻥ‬ ‫ﺍﻟﻌﺎﻟﻡ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬

17. 17
‫ﻟﻼﺴﺘ‬ ‫ﻤﻔﺼﻠﺔ‬ ‫ﺃﺴﺎﺴﻴﺔ‬‫ﺒ‬ ‫ﺭﺸﺎﺩ‬‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﺘﻨﻅﻴﻡ‬ ‫ﻓﻲ‬ ‫ﻬﺎ‬‫ﺃﻥ‬ ‫ﺍﻟﻤﺒﺎﺩﺉ‬ ‫ﻫﺫﻩ‬ ‫ﻭﻤﻥ‬ ،‫ﺇﺩﺍﺭﺓ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻤﺴﺌﻭﻟﻭﻥ‬ ‫ﻴﻌﻤل‬
‫ﻭﺍﻟﻼﻤﺭﻜﺯﻴﺔ‬ ‫ﺍﻟﻤﺭﻜﺯﻴﺔ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻷﻤﺜل‬ ‫ﺍﻟﺘﻭﻓﻴﻕ‬ ‫ﻤﻥ‬ ‫ﺍﻻﺴﺘﻔﺎﺩﺓ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬)،‫ﺍﻹﻤﺎﻡ‬1981(.
‫ﺇﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺇﻟﻰ‬ ‫ﻭﺍﻟﻌﻠﻭﻡ‬ ‫ﻭﺍﻟﺜﻘﺎﻓﺔ‬ ‫ﻟﻠﺘﺭﺒﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻤﻨﻅﻤﺔ‬ ‫ﺩﻋﺕ‬ ‫ﺍﻟﺴﺒﻌﻴﻨﺎﺕ‬ ‫ﻤﻁﻠﻊ‬ ‫ﻭﻓﻲ‬
‫ﺍﻟﺘ‬ ‫ﻟﺘﻁﻭﻴﺭ‬ ‫ﺠﺩﻴﺩﺓ‬‫ﻋﺎﻡ‬ ‫ﺼﺩﺭ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﺘﻘﺭﻴﺭ‬ ‫ﻓﻲ‬ ‫ﺠﻬﻭﺩﻫﺎ‬ ‫ﻭﺘﺒﻠﻭﺭﺕ‬ ،‫ﺍﻟﻌﺭﺒﻲ‬ ‫ﺍﻟﻭﻁﻥ‬ ‫ﻓﻲ‬ ‫ﺭﺒﻴﺔ‬1977،‫ﻭﻗـﺩ‬
‫ﻜﻌﻨ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﺇﻟﻰ‬ ‫ﻨﻅﺭ‬‫ﺼﺭ‬‫ﺍﻟﻤﻁﻠﻭﺒ‬ ‫ﺍﻟﺘﻁﻭﻴﺭ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺭﺌﻴﺱ‬ ‫ﻭﻤﺩﺨل‬ ‫ﻫﺎﻡ‬‫ﺇﺠـﺭﺍﺀ‬ ‫ﺃﻭ‬ ‫ﻜﺄﺩﺍﺓ‬ ‫ﺔ‬
‫ﺘﻨﻔﻴﺫ‬ ‫ﻁﺭﻴﻘﺔ‬ ‫ﺃﻭ‬‫ﻁـ‬ ‫ﻓـﻲ‬ ‫ﻋﻘـﺩﺕ‬ ‫ﺍﻟﺘـﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﺤﻠﻘﺔ‬ ‫ﻨﺼﺕ‬ ‫ﻓﻘﺩ‬ ‫ﺍﻟﺴﻴﺎﻕ‬ ‫ﻫﺫﺍ‬ ‫ﻭﻓﻲ‬ ،‫ﻓـﻲ‬ ‫ﺭﺍﺒﻠﺱ‬
‫ﺍﻟﺠﻤﺎﻫﻴﺭﻴ‬‫ﻋﺎﻡ‬ ‫ﺍﻟﻠﻴﺒﻴﺔ‬ ‫ﺔ‬1979‫ﻤﻥ‬ ‫ﻋﺩﺩ‬ ‫ﻋﻠﻰ‬‫ﻭﺍﻟﺘﻭﺼﻴﺎ‬‫ﺕ‬‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﺒﻼﺩ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﻟﺘﻁﻭﻴﺭ‬)،‫ﺍﻹﻤﺎﻡ‬
1981(.‫ﺍﻟﻘﺎﻫﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻨﻌﻘﺩ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻭﺍﻹﺩﺍﺭﺓ‬ ‫ﺍﻟﻤﻘﺎﺭﻨﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺤﻭل‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﻌﺭﺒﻲ‬ ‫ﺍﻟﻤﺅﺘﻤﺭ‬ ‫ﺃﻭﺼﻰ‬ ‫ﻜﻤﺎ‬
‫ﻋﺎﻡ‬ ‫ﺜﺎﻨﻲ‬ ‫ﻜﺎﻨﻭﻥ‬ ‫ﻓﻲ‬1994‫ﺍﻟﺘﻌﻠﻴﻤ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﺒﻼﻤﺭﻜﺯﻴﺔ‬ ‫ﺍﻷﺨﺫ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻭﺴﻊ‬ ‫ﺒﻀﺭﻭﺭﺓ‬‫ﻤـﻥ‬ ‫ﺒﺎﻟﻤﺯﻴﺩ‬ ‫ﻭﺫﻟﻙ‬ ‫ﻴﺔ‬
‫ﺍﻹﺠﺭﺍﺌﻴﺔ‬ ‫ﻭﺍﻟﻤﺅﺴﺴﻴﺔ‬ ‫ﻭﺍﻟﻤﺩﺭﺴﻴﺔ‬ ‫ﺍﻟﻤﺤﻠﻴﺔ‬ ‫ﻟﻺﺩﺍﺭﺍﺕ‬ ‫ﺍﻟﺴﻠﻁﺎﺕ‬ ‫ﺘﻔﻭﻴﺽ‬)‫ﻋﺒﻭﺩ‬،1995(.
‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﻟﻨﻅﺎﻡ‬ ‫ﺍﻟﻐﺎﻟﺒﺔ‬ ‫ﺍﻟﺴﻤﺔ‬ ‫ﺃﻥ‬ ‫ﻭﻤﻊ‬‫ﺍﻟﻤﺭﻜﺯﻴـ‬ ‫ﻫﻲ‬ ‫ﺍﻟﻔﻠﺴﻁﻴﻨﻲ‬ ‫ﺍﻟﺤﻜﻭﻤﻲ‬‫ﺔ‬‫ﻴﺨﻀـﻊ‬ ‫ﺤﻴـﺙ‬ ،
‫ﺍﻟﻔﻠﺴـﻁﻴﻨﻴﺔ‬ ‫ﺍﻟﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﻓﻲ‬ ‫ﻭﻤﺩﻴﺭﻴﺎﺘﻬﺎ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻭﺯﺍﺭﺓ‬ ‫ﻤﻥ‬ ‫ﻜﺎﻤل‬ ‫ﻹﺸﺭﺍﻑ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬‫ﺍﻟﻀـﻔﺔ‬ ‫ﻓـﻲ‬ ،
‫ﻏﺯﺓ‬ ‫ﻭﻗﻁﺎﻉ‬ ‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬)،‫ﻋﺎﺒﺩﻴﻥ‬2001(‫ﻭﻀـﻌﺘﻬﺎ‬ ‫ﺍﻟﺘـﻲ‬ ‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬ ‫ﺍﻟﺨﻤﺴﻴﺔ‬ ‫ﺍﻟﺘﻁﻭﻴﺭﻴﺔ‬ ‫ﺍﻟﺨﻁﺔ‬ ‫ﻓﺈﻥ‬ ،
‫ﺍﻟﻼﻤﺭﻜﺯﻴﺔ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻟﺘﻭﺠﻪ‬ ‫ﺒﺘﺩﻋﻴﻡ‬ ‫ﺨﺎﺼﺎ‬ ‫ﻫﺩﻓﺎ‬ ‫ﺘﻀﻤﻨﺕ‬ ،‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬ ‫ﺍﻟﻌﺎﻟﻲ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻭﺯﺍﺭﺓ‬‫ﻭﺤﺩﺩﺕ‬ ،
‫ﺫﻟﻙ‬ ‫ﻟﺘﺤﻘﻴﻕ‬ ‫ﺍﻟﺘﻨﻔﻴﺫﻴﺔ‬ ‫ﺍﻷﻨﺸﻁﺔ‬)‫ﺍﻟﻌﺎﻟﻲ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻭﺯﺍﺭﺓ‬‫ﺏ‬،2000.(
‫ﻤﻤ‬‫ﺘﻘﺩﻡ‬ ‫ﺎ‬‫ﻴ‬‫ﺍﻟﻌﻘﺎﺌﺩﻴﺔ‬ ‫ﻭﺨﻠﻔﻴﺎﺘﻬﺎ‬ ‫ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻭﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬ ‫ﺍﻟﺴﻴﺎﺴﻴﺔ‬ ‫ﺃﻨﻅﻤﺘﻬﺎ‬ ‫ﺒﻤﺨﺘﻠﻑ‬ ‫ﺍﻟﺩﻭل‬ ‫ﺃﻥ‬ ‫ﺘﺒﻴﻥ‬
‫ﺃﻨﻅﻤﺘ‬ ‫ﺘﻁﻭﻴﺭ‬ ‫ﺇﻟﻰ‬ ‫ﺤﺜﻴﺙ‬ ‫ﺒﺸﻜل‬ ‫ﺘﺴﻌﻰ‬‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﻟﻅﺭﻭﻓﻬﺎ‬ ‫ﻭﻓﻘﺎ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﻬﺎ‬‫ﻓـﻲ‬ ‫ﺍﻟﺘـﻭﺍﺯﻥ‬ ‫ﻟﺘﺤﻘﻴـﻕ‬ ‫ﺴﻌﻴﺎ‬ ،
‫ﺍﻻ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬‫ﺍﻟﻼﻤﺭﻜﺯﻴﺔ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻤﺭﻜﺯﻴﺔ‬ ‫ﻨﺤﻭ‬ ‫ﺘﺠﺎﻩ‬،‫ﻴ‬ ‫ﻻ‬ ‫ﺃﻨﻪ‬ ‫ﺤﻴﺙ‬‫ﻤ‬ ‫ﺘﺭﺒـﻭﻱ‬ ‫ﻨﻅـﺎﻡ‬ ‫ﻭﺠﺩ‬‫ﻁﻠـﻕ‬
‫ﺍﻟﻼﻤﺭﻜﺯﻴﺔ‬ ‫ﻤﻁﻠﻕ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻤﺭﻜﺯﻴﺔ‬‫ﺍﻟﻭﻀـﻊ‬ ‫ﺒﺴﺒﺏ‬ ‫ﺍﻟﺘﻭﺍﺯﻥ‬ ‫ﻫﺫﺍ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬ ‫ﺍﻟﺘﺠﺭﺒﺔ‬ ‫ﺘﺄﺨﺭ‬ ‫ﻭﺭﻏﻡ‬ ،
‫ﺍﻻﺤﺘﻼل‬ ‫ﺒﺎﺴﺘﻤﺭﺍﺭ‬ ‫ﺍﻟﻤﺘﻤﺜل‬ ‫ﺍﻟﺴﻴﺎﺴﻲ‬،‫ﻤ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻟﺘﻭﺠﻪ‬ ‫ﺒﺩﺍﻴﺎﺕ‬ ‫ﻓﺈﻥ‬‫ﻭﻭﺍﻋـﺩﺓ‬ ‫ﻤﺸـﺠﻌﺔ‬ ‫ﺍﻟﻼﻤﺭﻜﺯﻴﺔ‬ ‫ﻤﻥ‬ ‫ﺯﻴﺩ‬
‫ﻭﺘﺴﻴﺭ‬‫ﺃﻟ‬ ‫ﺼﻬﻴﻭﻨﻲ‬ ‫ﺍﺤﺘﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﺒﻼﺩ‬ ‫ﺒﻪ‬ ‫ﺘﻤﺭ‬ ‫ﻤﺎ‬ ‫ﺭﻏﻡ‬ ‫ﻭﺍﺜﻘﺔ‬ ‫ﺒﺨﻁﻰ‬‫ﺒﺎﻟ‬ ‫ﺃﻀـﺭﺍﺭﺍ‬ ‫ﺤـﻕ‬‫ﺒﺎﻟﻤﺅﺴﺴـﺎﺕ‬ ‫ﻐـﺔ‬
‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬.

18. 18
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻫﻤﻴـﺔ‬:
‫ﺒﺎﻵﺘﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﺘﻜﻤﻥ‬:
1-‫ﻓﻠﺴﻁﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻷﻭﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺘﻌﺘﺒﺭ‬)‫ﺍﻟﺒﺎﺤـﺙ‬ ‫ﻋﻠﻡ‬ ‫ﺤﺩﻭﺩ‬ ‫ﻓﻲ‬(‫ﺍﻟﻤﺭﻜﺯﻴـﺔ‬ ‫ﻓـﻲ‬ ‫ﺘﺒﺤـﺙ‬ ‫ﺍﻟﺘـﻲ‬
‫ﻓﻠﺴﻁﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻼﻤﺭﻜﺯﻴﺔ‬‫ﺤﻴﺙ‬‫ﻭﺯﺍﺭﺓ‬ ‫ﺠﻬـﺩ‬ ‫ﻤـﻊ‬ ‫ﻤﺘﻭﺍﻓﻘﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺠﺎﺀﺕ‬
‫ﺍﻟ‬‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﺘﺠﺭﺒﺔ‬ ‫ﺘﻁﻭﻴﺭ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺘﺭﺒﻴﺔ‬‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻲ‬ ‫ﻓﻠﺴﻁﻴﻥ‬،‫ﻤـﺎ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬
‫ﻨﺤـﻭ‬ ‫ﺍﻟﺘﻭﺠﻪ‬ ‫ﺘﺩﻋﻴﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻟﻭﺯﺍﺭﺓ‬ ‫ﺍﻷﻭﻟﻰ‬ ‫ﺍﻟﺨﻤﺴﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﺨﻁﺔ‬ ‫ﺘﻀﻤﻨﺘﻪ‬
‫ﺍﻟﻼﻤﺭﻜﺯﻴﺔ‬،‫ﹰ‬‫ﺎ‬‫ﻤﻬﻤ‬ ‫ﹰ‬‫ﺍ‬‫ﻤﺅﺸﺭ‬ ‫ﻨﺘﺎﺌﺠﻬﺎ‬ ‫ﺘﻌﺘﺒﺭ‬ ‫ﺤﻴﺙ‬‫ﺍﻟﻔﻠﺴﻁﻴﻨﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻟﻘﺭﺍﺭ‬ ‫ﻟﺼﺎﻨﻊ‬.
2-‫ﺍﻟﻤﺭﻜﺯﻴـﺔ‬ ‫ﻨﺤـﻭ‬ ‫ﺍﻟﺤﻜﻭﻤﻴـﺔ‬ ‫ﺍﻟﻤـﺩﺍﺭﺱ‬ ‫ﻤـﺩﻴﺭﺍﺕ‬ ‫ﻭ‬ ‫ﻤﺩﻴﺭﻱ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﺒﺎﻟﺒﺤﺙ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺘﻨﺎﻭﻟﺕ‬
‫ﻭﺍﻟﻼﻤﺭﻜﺯﻴﺔ‬‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻓﻲ‬‫ﺒﺎﻋﺘﺒﺎﺭﻫﻡ‬ ‫ﻋﻅﻴﻤﺔ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻭﻟﻬﺫﺍ‬ ،،‫ﺍﻟﻤﻴﺩﺍﻨﻴـﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴـﺔ‬ ‫ﺍﻟﻘﻴﺎﺩﺓ‬‫ﺫﺍﺕ‬
‫ﺍﻟﺼﻠﺔ‬‫ﻭﺍﻻﺘﺼﺎل‬‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺒﺎﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﻤﺒﺎﺸﺭ‬‫ﻭﺨﺎﺭﺠﻬﺎ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﺩﺍﺨل‬ ‫ﻭﺒﺄﻁﺭﺍﻓﻬﺎ‬،‫ﻴ‬ ‫ﺃﻨﻬﻡ‬ ‫ﻜﻤﺎ‬‫ﻤﺜﻠـﻭﻥ‬
‫ﺍﻟﻌﻠﻴﺎ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻬﺎﻤﺔ‬ ‫ﺍﻟﻭﺼل‬ ‫ﺤﻠﻘﺔ‬)‫ﺍﻟﻭﺯﺍﺭﺓ‬(‫ﺍﻟﻭﺴﻁﻰ‬ ‫ﻭﺍﻟﻤﺴﺘﻭﻴﺎﺕ‬ ،)‫ﺍﻟﻤﺩﻴﺭﻴﺔ‬(‫ﻤـﻥ‬
‫ﻭﺍﻟﻁﻠﺒﺔ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻭﺒﻴﻥ‬ ،‫ﺠﻬﺔ‬،‫ﺍﻷﺨﺭﻯ‬ ‫ﺍﻟﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺤﻠﻲ‬ ‫ﻭﺍﻟﻤﺠﺘﻤﻊ‬‫ﺍﻟﻤﺭﻜﺯﻱ‬ ‫ﺍﻟﻌﻤل‬ ‫ﻓﺭﻴﻕ‬ ‫ﺴﻴﻔﻴﺩ‬ ‫ﻤﻤﺎ‬
‫ﺍﻟﻤﺴﺅﻭ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻭﺯﺍﺭﺓ‬ ‫ﻓﻲ‬‫ﺍﻟﺨﻤﺴﻴﺔ‬ ‫ﺍﻟﺨﻁﺔ‬ ‫ﺘﻨﻔﻴﺫ‬ ‫ﻤﺘﺎﺒﻌﺔ‬ ‫ﻋﻥ‬ ‫ل‬.
3-‫ﻤﺜ‬‫ﻨﺴﺒﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺠﺘﻤﻊ‬ ‫ل‬)50%(‫ﺍﻟﻀﻔﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﻜﻭﻤﻲ‬ ‫ﺍﻟﻔﻠﺴﻁﻴﻨﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﻤﻥ‬،‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬
‫ﻭ‬)40%(‫ﻓﻲ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﺫﻟﻙ‬ ‫ﻤﻥ‬،‫ﻓﻠﺴﻁﻴﻥ‬‫ﺃﻭ‬ ‫ﻭﺍﻟﻤﻌﻠﻤـﺎﺕ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﺘﻌﺩﺍﺩ‬ ‫ﺴﻭﺍﺀ‬
‫ﺍﻟﻤﺩﻴﺭﻭﻥ‬،‫ﻭﺍﻟﻤﺩﻴﺭﺍﺕ‬‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺠﻬﺎﺯ‬ ‫ﻓﻲ‬ ‫ﻤﻬﻡ‬ ‫ﻗﻁﺎﻉ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﺘﻌﻜﺱ‬ ‫ﺃﻨﻬﺎ‬ ‫ﻴﻌﻨﻲ‬ ‫ﻤﻤﺎ‬‫ﻭﺍﻟﺘﻌﻠﻴﻡ‬.
4-‫ﻭﺍﻟﻼﻤﺭﻜﺯﻴﺔ‬ ‫ﺒﺎﻟﻤﺭﻜﺯﻴﺔ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﺘﻭﻀﻴﺢ‬ ‫ﻓﻲ‬ ‫ﻟﻠﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﻨﻅﺭﻱ‬ ‫ﺍﻹﻁﺎﺭ‬ ‫ﻴﺴﺎﻫﻡ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻤﺘﻭﻗﻊ‬ ‫ﻤﻥ‬
‫ﺍﻟﺘﺭﺒﻭﻴ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻲ‬‫ﺔ‬،‫ﻭ‬ ‫ﻋﺭﺒﻴـﺔ‬ ‫ﺃﻗﻁﺎﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺘﻨﻭﻋﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﻷﻫﻤﻴﺔ‬ ‫ﺇﻀﺎﻓﺔ‬‫ﻋﺎﻟﻤﻴـﺔ‬
‫ﻤﺘﺒﺎﻴﻨﺔ‬ ‫ﺴﻴﺎﺴﻴﺔ‬ ‫ﺃﻨﻅﻤﺔ‬ ‫ﺫﺍﺕ‬‫ﺍﻟﻘـﺭﺍﺭ‬ ‫ﺼـﺎﻨﻌﻲ‬ ‫ﺘﻤﻜﻥ‬ ‫ﻋﺩﻴﺩﺓ‬ ‫ﺨﻴﺎﺭﺍﺕ‬ ‫ﺘﻭﻓﺭ‬ ‫ﻋﻨﻪ‬ ‫ﻴﻨﺘﺞ‬ ‫ﻤﻤﺎ‬ ،‫ﺍﻟﺘﺭﺒـﻭﻱ‬
‫ﺍ‬ ‫ﻭﺇﻏﻨﺎﺀ‬ ‫ﻤﻨﻬﺎ‬ ‫ﺍﻷﻨﺴﺏ‬ ‫ﺍﺨﺘﻴﺎﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻔﻠﺴﻁﻴﻨﻲ‬‫ﺍﻟﻤﺠﺎل‬ ‫ﻫﺫﺍ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬ ‫ﻟﺘﺠﺭﺒﺔ‬.

19. 19
5-‫ﺍﻟﺘﺭﺒﻴـﺔ‬ ‫ﻓـﻲ‬ ‫ﺘﻌﻤـل‬ ‫ﺃﺨﺭﻯ‬ ‫ﺃﻁﺭﺍﻑ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺘﺒﺤﺙ‬ ‫ﺃﺨﺭﻯ‬ ‫ﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻘﺩﻤﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺘﻌﺘﺒﺭ‬
‫ﻭﺍﻟﻌﺎﻤﻠﻴﻥ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﻴﻥ‬ ‫ﻜﺎﻹﺩﺍﺭﻴﻴﻥ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻡ‬‫ﺍﻟﻤـﺩﻴﺭﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﻭ‬ ‫ﺍﻟﻭﺯﺍﺭﺓ‬ ‫ﻤﺭﻜﺯ‬ ‫ﻓﻲ‬‫ﺍﻟﻤﻌﻠﻤـﻭﻥ‬ ‫ﻭﻜـﺫﻟﻙ‬ ،
‫ﻭﺨﺒﺭﺍ‬‫ﻭﺍﻟﺘﻌ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺀ‬‫ﺍﻟﺠﺎﻤﻌﺎﺕ‬ ‫ﺃﺴﺎﺘﺫﺓ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻹﺩﺍﺭﺓ‬ ‫ﻠﻴﻡ‬.
‫ﺍﻟﺩﺭﺍﺴـﺔ‬ ‫ﻤﺸﻜـﻠﺔ‬:
،‫ﺍﻟﻼﻤﺭﻜﺯﻴـﺔ‬ ‫ﻤﻔﻬـﻭﻡ‬ ‫ﻓـﻲ‬ ‫ﻭﺍﻹﺘﺠﺎﻫـﺎﺕ‬ ‫ﻭﺍﻟﻤﻔـﺎﻫﻴﻡ‬ ‫ﺍﻷﻓﻜﺎﺭ‬ ‫ﻓﻲ‬ ‫ﺘﺒﺎﻴﻨﺎﺕ‬ ‫ﻫﻨﺎﻙ‬ ‫ﺃﻥ‬ ‫ﻟﻭﺤﻅ‬ ‫ﻟﻘﺩ‬
،‫ﻭﻤﺴﺘﻭﻴﺎﺘﻬﺎ‬ ‫ﺘﻨﻔﻴﺫﻫﺎ‬ ‫ﻭﺁﻟﻴﺔ‬ ،‫ﻟﻬﺎ‬ ‫ﺍﻹﻋﺩﺍﺩ‬ ‫ﻭﻁﺭﻕ‬ ،‫ﻭﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﺘﻨﻅﻴﻤﻴﺔ‬ ‫ﻭﻤﺘﻁﻠﺒﺎﺘﻬﺎ‬‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻭﺯﺍﺭﺓ‬ ‫ﻭﺍﻗﺘﺭﺤﺕ‬
‫ﺍﻟﻔﻠ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻡ‬‫ﺍﻟﺘﻌـﺭﺽ‬ ‫ﺩﻭﻥ‬ ،‫ﺃﻫﻤﻴـﺔ‬ ‫ﺠﻭﺍﻨﺒﻬﺎ‬ ‫ﺃﻜﺜﺭ‬ ‫ﺇﺒﺭﺍﺯ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺴﺎﻋﺩ‬ ،‫ﻟﻼﻤﺭﻜﺯﻴﺔ‬ ‫ﹰ‬‫ﺎ‬‫ﻤﺒﺩﺌﻴ‬ ‫ﹰ‬‫ﺎ‬‫ﻤﻔﻬﻭﻤ‬ ‫ﺴﻁﻴﻨﻴﺔ‬
‫ﻟﻬﺎ‬ ‫ﻭﺠﺎﻤﺩ‬ ‫ﻤﺤﺩﺩ‬ ‫ﺘﻌﺭﻴﻑ‬ ‫ﻟﻭﻀﻊ‬:"‫ﻤﺼﺎﻟﺢ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺃﺴﺎﺱ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻼﻤﺭﻜﺯﻴﺔ‬ ‫ﻨﻅﺎﻡ‬ ‫ﻴﻘﻭﻡ‬
‫ﻭﺘﻨﻔﻴـﺫ‬ ‫ﺇﺩﺍﺭﺘﻬﺎ‬ ‫ﻴﺴﺘﻠﺯﻡ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺘﻁﻭﻴﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻭﻅﻴﻔﺔ‬ ‫ﺤﺩﻭﺩ‬ ‫ﻓﻲ‬ ‫ﻤﺸﺘﺭﻜﺔ‬ ‫ﻤﺤﻠﻴﺔ‬‫ﺫﺍﺘﻴـﺎ‬ ‫ﻫﺎ‬
‫ﺒﺎﻟﺸ‬ ‫ﺍﻻﻋﺘﺭﺍﻑ‬ ‫ﻭﻴﺘﻁﻠﺏ‬‫ﺍﻹﻗﻠﻴﻤﻴﺔ‬ ‫ﻟﻠﻭﺤﺩﺓ‬ ‫ﺍﻟﻘﺎﻨﻭﻨﻴﺔ‬ ‫ﺨﺼﻴﺔ‬)‫ﺍﻟﻤﺩﻴﺭ‬‫ﻴﺔ‬(‫ﻟﻬـﺎ‬ ‫ﺍﻟﺘﺎﺒﻌـﺔ‬ ‫ﺍﻷﺨـﺭﻯ‬ ‫ﻭﺍﻟﻭﺤﺩﺍﺕ‬
)‫ﺍﻟﻤﺩﺭﺴﺔ‬(‫ﺍﻟﻤﺭﻜﺯﻴﺔ‬ ‫ﺍﻟﺴﻠﻁﺔ‬ ‫ﻟﺭﻗﺎﺒﺔ‬ ‫ﺍﻟﻭﺤﺩﺍﺕ‬ ‫ﻫﺫﻩ‬ ‫ﻭﺨﻀﻭﻉ‬)‫ﻭﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻭﺯﺍﺭﺓ‬(‫ﻤﺭﺍﺤل‬ ‫ﻋﻠﻰ‬ ‫ﻭﺘﻨﻔﺫ‬
‫ﻨﺘﺎﺌﺠﻪ‬ ‫ﻭﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﻘﺒﻠﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺇﺘﻤﺎﻡ‬ ‫ﺒﻌﺩ‬")‫ﻭﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻭﺯﺍﺭﺓ‬‫ﺍﻟﻌﺎﻟﻲ‬‫ﺃ‬،2000.(
‫ﻭ‬‫ﺃﻨﻪ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻴﻌﺘﻘﺩ‬‫ﻭﺯﺍﺭﺓ‬ ‫ﺃﻋـﺩﺘﻬﺎ‬ ‫ﺍﻟﺘـﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﻟﻠﺘﻁﻭﻴﺭ‬ ‫ﺍﻟﺨﻤﺴﻴﺔ‬ ‫ﺍﻟﺨﻁﺔ‬ ‫ﺃﻥ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺭﻏﻡ‬ ‫ﻋﻠﻰ‬
‫ﻓﻠﺴﻁﻴﻥ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬،‫ﺘﻀ‬ ‫ﻗﺩ‬‫ﺍﻟﻼﻤﺭﻜﺯﻴﺔ‬ ‫ﻟﺘﻁﺒﻴﻕ‬ ‫ﺨﻁﺔ‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﻤﻨﺕ‬‫ﻋﻠﻤﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ‬ ‫ﺘﺠﺭ‬ ‫ﻟﻡ‬ ‫ﺃﻨﻪ‬ ‫ﺇﻻ‬ ،
‫ﻭﻤﺩ‬ ‫ﺘﺭﺒﻭﻴﻴﻥ‬ ‫ﺇﺩﺍﺭﻴﻴﻥ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺃﻁﺭﺍﻑ‬ ‫ﺒﻤﺸﺎﺭﻜﺔ‬ ‫ﻤﻴﺩﺍﻨﻴﺔ‬‫ﻴ‬‫ﻭﺍﻟﻤﺠﺘﻤـﻊ‬ ‫ﻭﺨﺒـﺭﺍﺀ‬ ‫ﻤـﺩﺍﺭﺱ‬ ‫ﺭﻱ‬
‫ﺍﻟﻤﺤﻠﻲ‬‫ﻤﺅﺴﺴﺎﺕ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﺃﺸﺭﻓﺕ‬ ‫ﺘﺭﺒﻭﻴﺔ‬ ‫ﻨﺩﻭﺍﺕ‬ ‫ﻓﻲ‬ ‫ﻗﺩﻤﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻌﻤل‬ ‫ﺃﻭﺭﺍﻕ‬ ‫ﺒﻌﺽ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻷﻤﺭ‬ ‫ﻭﺍﻗﺘﺼﺭ‬ ،
‫ﻭﻤﺸ‬ ‫ﺍﻟﻘﻁﺎﻥ‬ ‫ﻤﺅﺴﺴﺔ‬ ‫ﻤﺜل‬ ‫ﺃﻫﻠﻴﺔ‬‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﻭﺍﻟﺘﻨﺴﻴﻕ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﺭﻭﻉ‬،‫ﺇ‬‫ﺍﻟﺩﺭﺍﺴـﺎﺕ‬ ‫ﻫـﺫﻩ‬ ‫ﻤﺜـل‬ ‫ﺇﺠﺭﺍﺀ‬ ‫ﻋﺩﻡ‬ ‫ﻥ‬
‫ﻤﻥ‬ ‫ﺃﻴﻀﺎ‬ ‫ﻭﺍﻟﻤﺘﺎﺒﻌﺔ‬ ‫ﺍﻟﻤﺭﻜﺯ‬ ‫ﻤﻥ‬ ‫ﻴﺄﺘﻲ‬ ‫ﺍﻟﺨﻁﺔ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﺴﻴﺠﻌل‬ ‫ﺍﻟﻤﺤﻜﻤﺔ‬‫ﻤﻥ‬ ‫ﺍﻟﻤﺸﺎﺭﻜﺔ‬ ‫ﺴﻴﻀﻌﻑ‬ ‫ﻤﻤﺎ‬ ‫ﺍﻟﻤﺭﻜﺯ‬
‫ﺍﻟﺘﺭﺒﻭﻴﻴ‬ ‫ﻜﺎﻹﺩﺍﺭﻴﻴﻥ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺃﻁﺭﺍﻑ‬‫ﺍﻷﻭﺴﻁ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﻓﻲ‬ ‫ﻥ‬)‫ﺍﻟﻤﺩﻴﺭﻴﺎﺕ‬(‫ﺍﻟﻤـﺩﺍﺭﺱ‬ ‫ﻭﻤـﺩﻴﺭﻱ‬
‫ﺍﻷﻫ‬ ‫ﻭﺍﻟﻤﺅﺴﺴﺎﺕ‬ ‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬ ‫ﺍﻟﺠﺎﻤﻌﺎﺕ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﺨﺒﺭﺍﺀ‬‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺒﺎﻟﺸﺄﻥ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﺫﺍﺕ‬ ‫ﻠﻴﺔ‬‫ﻟﻌﻨﺎﺼـﺭ‬ ‫ﺇﻀﺎﻓﺔ‬ ،
‫ﺍ‬‫ﺃﻤﻭﺭ‬ ‫ﺃﻭﻟﻴﺎﺀ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺤﻠﻲ‬ ‫ﻟﻤﺠﺘﻤﻊ‬‫ﻭ‬‫ﺍﻟ‬ ‫ﺍﻟﺤﻜﻡ‬ ‫ﻤﻤﺜﻠﻲ‬‫ﻤﺤ‬‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﻤﺠﺘﻤﻌﻴﺔ‬ ‫ﻭﺍﻟﻤﺅﺴﺴﺎﺕ‬ ‫ﻠﻲ‬‫ﺴـﻴﺅﺩﻱ‬ ‫ﻤﻤﺎ‬ ،
‫ﺍﻟﺘﻁﺒﻴﻕ‬ ‫ﻓﻲ‬ ‫ﺨﻠل‬ ‫ﺤﺩﻭﺙ‬ ‫ﺇﻟﻰ‬،‫ﺃﻭ‬ ‫ﺍﻟﻤﺘﺎﺤـﺔ‬ ‫ﻭﺍﻹﻤﻜﺎﻨﻴـﺎﺕ‬ ‫ﺘـﺘﻼﺀﻡ‬ ‫ﻻ‬ ‫ﻗـﺩ‬ ‫ﺇﺠﺭﺍﺀﺍﺕ‬ ‫ﻤﻥ‬ ‫ﺴﻴﺘﺨﺫ‬ ‫ﻟﻤﺎ‬ ‫ﹰ‬‫ﺍ‬‫ﻨﻅﺭ‬

20. 20
‫ﺍﻟﻔﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬‫ﺍﻟﻤﺘﻭﻓﺭﺓ‬‫ﺩﻗﻴﻘـﺔ‬ ‫ﺒﻴﺎﻨـﺎﺕ‬ ‫ﻗﺎﻋﺩﺓ‬ ‫ﺴﺘﻭﻓﺭ‬ ‫ﺍﻟﻤﺘﻨﻭﻋﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻫﺫﻩ‬ ‫ﻤﺜل‬ ‫ﺃﻥ‬ ‫ﺫﻟﻙ‬ ‫ﺇﻟﻰ‬ ‫ﻴﻀﺎﻑ‬ ،
‫ﺍﻟ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﻴﻌﺘﻤﺩ‬ ‫ﻋﺎﻟﻴﺔ‬ ‫ﻟﺩﺭﺠﺔ‬‫ﻤﺸﺭﻓﻭ‬‫ﻟﻬﺎ‬ ‫ﻭﺍﻟﻤﺘﺎﺒﻌﻭﻥ‬ ‫ﺍﻟﺨﻁﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻥ‬.
‫ﺍﻟـﺩﻋﻭﺓ‬ ‫ﻜﻠﻴـﺔ‬ ‫ﻓـﻲ‬ ‫ﻭﺇﺩﺍﺭﻱ‬ ‫ﺴﺎﺒﻕ‬ ‫ﻜﻤﻌﻠﻡ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻭﺯﺍﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻋﻤل‬ ‫ﺨﻼل‬ ‫ﻭﻤﻥ‬
‫ﺍﻟﺩﻴﻨﻴﺔ‬ ‫ﻭﺍﻟﺸﺅﻭﻥ‬ ‫ﺍﻷﻭﻗﺎﻑ‬ ‫ﻟﻭﺯﺍﺭﺓ‬ ‫ﺍﻟﺘﺎﺒﻌﺔ‬ ‫ﺍﻹﺴﻼﻤﻴﺔ‬،‫ﺘ‬ ‫ﺍﻟﺘـﻲ‬ ‫ﺍﻟﺘﻌﻘﻴـﺩﺍﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻁﻠﻊ‬‫ﺍﻷﻨﻅﻤـﺔ‬ ‫ﻔﺭﻀـﻬﺎ‬
‫ﺍﻟﺴﺎﺌﺩﺓ‬ ‫ﻭﺍﻟﻘﻭﺍﻨﻴﻥ‬‫ﺍﻟﺴﻠﺒﻲ‬ ‫ﻭﺃﺜﺭﻫﺎ‬ ،‫ﺍﻟ‬ ‫ﺍﻟﻤﺅﺴﺴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﻋﻠﻰ‬‫ﺘﺭﺒﻭﻴﺔ‬‫ﻓﻜﺭ‬ ‫ﻓﺎﺨﺘﻤﺭﺕ‬ ،‫ﺩﺭﺍﺴـﺔ‬ ‫ﺇﺠـﺭﺍﺀ‬ ‫ﺓ‬
‫ﺍﻟﻤﻭﻀﻭﻉ‬ ‫ﺤﻭل‬‫ﺇ‬‫ﺫ‬‫ﻴ‬‫ﻤﺩﻴﺭﻱ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻌﺭﻓﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﺤﺎﻭل‬‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻭﻤﺩﻴﺭﺍﺕ‬
‫ﻭﺍﻟﻼﻤﺭﻜﺯﻴ‬ ‫ﺍﻟﻤﺭﻜﺯﻴﺔ‬ ‫ﺤﻭل‬ ‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﺸﻤﺎل‬ ‫ﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﻜﻭﻤﻴﺔ‬‫ﻓـﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺔ‬
‫ﻓﻠﺴﻁﻴﻥ‬‫ﺴ‬ ‫ﻁﺭﺡ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻭﺫﻟﻙ‬ ،‫ﺍﻟﺭﺌ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺸﻜﻠﺔ‬ ‫ﺅﺍل‬‫ﺍﻟﺘﺎﻟﻲ‬ ‫ﻴﺱ‬:
‫ﺍﻟﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﻤﺎ‬‫ﺍﻹﺩﺍﺭﻴﺔ‬‫ﻤﻥ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﻭﺍﻟﻔﻌﺎﻟﻴﺎﺕ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺒﺒﻌﺽ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬ ‫ﻻﺘﺨﺎﺫ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺍﻟﻤﺭﻏﻭﺏ‬
‫ﻓ‬ ‫ﺍﻟﺤﻜﻭﻤﻴﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻭﻤﺩﻴﺭﺍﺕ‬ ‫ﻤﺩﻴﺭﻱ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﺸﻤﺎل‬ ‫ﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﻲ‬‫ﺃﺜـﺭ‬ ‫ﻭﻤـﺎ‬ ‫؟‬
‫ﺍﻟﺩﻴﻤﻐﺭﺍﻓﻴﺔ‬ ‫ﺍﻟﻤﺘﻐﻴﺭﺍﺕ‬‫ﻋﻨﺩﻫﻡ‬‫ﺍﻟﻘﺭﺍﺭ‬ ‫ﻫﺫﻩ‬ ‫ﺍﺘﺨﺎﺫ‬ ‫ﻋﻠﻰ‬‫ﺍ‬‫ﺕ‬‫؟‬
‫ﺍﻟﺩﺭﺍﺴـﺔ‬ ‫ﺃﻫﺩﺍﻑ‬:
‫ﻫﺩﻓﺕ‬‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬:
1-‫ﺍﻟ‬ ‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬ ‫ﻻﺘﺨﺎﺫ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺍﻟﻤﺭﻏﻭﺏ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬‫ﺍﻟﺘﺭﺒﻭﻴـﺔ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺒﺒﻌﺽ‬ ‫ﻤﺘﻌﻠﻘﺔ‬،
‫ﻭﻫﻲ‬:،‫ﺍﻟﻁﻼﺒﻴـﺔ‬ ‫ﻭﺍﻟﺸـﺅﻭﻥ‬ ،‫ﺍﻟﻤﻭﻅﻔﻴﻥ‬ ‫ﻭﺸﺅﻭﻥ‬ ،‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻭﺃﺴﺎﻟﻴﺏ‬ ‫ﻭﻁﺭﻕ‬ ،‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺍﻟﻤﻨﺎﻫﺞ‬
‫ﻭ‬ ،‫ﺍﻟﻤﺩﺭﺴﻴﺔ‬ ‫ﻭﺍﻟﻤﺭﺍﻓﻕ‬‫ﺍﻟﻤﺎﻟﻴﺔ‬ ‫ﺍﻟﺸﺅﻭﻥ‬،‫ﻭ‬ ‫ﻤﺩﻴﺭﻱ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬‫ﺍﻟﺤﻜﻭﻤﻴـﺔ‬ ‫ﺍﻟﻤـﺩﺍﺭﺱ‬ ‫ﻤـﺩﻴﺭﺍﺕ‬
‫ﻓ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻟﻤﺩﻴﺭﻴﺎﺕ‬ ‫ﺍﻟﺘﺎﺒﻌﺔ‬‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﺸﻤﺎل‬ ‫ﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﻲ‬:،‫ﻭﻗﺒﺎﻁﻴﺔ‬ ،‫ﻭﺠﻨﻴﻥ‬ ،‫ﻨﺎﺒﻠﺱ‬
‫ﻭﻗﻠﻘﻴﻠﻴﺔ‬ ،‫ﻭﻁﻭﻟﻜﺭﻡ‬،‫ﻭ‬‫ﺴﻠﻔﻴﺕ‬.
2-‫ﺃ‬ ‫ﺘﺤﺩﻴﺩ‬‫ﺒ‬ ‫ﺍﻟﻤﺘﻤﺜﻠﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺘﻐﻴﺭﺍﺕ‬ ‫ﺜﺭ‬‫ـ‬:‫ﻭ‬ ،‫ﺍﻟﻌﻠﻤﻲ‬ ‫ﺍﻟﻤﺅﻫل‬‫ﺍﻟﻤﺅﻫل‬‫ﺍﻟﺨﺒـﺭﺓ‬ ‫ﻭﺴـﻨﻭﺍﺕ‬ ،‫ﺍﻟﺘﺭﺒﻭﻱ‬
‫ﺍﻹﺩﺍﺭﻴﺔ‬‫ﻭ‬ ،‫ﻭ‬ ،‫ﺍﻟﺠﻨﺱ‬‫ﺍ‬ ‫ﻤﺴﺘﻭﻯ‬‫ﻟﻤﺩﺭﺴﺔ‬،‫ﻭﺍﻟﻤﺩﻴﺭﻴﺔ‬،‫ﻻﺘﺨﺎﺫ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺍﻟﻤﺭﻏﻭﺏ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﻋﻠﻰ‬
‫ﺍﻟﻘﺭﺍﺭﺍ‬‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺒﺘﻠﻙ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺕ‬.

21. 21
‫ﺍﻟﺩﺭﺍﺴـﺔ‬ ‫ﺃﺴﺌﻠـﺔ‬:
‫ﺴﻌ‬‫ﺕ‬‫ﻫﺫ‬‫ﻩ‬‫ﺍ‬‫ﻟﺩﺭﺍﺴﺔ‬‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻷﺴﺌﻠﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻺﺠﺎﺒﺔ‬:
1-‫ﺍﻟ‬ ‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬ ‫ﻻﺘﺨﺎﺫ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺍﻟﻤﺭﻏﻭﺏ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﻤﺎ‬‫ﺍﻟﺘﺎﻟﻴـﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺒﺎﻟﻤﻬﺎﻡ‬ ‫ﻤﺘﻌﻠﻘﺔ‬:‫ﺍﻟﻤﻨـﺎﻫﺞ‬
‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻭﺃﺴﺎﻟﻴﺏ‬ ‫ﻭﻁﺭﻕ‬ ،‫ﺍﻟﻁﻼﺒﻴـﺔ‬ ‫ﻭﺍﻟﺸـﺅﻭﻥ‬ ،‫ﺍﻟﻤـﻭﻅﻔﻴﻥ‬ ‫ﻭﺸـﺅﻭﻥ‬ ،‫ﻭﺍﻟﻤﺭﺍﻓـﻕ‬ ،
‫ﺍﻟﻤﺩﺭﺴﻴﺔ‬،‫ﻭ‬‫ﺍﻟﻤﺎﻟﻴﺔ‬ ‫ﺍﻟﺸﺅﻭﻥ‬،‫ﻓﻲ‬ ‫ﺍﻟﺤﻜﻭﻤﻴﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻭﻤﺩﻴﺭﺍﺕ‬ ‫ﻤﺩﻴﺭﻱ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬‫ﻤﺤﺎﻓﻅـﺎﺕ‬
‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﺸﻤﺎل‬‫؟‬
2-‫ﻓﻴ‬ ‫ﺍﻟﻤﺭﻏﻭﺏ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻫل‬‫ﺍﻟﻘـﺭﺍﺭﺍﺕ‬ ‫ﻻﺘﺨـﺎﺫ‬ ‫ﻬـﺎ‬
‫ﻤﺤﺎﻓﻅـﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﻜﻭﻤﻴﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻭﻤﺩﻴﺭﺍﺕ‬ ‫ﻤﺩﻴﺭﻱ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺒﺒﻌﺽ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬
‫ﻟﻤﺘﻐﻴﺭ‬ ‫ﺘﻌﺯﻯ‬ ‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﺸﻤﺎل‬‫ﺍﻟﻌﻠﻤﻲ‬ ‫ﺍﻟﻤﺅﻫل‬)‫ﺠـﺎﻤ‬ ‫ﺩﺒﻠـﻭﻡ‬‫ﻤﺘﻭﺴـﻁ‬ ‫ﻌﻲ‬‫ﺒﻜـﺎﻟﻭﺭﻴﻭﺱ‬ ،
)‫ﻟﻴﺴﺎﻨﺱ‬(،‫ﻋﻠﻴﺎ‬ ‫ﺩﺭﺍﺴﺎﺕ‬(‫؟‬
3-‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻫل‬‫ﺍﻹ‬ ‫ﺍﻟﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﺒﻴﻥ‬‫ﺍﻟﻘـﺭﺍﺭﺍﺕ‬ ‫ﻻﺘﺨـﺎﺫ‬ ‫ﻓﻴﻬـﺎ‬ ‫ﺍﻟﻤﺭﻏﻭﺏ‬ ‫ﺩﺍﺭﻴﺔ‬
‫ﻤﺤﺎﻓﻅـﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﻜﻭﻤﻴﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻭﻤﺩﻴﺭﺍﺕ‬ ‫ﻤﺩﻴﺭﻱ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺒﺒﻌﺽ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬
‫ﻟﻤﺘﻐﻴﺭ‬ ‫ﺘﻌﺯﻯ‬ ‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﺸﻤﺎل‬‫ﺍﻟﻤﺅﻫل‬‫ﺍﻟﺘﺭﺒﻭﻱ‬)‫ﻋﻠﻤﻴﺔ‬ ‫ﺩﺭﺠﺔ‬ ‫ﺃﻴﺔ‬‫ﺃﺴـﺎﻟ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺘﺭﺒﻴـﺔ‬ ‫ﻓﻲ‬‫ﻴﺏ‬
‫ﺍﻟﺘﺩﺭﻴﺱ‬(‫؟‬
4-‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻫل‬‫ﺍﻟﻘـﺭﺍﺭﺍﺕ‬ ‫ﻻﺘﺨـﺎﺫ‬ ‫ﻓﻴﻬـﺎ‬ ‫ﺍﻟﻤﺭﻏﻭﺏ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﺒﻴﻥ‬
‫ﻤﺤﺎﻓﻅـﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﻜﻭﻤﻴﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻭﻤﺩﻴﺭﺍﺕ‬ ‫ﻤﺩﻴﺭﻱ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺒﺒﻌﺽ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬
‫ﻟﻤﺘﻐﻴﺭ‬ ‫ﺘﻌﺯﻯ‬ ‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﺸﻤﺎل‬‫ﺴﻨﻭﺍﺕ‬‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﺨﺒﺭﺓ‬)‫ﻜﻤﺩﻴﺭ‬/‫ﻤﺩﺭﺴﺔ‬ ‫ﺓ‬(‫؟‬
5-‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻫل‬‫ﺍﻟﻤﺴﺘ‬ ‫ﺒﻴﻥ‬‫ﺍﻟﻘـﺭﺍﺭﺍﺕ‬ ‫ﻻﺘﺨـﺎﺫ‬ ‫ﻓﻴﻬـﺎ‬ ‫ﺍﻟﻤﺭﻏﻭﺏ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﻭﻴﺎﺕ‬
‫ﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﻜﻭﻤﻴﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻭﻤﺩﻴﺭﺍﺕ‬ ‫ﻤﺩﻴﺭﻱ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺒﺒﻌﺽ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬
‫ﻟﻤﺘﻐﻴﺭ‬ ‫ﺘﻌﺯﻯ‬ ‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﺸﻤﺎل‬‫ﺍﻟﺠﻨﺱ‬)،‫ﺫﻜﺭ‬‫ﺃﻨﺜﻰ‬(‫؟‬

22. 22
6-‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻫل‬‫ﻻﺘﺨـﺎﺫ‬ ‫ﻓﻴﻬـﺎ‬ ‫ﺍﻟﻤﺭﻏﻭﺏ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﺒﻴﻥ‬‫ﺍﻟﻘـﺭﺍﺭﺍﺕ‬
‫ﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﻜﻭﻤﻴﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻭﻤﺩﻴﺭﺍﺕ‬ ‫ﻤﺩﻴﺭﻱ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺒﺒﻌﺽ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬
‫ﻟﻤﺘﻐﻴﺭ‬ ‫ﺘﻌﺯﻯ‬ ‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﺸﻤﺎل‬‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﻤﺴﺘﻭﻯ‬)،‫ﺃﺴﺎﺴﻲ‬‫ﺜﺎﻨﻭﻱ‬(‫؟‬
7-‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻫل‬‫ﺍﻟﻘـﺭﺍﺭﺍﺕ‬ ‫ﻻﺘﺨـﺎﺫ‬ ‫ﻓﻴﻬـﺎ‬ ‫ﺍﻟﻤﺭﻏﻭﺏ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﺒﻴﻥ‬
‫ﺒﺒ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬‫ﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﻜﻭﻤﻴﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻭﻤﺩﻴﺭﺍﺕ‬ ‫ﻤﺩﻴﺭﻱ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﻌﺽ‬
‫ﻟﻤﺘﻐﻴﺭ‬ ‫ﺘﻌﺯﻯ‬ ‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﺸﻤﺎل‬‫ﺍﻟﻤﺩﻴﺭﻴﺔ‬)‫ﻭ‬ ،‫ﻭﺠﻨﻴﻥ‬ ،‫ﻨﺎﺒﻠﺱ‬‫ﻭ‬ ،‫ﻭﻁـﻭﻟﻜﺭﻡ‬ ،‫ﻗﺒﺎﻁﻴﺔ‬‫ﻗﻠﻘﻴﻠﻴـﺔ‬،
‫ﻭﺴﻠﻔﻴﺕ‬(‫؟‬
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻓﺭﻀﻴـﺎﺕ‬:
‫ﺴﻌ‬‫ﺕ‬‫ﻫﺫ‬‫ﻩ‬‫ﺍ‬‫ﻟﺩﺭﺍﺴﺔ‬‫ﺇﻟﻰ‬‫ﺍﻟ‬ ‫ﺍﻟﻔﺭﻀﻴﺎﺕ‬ ‫ﺍﺨﺘﺒﺎﺭ‬‫ﺘﺎﻟﻴﺔ‬:
1-‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻻ‬‫ﺍﻟﺩﻻﻟـﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬)α=0.05(‫ﺍﻹﺩﺍﺭﻴـﺔ‬ ‫ﺍﻟﻤﺴـﺘﻭﻴﺎﺕ‬ ‫ﻓـﻲ‬
‫ﻭﻤـﺩﻴﺭﺍﺕ‬ ‫ﻤـﺩﻴﺭﻱ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺒﺒﻌﺽ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬ ‫ﻻﺘﺨﺎﺫ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺍﻟﻤﺭﻏﻭﺏ‬
‫ﻟﻤﺘﻐﻴﺭ‬ ‫ﺘﻌﺯﻯ‬ ‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﺸﻤﺎل‬ ‫ﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﻜﻭﻤﻴﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬‫ﺍﻟﻌﻠﻤﻲ‬ ‫ﺍﻟﻤﺅﻫل‬.
2-‫ﺇﺤﺼ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻻ‬‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬ ‫ﺎﺌﻴﺔ‬)α=0.05(‫ﺍﻹﺩﺍﺭﻴـﺔ‬ ‫ﺍﻟﻤﺴـﺘﻭﻴﺎﺕ‬ ‫ﻓـﻲ‬
‫ﻭﻤـﺩﻴﺭﺍﺕ‬ ‫ﻤـﺩﻴﺭﻱ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺒﺒﻌﺽ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬ ‫ﻻﺘﺨﺎﺫ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺍﻟﻤﺭﻏﻭﺏ‬
‫ﻟﻤﺘﻐﻴﺭ‬ ‫ﺘﻌﺯﻯ‬ ‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﺸﻤﺎل‬ ‫ﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﻜﻭﻤﻴﺔ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬‫ﺍﻟﻤﺅﻫل‬‫ﺍﻟﺘﺭﺒﻭﻱ‬.
3-‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻻ‬‫ﺇ‬ ‫ﺩﻻﻟﺔ‬‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬ ‫ﺤﺼﺎﺌﻴﺔ‬)α=0.05(‫ﺍﻹﺩﺍﺭﻴـﺔ‬ ‫ﺍﻟﻤﺴـﺘﻭﻴﺎﺕ‬ ‫ﻓـﻲ‬
‫ﻭﻤـﺩﻴﺭﺍﺕ‬ ‫ﻤـﺩﻴﺭﻱ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺒﺒﻌﺽ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬ ‫ﻻﺘﺨﺎﺫ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺍﻟﻤﺭﻏﻭﺏ‬
‫ﻟﻤﺘﻐﻴﺭ‬ ‫ﺘﻌﺯﻯ‬ ‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﺸﻤﺎل‬ ‫ﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﻜﻭﻤﻴﺔ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬‫ﺍﻟﺨﺒـﺭﺓ‬ ‫ﺴـﻨﻭﺍﺕ‬
‫ﺍﻹﺩﺍﺭﻴﺔ‬.
4-‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻻ‬‫ﺍﻟﺩﻻﻟـﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬)α=0.05(‫ﺍﻹﺩﺍﺭﻴـﺔ‬ ‫ﺍﻟﻤﺴـﺘﻭﻴﺎﺕ‬ ‫ﻓـﻲ‬
‫ﻭﻤـﺩﻴﺭﺍﺕ‬ ‫ﻤـﺩﻴﺭﻱ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺒﺒﻌﺽ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬ ‫ﻻﺘﺨﺎﺫ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺍﻟﻤﺭﻏﻭﺏ‬
‫ﻟﻤﺘﻐﻴﺭ‬ ‫ﺘﻌﺯﻯ‬ ‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﺸﻤﺎل‬ ‫ﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﻜﻭﻤﻴﺔ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬‫ﺍﻟﺠﻨﺱ‬.

23. 23
5-‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻻ‬‫ﺇﺤ‬ ‫ﺩﻻﻟﺔ‬‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬ ‫ﺼﺎﺌﻴﺔ‬)α=0.05(‫ﺍﻹﺩﺍﺭﻴـﺔ‬ ‫ﺍﻟﻤﺴـﺘﻭﻴﺎﺕ‬ ‫ﻓـﻲ‬
‫ﻭﻤـﺩﻴﺭﺍﺕ‬ ‫ﻤـﺩﻴﺭﻱ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺒﺒﻌﺽ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬ ‫ﻻﺘﺨﺎﺫ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺍﻟﻤﺭﻏﻭﺏ‬
‫ﻟﻤﺘﻐﻴﺭ‬ ‫ﺘﻌﺯﻯ‬ ‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﺸﻤﺎل‬ ‫ﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﻜﻭﻤﻴﺔ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﻤﺴﺘﻭﻯ‬.
6-‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻻ‬‫ﺇﺤ‬ ‫ﺩﻻﻟﺔ‬‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬ ‫ﺼﺎﺌﻴﺔ‬)α=0.05(‫ﺍﻹﺩﺍﺭﻴـﺔ‬ ‫ﺍﻟﻤﺴـﺘﻭﻴﺎﺕ‬ ‫ﻓـﻲ‬
‫ﻭﻤـﺩﻴﺭﺍﺕ‬ ‫ﻤـﺩﻴﺭﻱ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺒﺒﻌﺽ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬ ‫ﻻﺘﺨﺎﺫ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺍﻟﻤﺭﻏﻭﺏ‬
‫ﻟﻤﺘﻐﻴﺭ‬ ‫ﺘﻌﺯﻯ‬ ‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﺸﻤﺎل‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﻜﻭﻤﻴﺔ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬‫ﺍﻟﻤﺩﻴﺭﻴﺔ‬.
‫ﺍﻟﺩﺭﺍﺴـﺔ‬ ‫ﺤﺩﻭﺩ‬:
‫ﺤﺩﻭﺩ‬ ‫ﺍﻗﺘﺼﺭﺕ‬‫ﻫﺫﻩ‬‫ﻋ‬ ‫ﺍﻟﺩﺭﺍﺴـﺔ‬‫ﻴﻠﻲ‬ ‫ﻤﺎ‬ ‫ﻠﻰ‬:
1-‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﺍﻟﺒﻌﺩ‬:‫ﻤﺤ‬ ‫ﻓـﻲ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻤﺩﻴﺭﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﻜﻭﻤﻴﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬‫ﺍﻟﻀـﻔﺔ‬ ‫ﺸـﻤﺎل‬ ‫ﺎﻓﻅـﺎﺕ‬
‫ﻭﻫﻲ‬ ‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬:‫ﻭﻁﻭﻟﻜﺭﻡ‬ ،‫ﻭﻗﺒﺎﻁﻴﺔ‬ ،‫ﻭﺠﻨﻴﻥ‬ ،‫ﻨﺎﺒﻠﺱ‬‫ﻭﻗﻠﻘﻴﻠﻴﺔ‬ ،،‫ﻭﺴﻠﻔﻴﺕ‬.
2-‫ﺍﻟﺒﺸﺭﻱ‬ ‫ﺍﻟﺒﻌﺩ‬:‫ﺍﻟﺘﺭﺒﻴـﺔ‬ ‫ﻤـﺩﻴﺭﻴﺎﺕ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﺤﻜﻭﻤﻴﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻭﻤﺩﻴﺭﺍﺕ‬ ‫ﻤﺩﻴﺭﻱ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺨﺘﺎﺭﺓ‬ ‫ﺍﻟﻌﻴﻨﺔ‬
‫ﻭﺍﻟﺘﻌﻠﻴﻡ‬‫ﻓ‬‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﺸﻤﺎل‬ ‫ﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﻲ‬‫ﺍﻟﻌﻴﻨﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻭﺘﻤﺜل‬ ،)25%(‫ﺍﻟﻤﺩﺍ‬ ‫ﻤﻥ‬‫ﺍﻟﺤﻜﻭﻤﻴـﺔ‬ ‫ﺭﺱ‬
‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﻓﻲ‬‫ﻭ‬ ،)21%(‫ﻓﻠﺴﻁﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﻜﻭﻤﻴﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻤﻥ‬‫ﻟﻐـﺭﺽ‬ ‫ﻤﻼﺌﻤﺔ‬ ‫ﻨﺴﺒﺔ‬ ‫ﻭﻫﻲ‬ ،
‫ﺍﻟﺩﺭﺍ‬‫ﺴﺔ‬.
3-‫ﺍﻟﺯﻤﺎﻨﻲ‬ ‫ﺍﻟﺒﻌﺩ‬:‫ﺍﻟﺩﺭﺍﺴـﻲ‬ ‫ﺍﻟﻌـﺎﻡ‬ ‫ﻤـﻥ‬ ‫ﺍﻟﺜـﺎﻨﻲ‬ ‫ﺍﻟﻔﺼـل‬2004 / 2003‫ﺒـﻴﻥ‬ ،17/1/2004–
28/3/2004.
‫ﺍﻟﺩﺭﺍﺴـﺔ‬ ‫ﻤﺼﻁﻠﺤـﺎﺕ‬:
-‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬Educational Administration:‫ﻫﻲ‬‫ﺍﻹﺩﺍﺭﺓ‬‫ﻴﻘـﻭﻡ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺒﺎﻷﻋﻤﺎل‬ ‫ﺘﻌﻨﻲ‬ ‫ﺍﻟﺘﻲ‬
‫ﺍﻟﻼﻤﺭﻜﺯﻱ‬ ‫ﻭ‬ ‫ﺍﻟﻤﺭﻜﺯﻱ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻲ‬ ‫ﺍﻟﺠﻬﺎﺯ‬ ‫ﻓﻲ‬ ‫ﺍﻷﻋﻠﻰ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﻓﻲ‬ ‫ﺍﻹﺩﺍﺭﻴﻭﻥ‬ ‫ﺒﻬﺎ‬،‫ﻭﺘﻨﻅﻴﻡ‬ ‫ﺘﺨﻁﻴﻁ‬ ‫ﻤﻥ‬

24. 24
‫ﻗﺭﺍﺭ‬ ‫ﻭﺍﺘﺨﺎﺫ‬،‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﻭﺘﺤﺩﻴﺩ‬،‫ﻭﺍﻟﻤﻘﺭﺭﺍﺕ‬ ‫ﺍﻟﻤﻨﺎﻫﺞ‬ ‫ﻭﻭﻀﻊ‬‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬،‫ﺍﻟﻘﺒـﻭل‬ ‫ﺴـﻥ‬ ‫ﻭﺘﺤﺩﻴﺩ‬
‫ﺒﺎﻟﻤﺩﺭﺴﺔ‬،‫ﻤﻨﻬﺎ‬ ‫ﺍﻻﻨﺘﻬﺎﺀ‬ ‫ﻭﺴﻥ‬،‫ﺍﻟﺘﻌﻠﻴﻤﻲ‬ ‫ﺍﻟﺴﻠﻡ‬ ‫ﻭﺘﺤﺩﻴﺩ‬،‫ﺍﻻﻤﺘﺤﺎﻨـﺎﺕ‬ ‫ﻤﻭﺍﻋﻴﺩ‬ ‫ﻭﺘﺤﺩﻴﺩ‬‫ﺍﻟﺸـﻬﺎﺩﺍﺕ‬ ‫ﻓـﻲ‬
‫ﺍﻟﻌﺎﻤﺔ‬)‫ﻭﺤﺴﻥ‬ ‫ﻤﻁﺎﻭﻉ‬،1996(.
-‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬Educational Management:‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻜﻴﻔﻴﺔ‬ ‫ﻫﻲ‬،‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺒﻬﺎ‬ ‫ﻴﺩﺍﺭ‬
‫ﻭﻁﺒ‬ ،‫ﻭﻓﻠﺴﻔﺘﻪ‬ ‫ﻴﺘﻼﺀﻡ‬ ‫ﺒﻤﺎ‬‫ﺍﻟﺴﻴﺎﺴـﺎﺕ‬ ‫ﺒﺘﻨﻔﻴﺫ‬ ‫ﻭﺫﻟﻙ‬ ،‫ﻭﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻔﻜﺭﻴﺔ‬ ‫ﻭﺍﺘﺠﺎﻫﺎﺘﻪ‬ ،‫ﻭﻤﺜﻠﻪ‬ ،‫ﻭﻅﺭﻭﻓﻪ‬ ،‫ﻴﻌﺘﻪ‬
‫ﺍﻟﺩﻭﻟﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﻟﻪ‬ ‫ﺍﻟﻤﺭﺴﻭﻤﺔ‬:‫ﻭﺍﻟﻤﺤﺎﻓﻅﺔ‬ ‫ﻭﺍﻟﻠﻭﺍﺀ‬ ‫ﺍﻟﻤﺤﺎﻓﻅﺔ‬)،‫ﺴﻠﻴﻤﺎﻥ‬1979.(
-‫ﺍﻟﻤﺩﺭﺴﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬School Management:‫ﻫﻲ‬‫ﺍﻹﺩﺍﺭﺓ‬‫ﺍﻹﺩﺍﺭﺍﺕ‬ ‫ﺩﺍﺨـل‬ ‫ﺒﺎﻟﻌﻤـل‬ ‫ﺘﻌﻨـﻰ‬ ‫ﺍﻟﺘﻲ‬
‫ﻭﺍﻷﻗﺴﺎﻡ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬‫ﺍﻟﻭﺯﺍﺭﺓ‬ ‫ﺩﻴﻭﺍﻥ‬ ‫ﻓﻲ‬،‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﺩﻴﺭﻴﺎﺕ‬ ‫ﻭﻓﻲ‬،‫ﻭ‬‫ﺍﻟﻤﺩﺭﺴﻴﺔ‬ ‫ﺍﻟﻭﺤﺩﺍﺕ‬ ‫ﻓﻲ‬‫ﺍﻷﺠﻬﺯﺓ‬ ‫ﺃﻱ‬ ،
‫ﺍﻟﺘﻨﻔﻴﺫﻴﺔ‬‫ﻨﺤـﻭ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﺘﻭﺠﻴﻪ‬ ‫ﻫﻲ‬ ‫ﺍﻟﺭﺌﻴﺴﺔ‬ ‫ﻭﻤﺴﺅﻭﻟﻴﺘﻪ‬ ‫ﻤﺩﻴﺭ‬ ‫ﺃﻭ‬ ‫ﻨﺎﻅﺭ‬ ‫ﺍﻟﻤﺩﺭﺴﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻋﻠﻰ‬ ‫ﻭﻴﻘﻭﻡ‬ ،
‫ﻭﺍﻟﻘﻭﺍﻨﻴﻥ‬ ‫ﺍﻟﻠﻭﺍﺌﺢ‬ ‫ﻭﺘﻨﻔﻴﺫ‬ ‫ﺭﺴﺎﻟﺘﻬﺎ‬ ‫ﺃﺩﺍﺀ‬‫ﺍﻟﻭﺯﺍﺭﺓ‬ ‫ﻤﻥ‬ ‫ﺘﺼﺩﺭ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬‫ﺍﻷﻜﺎﺩ‬ ‫ﺤﺭﻴﺘـﻪ‬ ‫ﻭﺘﻌﺘﻤﺩ‬ ،‫ﻴﻤﻴـﺔ‬
‫ﺍﻟﻤﺘﺒﻊ‬ ‫ﺍﻹﺩﺍﺭﻱ‬ ‫ﺍﻟﻨﻅﺎﻡ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻹﺩﺍﺭﻴﺔ‬‫ﺇﺫﺍ‬‫ﹰ‬‫ﺎ‬‫ﻤﺭﻜﺯﻴ‬ ‫ﻻ‬ ‫ﺃﻭ‬ ‫ﻤﺭﻜﺯﻴﺎ‬ ‫ﻜﺎﻥ‬)‫ﻭﺤﺴﻥ‬ ‫ﻤﻁﺎﻭﻉ‬،1996(.
-‫ﺍﻟﻤﺭﻜﺯﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬:‫ﻟ‬ ‫ﺍﻟﻌﺎﻤـﺔ‬ ‫ﺍﻟﺴـﻠﻁﺔ‬ ‫ﺃﻴﺩﻱ‬ ‫ﻓﻲ‬ ‫ﺘﺘﺭﻜﺯ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻫﻲ‬‫ﺃﻭ‬ ‫ﻠﺩﻭﻟـﺔ‬
‫ﺍﻟﻘﻭﻤﻲ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬‫ﻤﻤﺜﻠ‬ ،‫ﺔ‬‫ﺍﻟﺩﻭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺭﻜﺯﻴﺔ‬ ‫ﻭﺍﻷﺠﻬﺯﺓ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻭﺯﺍﺭﺓ‬ ‫ﻓﻲ‬‫ﻟﺔ‬)‫ﺴﻠﻴﻤﺎﻥ‬،1979.(
-‫ﺍﻟﻤﺭﻜﺯﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬)‫ﹰ‬‫ﺎ‬‫ﺇﺠﺭﺍﺌﻴ‬(:‫ﻟﻤـﺩﻴﺭﻱ‬ ‫ﺍﺴﺘﺠﺎﺒﺎﺕ‬ ‫ﻨﺴﺒﺔ‬ ‫ﺃﻋﻠﻰ‬ ‫ﻴﺤﺩﺩ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻫﻲ‬
‫ﻓﻴـﻪ‬ ‫ﺍﻟﻤﺭﻏـﻭﺏ‬ ‫ﺍﻹﺩﺍﺭﻱ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﻫﻭ‬ ‫ﺍﻟﻭﺯﺍﺭﺓ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺃﻥ‬ ،‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬ ‫ﺍﻟﺤﻜﻭﻤﻴﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻭﻤﺩﻴﺭﺍﺕ‬
‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬ ‫ﻹﺘﺨﺎﺫ‬‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻤﻬﻤﺎﺕ‬ ‫ﺒﺸﺄﻥ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬.
-‫ﺍﻹﺩﺍ‬‫ﺍﻟﻼﻤﺭﻜﺯﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺭﺓ‬:‫ﻭﺍﻟﻬﻴﺌﺎﺕ‬ ‫ﺍﻟﻤﺤﻠﻴﺔ‬ ‫ﺍﻟﺴﻠﻁﺎﺕ‬ ‫ﺃﻤﺎﻡ‬ ‫ﺍﻟﻤﺠﺎل‬ ‫ﺘﺘﺭﻙ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻫﻲ‬
‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺃﻤﻭﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺸﺎﺭﻜﺔ‬ ‫ﻤﻥ‬ ‫ﻴﻤﻜﻨﻬﺎ‬ ‫ﺍﻟﺘﻲ‬،‫ﺍﻟﺩﻭﻟ‬ ‫ﻭﺘﻨﻅﻴﻤﺎﺕ‬ ‫ﺃﺠﻬﺯﺓ‬ ‫ﺒﻴﻥ‬ ‫ﻟﻠﺘﻌﺎﻭﻥ‬ ‫ﺍﻟﻔﺭﺼﺔ‬ ‫ﻭﺇﺘﺎﺤﺔ‬‫ﻓﻲ‬ ‫ﺔ‬
‫ﻤﺴﺘﻭﺍﻩ‬ ‫ﻭﺭﻓﻊ‬ ‫ﺍﻟﻌﻠﻡ‬ ‫ﻨﺸﺭ‬ ‫ﺴﺒﻴل‬)‫ﺴﻠﻴﻤﺎﻥ‬،1979(.
-‫ﺍﻟﻼﻤﺭﻜﺯﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬)‫ﹰ‬‫ﺎ‬‫ﺇﺠﺭﺍﺌﻴ‬(:‫ﻟﻤﺩﻴﺭﻱ‬ ‫ﺍﺴﺘﺠﺎﺒﺎﺕ‬ ‫ﻨﺴﺒﺔ‬ ‫ﺃﻋﻠﻰ‬ ‫ﻴﺤﺩﺩ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻫﻲ‬
‫ﻭ‬ ‫ﺍﻟﻤﺩﻴﺭﻴﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺃﻥ‬ ،‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬ ‫ﺍﻟﺤﻜﻭﻤﻴﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻭﻤﺩﻴﺭﺍﺕ‬/‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺃﻭ‬‫ﻫ‬‫ﺍﻟﻤﺴـﺘﻭﻯ‬ ‫ﻭ‬
‫ﻻ‬ ‫ﻓﻴﻪ‬ ‫ﺍﻟﻤﺭﻏﻭﺏ‬ ‫ﺍﻹﺩﺍﺭﻱ‬‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬ ‫ﺘﺨﺎﺫ‬‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻤﻬﻤﺎﺕ‬ ‫ﺒﺸﺄﻥ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬.