ﺍﻹﺸﺭﺍﻑ ﺍﻟﺘﺭﺒﻭﻱ ﻭﺩﻭﺭﻩ ﻓﻲ ﻓﻌﺎﻟﻴﺔ ﺍﻟﻤﻌﻠﻡ ﻓﻲ ﻤﺭﺤﻠﺔ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻷﺴﺎﺴﻲ ﺍﻟﻌﻠﻴﺎ

1. ‫اﻷزﻫﺮ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻣﺠﻠﺔ‬-‫ا‬ ‫ﺳﻠﺴﻠﺔ‬ ،‫ﻏﺰة‬‫ﻟﻌﻠﻮ‬‫اﻹﻧﺴﺎﻧﻴﺔ‬ ‫م‬٢٠٠٨‫اﻟﻤﺠﻠﺪ‬ ،١٠‫اﻟﻌﺪد‬ ،١-B‫ص‬١٤٥-١٨٨
‫ﺍﻷﺴﺎﺴﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﺭﺤﻠﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻓﻌﺎﻟﻴﺔ‬ ‫ﻓﻲ‬ ‫ﻭﺩﻭﺭﻩ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬
‫ﻏﺯﺓ‬ ‫ﺒﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﺍﻟﺩﻭﻟﻴﺔ‬ ‫ﺍﻟﻐﻭﺙ‬ ‫ﻭﻜﺎﻟﺔ‬ ‫ﺒﻤﺩﺍﺭﺱ‬ ‫ﺍﻟﻌﻠﻴﺎ‬
Educational supervision and its role on the teacher's
efficiency in the high elementary UNRWA schools Gaza
governorates
‫ﺼﻬﻴﺏ‬‫ﻜﻤﺎل‬‫ﺍﻷﻏﺎ‬
‫ﻜﻠ‬‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻴﺔ‬–‫ﺍﻷ‬ ‫ﺠﺎﻤﻌﺔ‬‫ﺯﻫﺭ‬
‫ﺍﻻﺴﺘﻼﻡ‬ ‫ﺘﺎﺭﻴﺦ‬٠٥/٠٢/٢٠٠٨‫ﺍﻟﻘﺒﻭل‬ ‫ﺘﺎﺭﻴﺦ‬٢٦/٠٥/٢٠٠٨
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﻠﺨﺹ‬
‫ﻤﻤﺎﺭﺴﺎﺕ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻫﺩﻓﺕ‬‫ﻋﻨﺎﺼﺭ‬‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬
‫ﻨﻅـﺭﻫﻡ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻔﻌﺎل‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺨﺼﺎﺌﺹ‬ ‫ﻜﺸﻑ‬ ‫ﻤﻊ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻓﻌﺎﻟﻴﺔ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﻓﻲ‬.‫ﻭﺘﻜـﻭﻥ‬
‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺠﺘﻤﻊ‬٢٤٠٧‫ﺍﻟﺒـﺎﻟﻎ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﺴﺘﺒﺎﻨﺔ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﻭﺘﻡ‬ ‫ﻭﻤﻌﻠﻤﺔ‬ ‫ﻤﻌﻠﻤﺎ‬
‫ﻋﺩﺩﻫﺎ‬٣٢١‫ﺍﻟﺩﻭﻟﻴﺔ‬ ‫ﺍﻟﻐﻭﺙ‬ ‫ﻭﻜﺎﻟﺔ‬ ‫ﻤﺩﺍﺭﺱ‬ ‫ﻓﻲ‬ ‫ﻴﻌﻤﻠﻭﻥ‬ ‫ﻭﻤﻌﻠﻤﺔ‬ ‫ﻤﻌﻠﻤﺎ‬.‫ﻭﻗﺎﻡ‬‫ﺍﻟﺒﺎﺤﺙ‬‫ﺒﺈﻋﺩﺍﺩ‬
‫ﺍ‬‫ﻤﻥ‬ ‫ﻤﻜﻭﻨﺔ‬ ‫ﺴﺘﺒﺎﻨﺔ‬)٩٤(‫ﻫﻲ‬ ‫ﻤﺠﺎﻻﺕ‬ ‫ﺜﻤﺎﻨﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻤﻭﺯﻋﺔ‬ ‫ﻓﻘﺭﺓ‬:،‫ﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫،ﺍﻟﻌﻼﻗﺎﺕ‬ ‫ﺍﻟﻘﻴﺎﺩﺓ‬
،‫ﺍﻟﺘﻘـﻭﻴﻡ‬ ،‫ﺍﻟﺘﻼﻤﻴـﺫ‬ ‫ﻭﺸﺌﻭﻥ‬ ‫ﺍﻟﺘﺨﻁﻴﻁ‬‫ﺍﻷﺴـﺎﻟﻴﺏ‬ ،‫ﺍﻟﻤﺩﺭﺴـﻲ‬ ‫ﺍﻟﻨـﺸﺎﻁ‬ ،‫ﺍﻟﻌﻠﻤﻴـﺔ‬ ‫ﺍﻟﻤـﺎﺩﺓ‬
‫ﺍﻹﺸﺭﺍﻓﻴﺔ‬،‫ﻭﺍﻻﻨﺤـﺭﺍﻑ‬ ‫ﺍﻟﺤـﺴﺎﺒﻲ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﻟﺤﺴﺎﺏ‬ ‫ﺍﻹﺤﺼﺎﺌﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻟﺠﺎﺕ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺘﻡ‬ ‫ﻭﻗﺩ‬
‫ﻭﺍﺨﺘﺒﺎﺭ‬ ‫ﺸﻴﻔﻴﻪ‬ ‫ﻭﺍﺨﺘﺒﺎﺭ‬ ‫ﺍﻷﺤﺎﺩﻱ‬ ‫ﺍﻟﺘﺒﺎﻴﻥ‬ ‫ﻭﺘﺤﻠﻴل‬ ‫ﺍﻟﻤﺌﻭﻴﺔ‬ ‫ﻭﺍﻟﻨﺴﺏ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬)‫ﺕ‬(‫ﺒﺎﺴـﺘﺨﺩﺍﻡ‬
‫ﹴ‬‫ﺞ‬‫ﺍﻟﺒﺭﻨﺎﻤ‬SPSS.‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺘﻭﺼﻠﺕ‬ ‫ﻭﻗﺩ‬:
١.‫ﻋ‬‫ﻨﺎﺼﺭ‬‫ﻤﺌﻭﻴـﺔ‬ ‫ﺒﻨﺴﺒﺔ‬ ‫ﺍﻟﻤﻁﻠﻭﺒﺔ‬ ‫ﺒﺎﻟﻤﻤﺎﺭﺴﺎﺕ‬ ‫ﺘﻘﻭﻡ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬)٩٧.٦٤
(%‫ﺤﺩ‬ ‫ﺇﻟﻰ‬ ‫ﺠﻴﺩﺓ‬ ‫ﻨﺴﺒﺔ‬ ‫ﻭﻫﻰ‬‫ﻤﺎ‬.
٢.‫ﻤﻤﺎﺭﺴﺔ‬ ‫ﻟﻤﺩﻯ‬ ‫ﺍﻻﺴﺘﺠﺎﺒﺎﺕ‬‫ﻋﻨﺎﺼﺭ‬‫ﺍﻟﺘﺭﺒ‬ ‫ﺍﻹﺸﺭﺍﻑ‬‫ﻜﺎﻨـﺕ‬ ‫ﺍﻟﺩﺭﺍﺴـﺔ‬ ‫ﻟﻤﺠﺎﻻﺕ‬ ‫ﻭﻱ‬
‫ﻜﺎﻟﺘﺎﻟﻲ‬:‫ﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﺍﻟﻌﻼﻗﺎﺕ‬)٧٩.٦٩(%‫ﺍﻟﻘﻴﺎﺩﺓ‬ ،)٩٣.٦٨(%‫ﺍﻟﺘﻘﻭﻴﻡ‬ ،)٤٢.
٦٥(%‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺸﺌﻭﻥ‬ ،)٦٥(%‫ﺍﻟﺘﺨﻁﻴﻁ‬ ،)٨٢.٦٤(%‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﻤﺎﺩﺓ‬ ،)٦٥.
٦٤( %‫ﺍﻹﺸﺭﺍﻓﻴﺔ‬ ‫ﺍﻷﺴﺎﻟﻴﺏ‬ ،)٩٩.٦٠( %‫ﺍﻟﻤﺩﺭﺴﻲ‬ ‫ﺍﻟﻨﺸﺎﻁ‬ ،)٢٧.٦٠(%

2. ‫اﻷﻏﺎ‬ ‫ﻛﻤﺎل‬ ‫ﺻﻬﻴﺐ‬----------------------------------------------------------------------------------------------------------------------------------
)١٤٦(-----------------------‫اﻷزﻫﺮ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻣﺠﻠﺔ‬-‫اﻟﻌﻠﻮ‬ ‫ﺳﻠﺴﻠﺔ‬ ،‫ﻏﺰة‬‫اﻹﻧﺴﺎﻧﻴﺔ‬ ‫م‬٢٠٠٨‫اﻟﻤﺠﻠﺪ‬ ،١٠‫اﻟﻌﺪد‬ ،١-B
٣.‫ﻤﻤﺎﺭﺴـﺎﺕ‬ ‫ﻟﻤـﺩﻯ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻅﻬﺭﺕ‬‫ﻋﻨﺎﺼـﺭ‬
‫ﺍﻟﺘ‬ ‫ﺍﻹﺸﺭﺍﻑ‬‫ﺘﻌﺯﻯ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻓﻌﺎﻟﻴﺔ‬ ‫ﻟﺘﺤﻘﻴﻕ‬ ‫ﺭﺒﻭﻱ‬‫ﺍﻟﻌﻼﻗـﺎﺕ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻲ‬ ‫ﺍﻟﺠﻨﺱ‬ ‫ﺇﻟﻰ‬
‫ﻭﺸ‬ ‫ﺍﻹﻨﺴﺎﻨﻴﺔ‬‫ﻭﻓـﻲ‬ ‫ﺍﻟﻤﺩﺭﺴـﻲ‬ ‫ﻭﺍﻟﻨـﺸﺎﻁ‬ ‫ﺍﻟﻌﻠﻤﻴـﺔ‬ ‫ﻭﺍﻟﻤﺎﺩﺓ‬ ‫ﻭﺍﻟﺘﻘﻭﻴﻡ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺌﻭﻥ‬
‫ﺍﻟﺠـﻨﺱ‬ ‫ﻷﺜﺭ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻻ‬ ‫ﺒﻴﻨﻤﺎ‬ ،‫ﺍﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﻟﺼﺎﻟﺢ‬ ‫ﻟﻼﺴﺘﺒﺎﻨﺔ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺍﻟﻤﺠﺎﻻﺕ‬
‫ﺍﻹﺸﺭﺍﻓﻴﺔ‬ ‫ﻭﺍﻷﺴﺎﻟﻴﺏ‬ ‫ﻭﺍﻟﺘﺨﻁﻴﻁ‬ ‫ﺍﻟﻘﻴﺎﺩﺓ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻲ‬.
٤.‫ﺍﻟﻌـﺩﺩ‬ ‫ﻜﺜﻴﺭﺓ‬ ‫ﻭﻜﺎﻨﺕ‬ ‫ﺍﻟﻤﻌﻠﻤﻭﻥ‬ ‫ﻴﻌﺘﻘﺩ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﻔﻌﺎل‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺴﻤﺎﺕ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻜﺸﻔﺕ‬
‫ﺍﻟ‬ ‫ﻭﻗﺎﻡ‬‫ﺒﺄﺭﺒﻊ‬ ‫ﺒﺘﻠﺨﻴﺼﻬﺎ‬ ‫ﺒﺎﺤﺙ‬‫ﻭﺨﻠﻘﻴـﺔ‬ ‫ﻭﺇﻨـﺴﺎﻨﻴﺔ‬ ‫ﻭﻤﻬﻨﻴﺔ‬ ‫ﺸﺨﺼﻴﺔ‬ ‫ﻫﻲ‬ ‫ﺨﺼﺎﺌﺹ‬
‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﺍﻟﺴﻤﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻋﺩﺩ‬ ‫ﻤﻨﻬﺎ‬ ‫ﻜل‬ ‫ﺘﺤﺕ‬ ‫ﻴﻨﺩﺭﺝ‬.
Abstract: The study aimed at recognizing the level of the educational
supervision practices in achieving the teachers ' efficiency beside
discovering the characteristics of the effective teacher according to
the teachers ' point of view .
The problem of the study is represented in answering the
following major question :
What is the effect of the educational supervision practices on the
teacher's efficiency in UNRWA schools from the high elementary
teachers' point of view in Gaza governorates?
For testing the hypotheses, the tow researcher used the analytic
descriptive into eight fields .
1- leadership 2- Human relations 3- planning 4- students'
affairs 5- Evaluation 6- Academic material 7- School activities
8- Supervision techniques .
- The two researchers asserted the instrument validity through an
expert jury in the local universities and UNRWA .
The internal consistency validity for the items and the fields was
asserted . The reliability coefficient for the items was
( 0.901 ) .
The community of the study consisted of 2407 teachers
( male and female ) while the sample consisted of 321 teachers who
work in UNRWA schools.
SPSS program was used to compute average, standard derivation,
percentage, single analysis of variance, ' Test and T. test .
The study reached the following results :
- The percentage of the required practices of the educational
supervision was (64.42 ) and it is a good percentage .

3. ‫ﻏﺰة‬ ‫ﺑﻤﺤﺎﻓﻈﺎت‬ ‫اﻟﺪوﻟﻴﺔ‬ ‫اﻟﻐﻮث‬ ‫وﻛﺎﻟﺔ‬ ‫ﺑﻤﺪارس‬ ‫اﻟﻌﻠﻴﺎ‬ ‫اﻷﺳﺎﺳﻲ‬ ‫اﻟﺘﻌﻠﻴﻢ‬ ‫ﻣﺮﺣﻠﺔ‬ ‫ﻓﻲ‬ ‫اﻟﻤﻌﻠﻢ‬ ‫ﻓﻌﺎﻟﻴﺔ‬ ‫ﻓﻲ‬ ‫ودوره‬ ‫اﻟﺘﺮﺑﻮي‬ ‫اﻹﺷﺮاف‬-----------------
‫اﻷزﻫﺮ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻣﺠﻠﺔ‬-‫اﻟﻌﻠﻮ‬ ‫ﺳﻠﺴﻠﺔ‬ ،‫ﻏﺰة‬‫اﻹﻧﺴﺎﻧﻴﺔ‬ ‫م‬٢٠٠٨‫اﻟﻤﺠﻠﺪ‬ ،١٠‫اﻟﻌﺪد‬ ،١-B----------------------)١٤٧(
- The responses for the educational supervision in the different
fields were
Human relations (69.79 %) leadership (68.93 %)
Evaluation (65.42 %) students affairs (65%)Planning (64.82 %)
Academic material ( 64.65 %) Supervision techniques
( 60.99 %) School activity (60.27 %).
The study indicated statistically significant differences in the
educational supervision practices for achieving the teachers
effectiveness due to gender .
‫ﻤﻘﺩﻤﺔ‬:
‫ﻴﻌﺘﺒ‬‫ﺭ‬‫ﺍﻹﺸﺭﺍﻑ‬،‫ﺍﻟﺘﺭﺒﻭﻱ‬‫ﻟﺘﺤﺴﻴﻥ‬ ‫ﺃﺴﺎﺴﻴﺔ‬ ‫ﻭﺴﻴﻠﺔ‬،‫ﺍﻟﺘﺩﺭﻴﺱ‬‫ﺍﻟﺘﻌﻠـﻴﻡ‬ ‫ﻨﻭﻋﻴﺔ‬ ‫ﻭﺘﻁﻭﻴﺭ‬
‫ﺨﻼل‬ ‫ﻤﻥ‬‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻜﻔﺎﻴﺎﺕ‬ ‫ﺘﻨﻤﻴﺔ‬،‫ﺍﻟﻼﺯﻤﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺒﺎﻟﺨﺒﺭﺍﺕ‬ ‫ﻭﺘﺯﻭﻴﺩﻩ‬،‫ﺃﻥ‬ ‫ﻭﻴﻨﺒﻐـﻲ‬
‫ﻴﻜﻭﻥ‬‫ﻤﺘﺠﺩﺩ‬ ‫ﺍﻹﺸﺭﺍﻑ‬‫ﹰ‬‫ﺍ‬‫ﻭﻤﺘﻁﻭﺭ‬‫ﹰ‬‫ﺍ‬،‫ﺃ‬ ‫ﻤﻥ‬ ‫ﻭﺫﻟﻙ‬‫ﺠل‬‫ﺘﺤـﺴﻴﻥ‬‫ﻭﺘﻁـﻭﻴﺭ‬‫ﻜﻔﺎﻴـﺎﺕ‬‫ﺍﻟﻤﻌﻠﻤـﻴﻥ‬
‫ﻭ‬‫ﺍﻟﻤﻨ‬ ‫ﻭﺘﻁﻭﻴﺭ‬ ‫ﺇﺜﺭﺍﺀ‬ ‫ﻋﻠﻰ‬ ‫ﻤﺴﺎﻋﺩﺘﻬﻡ‬‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻭﺍﻟﻤﻭﺍﺩ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺎﻫﺞ‬.
‫ﻓﻬﻨﺎﻙ‬‫ﺘﺭﺒﻭﻱ‬ ‫ﺇﺸﺭﺍﻑ‬ ‫ﺇﻟﻰ‬ ‫ﺤﺎﺠﺔ‬،‫ﻴﺭﻜﺯ‬‫ﺍﻟﺘﻌﻠﻴﻤﻲ‬ ‫ﺍﻟﻤﻭﻗﻑ‬ ‫ﻋﻨﺎﺼﺭ‬ ‫ﺠﻤﻴﻊ‬ ‫ﻋﻠﻰ‬،‫ﻭﻤﺎ‬
‫ﻭﺍﻟﻤﻌﻠـﻡ‬ ‫ﺍﻟﺘﺭﺒـﻭﻱ‬ ‫ﻓﺎﻟﻤـﺸﺭﻑ‬ ‫ﻭﺨﺎﺭﺠﻴﺔ‬ ‫ﺩﺍﺨﻠﻴﺔ‬ ‫ﻭﻋﻭﺍﻤل‬ ‫ﻅﺭﻭﻑ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻭﻗﻑ‬ ‫ﺒﻬﺫﺍ‬ ‫ﻴﺭﺘﺒﻁ‬
‫ﻭﺍﻟﻤﻨﻬﺎﺝ‬ ‫ﻭﺍﻟﺘﻠﻤﻴﺫ‬‫ﺍﻟﻤﺩﺭﺴﻴﺔ‬ ‫ﻭﺍﻟﺒﻴﺌﺔ‬،‫ﻤـﻥ‬ ‫ﺍﻟـﺒﻌﺽ‬ ‫ﺒﻌﻀﻬﺎ‬ ‫ﻤﻊ‬ ‫ﺘﺘﻔﺎﻋل‬ ‫ﻓﺭﻋﻴﺔ‬ ‫ﺃﻨﻅﻤﺔ‬ ‫ﺘﺸﻜل‬
‫ﺨﻼل‬‫ﻤﻔﺘﻭﺡ‬ ‫ﻨﻅﺎﻡ‬،‫ﻭ‬ ‫ﺍﻟﺘﻌﺎﻭﻥ‬ ‫ﻤﻥ‬ ‫ﺠﻭ‬ ‫ﻭﻓﻲ‬‫ﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻭﺍﻟﻌﻼﻗﺎﺕ‬ ‫ﺍﻟﺩﻴﻤﻘﺭﺍﻁﻴﺔ‬،‫ﺘﺭﺍﻋـﻲ‬ ‫ﺍﻟﺘﻲ‬
‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻟﻤﺠﺎل‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﺠﻤﺎﻋﺔ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﺤﺎﺠﺎﺕ‬،‫ﻤﻥ‬ ‫ﻜل‬ ‫ﻭﺴﻠﻭﻙ‬ ‫ﺃﺩﺍﺀ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺘﻌﻤل‬ ‫ﻭﺍﻟﺘﻲ‬
‫ﻟﻺﻤﻜﺎﻨﺎﺕ‬ ‫ﻤﻨﺎﺴﺒﺔ‬ ‫ﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻤﺨﺭﺠﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﺤﺼﻭل‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﻭﺍﻟﻤﺸﺭﻑ‬ ‫ﺍﻟﻤﻌﻠﻡ‬،‫ﻭﺍﻟﻤـﻭﺍﺭﺩ‬
‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻟﻨﻅﺎﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺘﻭﻓﺭﺓ‬.)،‫ﻋﺩﺱ‬١٩٨٣:١٠٢(
‫ﻭﻴ‬‫ﺸﻬﺩ‬‫ﺍﻟ‬‫ﺍﻹﺸـﺭﺍﻑ‬ ‫ﻤﻨﻅﻭﻤﺔ‬ ‫ﻓﻲ‬ ‫ﹰ‬‫ﺎ‬‫ﻭﺘﻭﺴﻌ‬ ‫ﹰ‬‫ﺍ‬‫ﺘﻁﻭﺭ‬ ‫ﻓﻠﺴﻁﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﺎﻟﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻲ‬ ‫ﻨﻅﺎﻡ‬
‫ﺍﻟﺘﺭﺒﻭﻱ‬،‫ﻭﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻭﺍﻟﻤﺩﻴﺭﻴﻥ‬ ‫ﺍﻟﻤﺸﺭﻓﻴﻥ‬ ‫ﺃﻋﺩﺍﺩ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺴﺘﻤﺭﺓ‬ ‫ﺍﻟﺯﻴﺎﺩﺓ‬ ‫ﺤﻴﺙ‬،‫ﻜـﺎﻥ‬ ‫ﺃﻥ‬ ‫ﻓﺒﻌﺩ‬
‫ﻋﻠﻰ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﻴﺘﻭﻟﻰ‬ ‫ﺍﻟﻤﺸﺭﻑ‬٢٥٠–٣٠٠‫ﹴ‬‫ﻡ‬‫ﻤﻌﻠ‬،‫ﻋﻠﻰ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﻴﺘﻭﻟﻰ‬ ‫ﺍﻟﻴﻭﻡ‬ ‫ﺃﺼﺒﺢ‬٨٠
–١١٠‫ﻤﻌﻠﻤ‬،‫ﹰ‬‫ﺎ‬‫ﺒﻤﺩ‬ ‫ﺍﻟﻜﺒﻴﺭﺓ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻭﺯﻭﺩﺕ‬‫ﺭﺍﺀ‬‫ﺍﻹﺩﺍﺭﻴـﺔ‬ ‫ﺒﻤﻬﻤـﺎﺘﻬﻡ‬ ‫ﻟﻴﻘﻭﻤﻭﺍ‬ ‫ﻤﺴﺎﻋﺩﻴﻥ‬-
‫ﻤﻘﻴﻡ‬ ‫ﺘﺭﺒﻭﻱ‬ ‫ﻤﺸﺭﻑ‬ ‫ﺒﻭﺼﻔﻪ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﻤﺩﻴﺭ‬ ‫ﺠﺎﻨﺏ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻹﺸﺭﺍﻓﻴﺔ‬.‫ﻋﻠـﻰ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﺃﺠل‬ ‫ﻤﻥ‬
‫ﺍﻟﻔﻌﺎل‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺇﻴﺠﺎﺩ‬.
‫ﻓﻬﻨﺎﻙ‬‫ﺼﻔﺎﺕ‬‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﺘﺠﻤﻊ‬ ‫ﻤﺸﺘﺭﻜﺔ‬ ‫ﻭﺨﺼﺎﺌﺹ‬‫ﺍﻟﻔﻌﺎﻟﻴﻥ‬‫ﺍﻟـﺼﻔﺎﺕ‬ ‫ﻫﺫﻩ‬ ‫ﻭﻤﻥ‬:
‫ﻭﺍﻟﺤﻴﻭﻴﺔ‬ ‫ﺍﻟﺒﺸﺎﺸﺔ‬،‫ﻭﺍﻟﺤﻤﺎﺴ‬‫ﻭﺍﻟﻌﺩﺍﻟﺔ‬ ‫ﺔ‬،‫ﻭﺍﻟـﺫﻜﺎﺀ‬ ‫ﻭﺍﻷﻤﺎﻨﺔ‬،‫ﺍﻟﺤﻤﻴـﺩﺓ‬ ‫ﺒـﺎﻷﺨﻼﻕ‬ ‫ﻭﺍﻟﺘﺤﻠـﻲ‬

4. ‫اﻷﻏﺎ‬ ‫ﻛﻤﺎل‬ ‫ﺻﻬﻴﺐ‬----------------------------------------------------------------------------------------------------------------------------------
)١٤٨(-----------------------‫اﻷزﻫﺮ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻣﺠﻠﺔ‬-‫اﻟﻌﻠﻮ‬ ‫ﺳﻠﺴﻠﺔ‬ ،‫ﻏﺰة‬‫اﻹﻧﺴﺎﻧﻴﺔ‬ ‫م‬٢٠٠٨‫اﻟﻤﺠﻠﺪ‬ ،١٠‫اﻟﻌﺪد‬ ،١-B
‫ﻭﺍﻻﺤﺘﻤﺎل‬ ‫ﻭﺍﻟﺼﺒﺭ‬،‫ﻭﺍﻻﺴﺘﻔﻬﺎﻡ‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﺭﻭﺡ‬ ‫ﻭﻜﺫﻟﻙ‬،‫ﻭﺍﻟﺠﻤﺎل‬ ‫ﺍﻟﻨﻜﺘﺔ‬ ‫ﻭﺘﺫﻭﻕ‬،‫ﻭﺍﻹﺤﺴﺎﺱ‬
‫ﻭﺍﻹﻨﺠﺎﺯ‬ ‫ﺍﻟﻌﻤل‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻜﻔﺎﻴﺔ‬ ‫ﺒﺎﻟﻘﺩﺭﺓ‬) .،‫ﻋﺩﺱ‬١٩٩٦:٣٦(‫ﺍﻟﻤﻌﻠـﻡ‬ ‫ﻓﺎﻋﻠﻴـﺔ‬ ‫ﺘﻌـﺭﻑ‬ ‫ﻜﻤﺎ‬
‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﻨﺤﻭ‬ ‫ﺘﻘﺩﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺃﺤﺭﺯﻩ‬ ‫ﻤﺎ‬ ‫ﺒﻤﺩﻯ‬‫ﺍﻟﻤ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬‫ﻨﺸﻭﺩ‬‫ﻭﻴـﺭﻯ‬ ‫ﺓ‬Medaly
١٩٨٢‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻓﺎﻋﻠﻴﺔ‬ ‫ﻟﺘﺤﺩﻴﺩ‬ ‫ﻋﻠﻴﻨﺎ‬ ‫ﺃﻥ‬ ‫ﻡ‬،‫ﹰ‬‫ﺎ‬‫ﺸﺨـﺼﻴ‬ ‫ﻫﻭ‬ ‫ﺴﻠﻭﻜﻪ‬ ‫ﻭﻟﻴﺱ‬ ‫ﻁﻠﺒﺘﻪ‬ ‫ﺴﻠﻭﻙ‬ ‫ﻨﻘﻴﺱ‬ ‫ﺃﻥ‬
‫ﻨﺘﻴﺠﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺒﻨﺎ‬ ‫ﻴﺅﺩﻱ‬ ‫ﺒﻪ‬ ‫ﻨﻘﻭﻡ‬ ‫ﺴﻠﻭﻙ‬ ‫ﻜل‬ ‫ﻓﻠﻴﺱ‬.
‫ﺍﻟﻔ‬ ‫ﻭﺍﻟﻤﻌﻠﻡ‬‫ﻌﺎل‬‫ﺍﻟﻤﻨﻬﺎﺝ‬ ‫ﺘﻁﻭﻴﺭ‬ ‫ﻋﻠﻰ‬ ‫ﻴﻌﻤل‬،‫ﻭﺍﻻﺨﺘﺒﺎﺭﺍﺕ‬ ‫ﺍﻟﻤﺩﺭﺴﻴﺔ‬ ‫ﺍﻟﻭﺍﺠﺒﺎﺕ‬ ‫ﻭﻜﺫﻟﻙ‬
،‫ﻤﺘﻤ‬ ‫ﻭﻫﻭ‬‫ﻜ‬‫ﻴﻌﻠﻤﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻤﺎﺩﺘﻪ‬ ‫ﻤﻥ‬ ‫ﻥ‬،‫ﻭﺍﻁﻤﺌﻨﺎﻥ‬ ‫ﺜﻘﺔ‬ ‫ﺒﻜل‬ ‫ﺒﺫﻟﻙ‬ ‫ﻓﻴﻘﻭﻡ‬،‫ﺒﻨﻔـﺴﻪ‬ ‫ﻴﺜـﻕ‬ ‫ﻷﻨـﻪ‬
‫ﺍﻟﻁﺎﺭﺌﺔ‬ ‫ﺍﻟﻤﻭﺍﻗﻑ‬ ‫ﻤﺠﺎﺒﻬﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻗﺎﺩﺭ‬ ‫ﻭﻫﻭ‬ ‫ﻭﺒﻘﺩﺭﺍﺘﻪ‬،‫ﻓـﻲ‬ ‫ﺍﻟﻤﻨﺎﺴﺏ‬ ‫ﺍﻟﻘﺭﺍﺭ‬ ‫ﺍﺘﺨﺎﺫ‬ ‫ﻋﻠﻰ‬ ‫ﻭﻗﺎﺩﺭ‬
‫ﺍﻟﻤﻨﺎﺴﺏ‬ ‫ﺍﻟﻭﻗﺕ‬،‫ﺍﻟﻤﺴﺘﻤﺭ‬ ‫ﻭﺍﻟﻨﻤﻭ‬ ‫ﺒﺎﻟﺘﻁﻭﺭ‬ ‫ﻭﻴﺅﻤﻥ‬.) .،‫ﻋﺩﺱ‬١٩٩٦:٣٦(‫ﺇﻟﻰ‬ ‫ﺒﺤﺎﺠﺔ‬ ‫ﺇﻨﻨﺎ‬
‫ﻓ‬ ‫ﻭﻤﺩﻯ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﻤﻨﻅﻭﻤﺔ‬ ‫ﺤﻭل‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻤﺯﻴﺩ‬‫ﻋﻠـﻰ‬ ‫ﻭﺍﻨﻌﻜﺎﺴـﺎﺘﻬﺎ‬ ‫ﻌﺎﻟﻴﺘﻬـﺎ‬
‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻓﻌﺎﻟﻴﺔ‬.،‫ﺃﺩﺭﻙ‬ ‫ﻓﻘﺩ‬‫ﺍﻟﺒﺎﺤﺙ‬‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻨﻭﻉ‬ ‫ﻫﺫﺍ‬ ‫ﻨﺩﺭﺓ‬،‫ﻓﻠﺠ‬‫ﺄ‬‫ﺃﺜـﺭ‬ ‫ﻋﻥ‬ ‫ﻟﻠﻜﺸﻑ‬
‫ﺍﻟﻌﻠﻴـﺎ‬ ‫ﺍﻷﺴﺎﺴﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﺭﺤﻠﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻨﻌﻜﺎﺴﺎﺘﻬﺎ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﻤﻨﻅﻭﻤﺔ‬،
‫ﻤﺘﺴﺎﺌ‬‫ﻠﻴﻥ‬‫ﺍﻟ‬ ‫ﻤﻨﻅﻭﻤﺘﻨـﺎ‬ ‫ﻀـﻤﻥ‬ ‫ﺍﻟﻔﻌﺎل‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺇﻴﺠﺎﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﻨﻅﻭﻤﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻗﺩﺭﺓ‬ ‫ﺤﻭل‬‫ﺘﺭﺒﻭﻴـﺔ‬
‫ﺍﻟ‬‫ﺍﻟﻤﺘﻜﺎﻤﻠﺔ‬ ‫ﺸﺎﻤﻠﺔ‬.
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺸﻜﻠﺔ‬:
‫ﺍﻟﺘﺎﻟﻲ‬ ‫ﺍﻟﺭﺌﻴﺱ‬ ‫ﺍﻟﺴﺅﺍل‬ ‫ﻓﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺸﻜﻠﺔ‬ ‫ﺘﻨﺤﺼﺭ‬:
‫ﺃﺜﺭ‬ ‫ﻤﺎ‬‫ﺩﻭﺭ‬‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻐﻭﺙ‬ ‫ﻭﻜﺎﻟﺔ‬ ‫ﻤﺩﺍﺭﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻓﻌﺎﻟﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬
‫ﻏﺯﺓ؟‬ ‫ﺒﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﺍﻟﻌﻠﻴﺎ‬ ‫ﺍﻷﺴﺎﺴﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﺭﺤﻠﺔ‬ ‫ﻤﻌﻠﻤﻲ‬
‫ﺍﻟ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﺍﻷﺴﺌﻠﺔ‬ ‫ﺍﻟﺭﺌﻴﺱ‬ ‫ﺍﻟﺴﺅﺍل‬ ‫ﻤﻥ‬ ‫ﻭﻴﺘﻔﺭﻉ‬‫ﺘﺎﻟﻴﺔ‬:
١-‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﺭﺤﻠﺔ‬ ‫ﻤﻌﻠﻤﻲ‬ ‫ﺘﻘﺩﻴﺭﺍﺕ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻤﺎ‬‫ﺍﻷﺴﺎﺴﻲ‬‫ﺍﻟﻌﻠﻴﺎ‬‫ﻷﺜﺭ‬‫ﺩﻭ‬‫ﺭ‬‫ﺍﻹﺸﺭﺍﻑ‬‫ﺍﻟﺘﺭﺒﻭﻱ‬
‫؟‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻓﻌﺎﻟﻴﺔ‬ ‫ﻋﻠﻰ‬
٢-‫ﻷﺜﺭ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺘﻘﺩﻴﺭﺍﺕ‬ ‫ﺒﻴﻥ‬ ‫ﹰ‬‫ﺎ‬‫ﺇﺤﺼﺎﺌﻴ‬ ‫ﺩﺍﻟﺔ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻫل‬‫ﺩﻭﺭ‬‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬
‫ﻓﻌﺎﻟﻴﺔ‬‫ﺍﻟﺠﻨﺱ‬ ‫ﺇﻟﻰ‬ ‫ﺘﻌﺯﻯ‬ ‫ﺍﻟﻤﻌﻠﻡ‬.
٣-‫ﺍﻟﻔﻌﺎل؟‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺨﺼﺎﺌﺹ‬ ‫ﺃﻫﻡ‬ ‫ﻤﺎ‬
‫ﺍ‬ ‫ﺃﻫﻤﻴﺔ‬‫ﻟﺩﺭﺍﺴﺔ‬:
‫ﺃﻨﻬﺎ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﺘﻜﻤﻥ‬:

5. ‫ﻏﺰة‬ ‫ﺑﻤﺤﺎﻓﻈﺎت‬ ‫اﻟﺪوﻟﻴﺔ‬ ‫اﻟﻐﻮث‬ ‫وﻛﺎﻟﺔ‬ ‫ﺑﻤﺪارس‬ ‫اﻟﻌﻠﻴﺎ‬ ‫اﻷﺳﺎﺳﻲ‬ ‫اﻟﺘﻌﻠﻴﻢ‬ ‫ﻣﺮﺣﻠﺔ‬ ‫ﻓﻲ‬ ‫اﻟﻤﻌﻠﻢ‬ ‫ﻓﻌﺎﻟﻴﺔ‬ ‫ﻓﻲ‬ ‫ودوره‬ ‫اﻟﺘﺮﺑﻮي‬ ‫اﻹﺷﺮاف‬-----------------
‫اﻷزﻫﺮ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻣﺠﻠﺔ‬-‫اﻟﻌﻠﻮ‬ ‫ﺳﻠﺴﻠﺔ‬ ،‫ﻏﺰة‬‫اﻹﻧﺴﺎﻧﻴﺔ‬ ‫م‬٢٠٠٨‫اﻟﻤﺠﻠﺪ‬ ،١٠‫اﻟﻌﺪد‬ ،١-B----------------------)١٤٩(
١.‫ﺠﻬﻭﺩ‬ ‫ﺃﺜﺭ‬ ‫ﺘﻭﻀﺢ‬‫ﻋﻨﺎﺼﺭ‬‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬‫ﺘﺤﻘﻴﻕ‬‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻓﻌﺎﻟﻴﺔ‬.
٢.‫ﻁﺒﻴﻌﺔ‬ ‫ﺘﺤﺩﺩ‬‫ﻟ‬ ‫ﺍﻹﺸﺭﺍﻓﻴﺔ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺎﺕ‬‫ﻌﻨﺎﺼﺭ‬‫ﺍﻟﻐﻭﺙ‬ ‫ﻭﻜﺎﻟﺔ‬ ‫ﻤﺩﺍﺭﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻹﺸﺭﺍﻑ‬
‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﻏﺯﺓ‬ ‫ﺒﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﺍﻟﺩﻭﻟﻴﺔ‬.
٣.‫ﺍﻟﻤﻌﻠﻤﻭ‬ ‫ﻴﺭﺍﻫﺎ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﻔﻌﺎل‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺴﻤﺎﺕ‬ ‫ﺃﻫﻡ‬ ‫ﻋﻥ‬ ‫ﺘﻜﺸﻑ‬‫ﻥ‬.
٤.‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﻟﻌﻨﺎﺼﺭ‬ ‫ﺘﻘﺩﻴﻤﻪ‬ ‫ﺍﻟﻤﻁﻠﻭﺏ‬ ‫ﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﻟﻨﻭﻋﻴﺔ‬ ‫ﻤﺅﺸﺭﺍﺕ‬ ‫ﺘﻘﺩﻡ‬.
٥.‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻓﻲ‬ ‫ﺃﺜﺭﻩ‬ ‫ﺤﻭل‬ ‫ﺘﻁﻭﻴﺭﻴﺔ‬ ‫ﺭﺍﺠﻌﺔ‬ ‫ﺒﺘﻐﺫﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻟﻤﺸﺭﻑ‬ ‫ﺘﺯﻭﺩ‬.
٦.‫ﺘﺒﻴﻥ‬‫ﻟﻠﻌﻤل‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺘﻔﻌﻴل‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﻤﻨﻅﻭﻤﺔ‬ ‫ﺘﻭﺍﺠﻪ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬
‫ﺴﻌﻴﺎ‬‫ﻟ‬‫ﺤﻠﻬﺎ‬.
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻫﺩﺍﻑ‬:‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺘﻬﺩﻑ‬:
١.‫ﺍ‬‫ﻟﺘﻌﺭﻑ‬‫ﻋﻠﻰ‬‫ﻤﺴﺘﻭﻯ‬‫ﺩﻭﺭ‬‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻓﻌﺎﻟﻴﺔ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬.
٢.‫ﺍﻟﺘﻌﺭﻑ‬‫ﻋﻠﻰ‬‫ﺩﻭﺭ‬‫ﻋﻨﺎﺼﺭ‬‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻓﻌﺎﻟﻴﺔ‬ ‫ﻋﻠﻰ‬
‫ﻤﺘﻐﻴﺭ‬‫ﺍﻟﺠﻨﺱ‬
٣.‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻟﻌﻤل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻔﻌﺎﻟﻴﺔ‬ ‫ﻤﻔﻬﻭﻡ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﺇﺒﺭﺍﺯ‬.
٤.‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬‫ﺍﻟﻤﻌﻠﻤﻭﻥ‬ ‫ﻴﺭﺍﻫﺎ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﻔﻌﺎل‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺨﺼﺎﺌﺹ‬.
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺼﻁﻠﺤﺎﺕ‬:
١.‫ﺍﻹﺸ‬‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺭﺍﻑ‬:‫ﺍﻟﻤﻨﻅﻤﺔ‬ ‫ﺍﻟﺠﻬﻭﺩ‬ ‫ﻤﻥ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﻫﻭ‬،‫ﻭﺍﻟﻤﺩﺭﻭﺴـﺔ‬ ‫ﻭﺍﻟﻤﺨﻁﻁﺔ‬
‫ﻭﺍﻟﻤﺎﺩﻴﺔ‬ ‫ﺍﻟﺒﺸﺭﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻤﺩﺨﻼﺕ‬ ‫ﻨﺤﻭ‬ ‫ﻭﺍﻟﻤﻭﺠﻬﺔ‬،‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﺒﻬﺩﻑ‬
‫ﻤﺴﺘﻭﺍﻫﺎ‬ ‫ﻭﺭﻓﻊ‬ ‫ﻭﺘﻁﻭﻴﺭﻫﺎ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬،‫ﺍﻟﻤﻌﻠـﻡ‬ ‫ﻤﻤﺎﺭﺴﺎﺕ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﻁﺭﻴﻕ‬ ‫ﻋﻥ‬ ‫ﻭﺫﻟﻙ‬
‫ﺍﻟﺘﺩﺭﻴﺴﻴﺔ‬،‫ﻴﺴﺎﻋﺩ‬ ‫ﻤﻤﺎ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻭﻜﻔﺎﻴﺎﺘﻪ‬ ‫ﻗﺩﺭﺍﺘﻪ‬ ‫ﻭﺘﻨﻤﻴﺔ‬‫ﺍﻷﻫـﺩﺍﻑ‬ ‫ﺘﺤﻘﻴـﻕ‬ ‫ﻓـﻲ‬ ‫ﻩ‬
‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬‫ﺍﻟﻤﻨﺸﻭﺩﺓ‬.)، ‫ﺍﻟﺠﻨﻴﺩﻱ‬١٩٩٨:٨(
‫ﺍﻟﺘﺎﻟﻲ‬ ‫ﺍﻟﺘﻌﺭﻴﻑ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻭﻴﺘﺒﻨﻰ‬:‫ﺍﻹﺸﺭﺍﻑ‬‫ﻋﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬‫ﺩﻴﻤﻘﺭﺍﻁﻴـﻪ‬‫ﺇﻨـﺴﺎﻨﻴﻪ‬‫ﺘﻌﺎﻭﻨﻴـﺔ‬
‫ﻤﺤﺩﺩﺓ‬ ‫ﻭ‬ ‫ﻤﺨﻁﻁﺔ‬ ‫ﻨﻅﺎﻤﻴﺔ‬‫ﹰ‬‫ﺎ‬‫ﻤﺴﺒﻘ‬‫ﺘﻬﺩﻑ‬‫ﺇﻟﻰ‬‫ﺇﺤﺩﺍﺙ‬‫ﺇ‬ ‫ﺘﻐﻴﺭﺍﺕ‬‫ﺍﻟﻌـﺎﻤﻠﻴﻥ‬ ‫ﻗﻨﺎﻋـﺎﺕ‬ ‫ﻓﻲ‬ ‫ﻴﺠﺎﺒﻴﻪ‬
‫ﻟﺘﺤﻘﻴﻕ‬ ‫ﻭﺼﻭﻻ‬ ‫ﻤﻤﺎﺭﺴﺎﺘﻬﻡ‬ ‫ﻟﺘﺤﺴﻴﻥ‬‫ﺃﻫﺩﺍﻑ‬‫ﺍﻟﻌﻤ‬‫ﻠﻴﺔ‬‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬.
‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻓﻌﺎﻟﻴﺔ‬:‫ﻴ‬‫ﻌﺭﻓ‬‫ﺒ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻬﺎ‬‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﻨﺤﻭ‬ ‫ﺘﻘﺩﻡ‬ ‫ﻤﻥ‬ ‫ﻁﻠﺒﺘﻪ‬ ‫ﺃﺤﺭﺯﻩ‬ ‫ﻤﺎ‬ ‫ﻤﺩﻯ‬
‫ﺍﻟﻤﻨﺸﻭﺩﺓ‬.

6. ‫اﻷﻏﺎ‬ ‫ﻛﻤﺎل‬ ‫ﺻﻬﻴﺐ‬----------------------------------------------------------------------------------------------------------------------------------
)١٥٠(-----------------------‫اﻷزﻫﺮ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻣﺠﻠﺔ‬-‫اﻟﻌﻠﻮ‬ ‫ﺳﻠﺴﻠﺔ‬ ،‫ﻏﺰة‬‫اﻹﻧﺴﺎﻧﻴﺔ‬ ‫م‬٢٠٠٨‫اﻟﻤﺠﻠﺪ‬ ،١٠‫اﻟﻌﺪد‬ ،١-B
‫ﺍﻟﻌﻠﻴﺎ‬ ‫ﺍﻷﺴﺎﺴﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﺭﺤﻠﺔ‬:‫ﺍﻷﺴﺎﺴﻲ‬ ‫ﺍﻟﺴﺎﺩﺱ‬ ‫ﺍﻟﺼﻑ‬ ‫ﺘﻠﻲ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻭﻫﻲ‬،‫ﻭﻤﺩﺘﻬﺎ‬٣‫ﺴﻨﻭﺍﺕ‬
‫ﺍﻟﻌﻤﺭﻴﺔ‬ ‫ﺍﻟﻔﺌﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻭﺘﻀﻡ‬)١٣–١٥‫ﺴﻨﺔ‬(‫ﻟﻘﺒـﻭل‬ ‫ﺍﻟﻁﺒﻴﻌﻲ‬ ‫ﺍﻟﻭﻀﻊ‬ ‫ﻓﻲ‬‫ﻭﻨﺠـﺎﺡ‬
‫ﺍﻹﻋﺩﺍﺩﻴﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﻐﻭﺙ‬ ‫ﻭﻜﺎﻟﺔ‬ ‫ﻤﺩﺍﺭﺱ‬ ‫ﻓﻲ‬ ‫ﻭﺘﺴﻤﻰ‬ ،‫ﺍﻟﻁﻼﺏ‬.
‫ﺍﻟﺩﻭﻟﻴﺔ‬ ‫ﺍﻟﻐﻭﺙ‬ ‫ﻭﻜﺎﻟﺔ‬ ‫ﻤﺩﺍﺭﺱ‬:‫ﻟﻸﻭﻨﺭﻭﺍ‬ ‫ﺍﻟﺘﺎﺒﻌﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻫﻲ‬،‫ﻋﻠﻴﻬﺎ‬ ‫ﻭﺘﺸﺭﻑ‬ ‫ﺘﺩﻴﺭﻫﺎ‬ ‫ﻭﺍﻟﺘﻲ‬
‫ﺍﻟﺩﻭﻟﻴﺔ‬ ‫ﺍﻟﻐﻭﺙ‬ ‫ﻭﻜﺎﻟﺔ‬،‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﻴﻥ‬ ‫ﺍﻟﻼﺠﺌﻴﻥ‬ ‫ﺃﺒﻨﺎﺀ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﺒﻬﺩﻑ‬.
‫ﻟﻠﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﻨﻅﺭﻱ‬ ‫ﺍﻹﻁﺎﺭ‬
‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﻤﻔﻬﻭﻡ‬:
‫ﺍﻟﻭ‬ ‫ﻓﻲ‬‫ﻴﺘﻔ‬ ‫ﻟﻡ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﻴﻥ‬ ‫ﺃﻥ‬ ‫ﺍﻗﻊ‬‫ﻟﻺﺸﺭﺍﻑ‬ ‫ﻤﺤﺩﺩ‬ ‫ﻭﺍﺤﺩ‬ ‫ﺘﻌﺭﻴﻑ‬ ‫ﻋﻠﻰ‬ ‫ﻘﻭﺍ‬،‫ﺫﻟﻙ‬ ‫ﻭﻴﺭﺠﻊ‬
‫،ﻭﺍﻻﺘﺠ‬ ‫ﺍﻟﻔﻠﺴﻔﺔ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﺘﺒﺎﻴﻥ‬ ‫ﺍﻻﺨﺘﻼﻑ‬ ‫ﺇﻟﻰ‬‫ﻟﻤﻀﻤﻭﻨﻪ‬ ‫ﻭﺍﻟﻔﻬﻡ‬ ‫ﺍﻟﻨﻅﺭ‬ ‫ﻭﻭﺠﻬﺎﺕ‬ ‫ﺎﻫﺎﺕ‬‫ﻭﻭﻅﺎﺌﻔﻪ‬
‫ﺘﺒﺩﺃ‬ ،‫ﺇﻨﺴﺎﻨﻲ‬ ‫ﺍﺘﺼﺎل‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﺍﻋﺘﺒﺭ‬ ‫ﻤﻥ‬ ‫ﻭﻫﻨﺎﻙ‬ ،‫ﺍﻟﻌﺎﻡ‬ ‫ﻹﻁﺎﺭﻩ‬ ‫ﻭﺘﺤﻠﻴﻠﻬﻡ‬
‫ﺃﻭ‬ ‫ﺍﻟﻤﺸﺭﻑ‬ ‫ﻋﺎﺩﺓ‬ ‫ﻋﻠﻴﻪ‬ ‫ﻴﻁﻠﻕ‬ ‫ﺒﻤﺭﺴل‬‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻓﻲ‬ ‫ﻴﺘﻤﺜل‬ ‫ﺒﻤﺴﺘﻘﺒل‬ ‫ﻭﺘﻨﺘﻬﻲ‬ ،‫ﺍﻟﻤﻔﺘﺵ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻤﻭﺠﻪ‬
‫ﺍﻹﺩﺍﺭﻱ‬ ‫ﺃﻭ‬.
‫ﺇﻥ‬‫ﻫﻭ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬:‫ﺃ‬ ‫ﻁﺭﻓﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﺘﺭﺒﻭﻴﺔ‬ ‫ﺘﻔﺎﻋل‬ ‫ﻋﻤﻠﻴﺔ‬‫ﻭ‬ ،‫ﻪ‬‫ﺠ‬‫ﺍﻟﻤﻭ‬ ‫ﺤﺩﻫﻤﺎ‬
‫ﺍﻷﻓﻨﺩﻱ‬ ‫ﻭﻴﺭﻯ‬ ،‫ﺍﻟﻤﻭﻗﻑ‬ ‫ﻁﺒﻴﻌﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﺘﻌﺭﻑ‬ ‫ﺍﻟﺘﻌﺎﻭﻥ‬ ‫ﺒﻐﺭﺽ‬ ‫ﻪ‬‫ﺠ‬‫ﺍﻟﻤﻭ‬ ‫ﺍﻵﺨﺭ‬)١٩٧٦(‫ﺃﻥ‬
‫ﻓ‬ ‫ﺍﻟﻤﺩﺭﺴﻴﻥ‬ ‫ﻨﻤﻭ‬ ‫ﻭﺘﻭﺠﻪ‬ ‫ﻭﺘﺤﺭﻙ‬ ‫ﺘﻨﺴﻕ‬ ‫ﺃﻥ‬ ‫ﺘﻌﻨﻲ‬ ‫ﺘﺸﺭﻑ‬‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻤﻌﻪ‬ ‫ﻴﺴﺘﻁﻴﻌﻭﻥ‬ ‫ﺍﺘﺠﺎﻩ‬ ‫ﻲ‬
‫ﻓﻲ‬ ‫ﻤﺴﺎﻫﻤﺔ‬ ‫ﻭﺃﺫﻜﻰ‬ ‫ﺃﻏﻨﻰ‬ ‫ﺇﻟﻰ‬ ‫ﻴﻭﺠﻬﻭﻩ‬ ‫ﻭﺃﻥ‬ ‫ﺘﻠﻤﻴﺫ‬ ‫ﻜل‬ ‫ﻨﻤﻭ‬ ‫ﻴﺤﺭﻜﻭﺍ‬ ‫ﺃﻥ‬ ‫ﻭ‬ ،‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺫﻜﺎﺀ‬
‫ﻓﻴﻪ‬ ‫ﻴﻌﻴﺸﻭﻥ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻌﺎﻟﻡ‬ ‫ﻭﻓﻲ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬) .،‫ﺍﻷﻓﻨﺩﻱ‬١٩٧٦:٨(
‫ﺍﻟﻴﻭﻨﻴﺴﻑ‬ ‫ﻤﻨﻅﻤﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﺩﺍﺌﺭﺓ‬ ‫ﺘﺼﺩﺭﻩ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻟﻤﺸﺭﻑ‬ ‫ﺩﻟﻴل‬ ‫ﻭﻴﻌﺭﻓﻪ‬
‫ﻭﺍﻟﻴﻭﻨﺴﻜﻭ‬UNESCO‫ﺒﺄﻨﻪ‬:‫ﺇﻟﻰ‬ ‫ﻭﻴﻬﺩﻑ‬ ،‫ﺍﻟﺭﺍﻫﻥ‬ ‫ﺍﻟﻭﻀﻊ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻴﻌﺘﻤﺩ‬ ‫ﻤﻭﺠﻪ‬ ‫ﻨﺸﺎﻁ‬
‫ﺍ‬ ‫ﻤﺴﺘﻭﺍﻫﻡ‬ ‫ﻭﺭﻓﻊ‬ ‫ﻗﺩﺭﺍﺘﻬﻡ‬ ‫ﻹﻁﻼﻕ‬ ،‫ﻭﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﺎﻤﻠﻴﻥ‬ ‫ﺠﻤﻴﻊ‬ ‫ﺨﺩﻤﺔ‬‫ﻟﺸﺨﺼﻲ‬
‫ﻤﺴﺘﻭﻯ‬ ‫ﺭﻓﻊ‬ ‫ﻴﺤﻘﻕ‬ ‫ﺒﻤﺎ‬ ‫ﻭﺍﻟﻤﻬﻨﻲ‬‫ﺍﻟﻨـﺸﺎﻁ‬ ‫ﻭﻫـﺫﺍ‬ ،‫ﺃﻫﺩﺍﻓﻬﺎ‬ ‫ﻭﺘﺤﻘﻴﻕ‬ ‫ﺍﻟﺘﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬
‫ﻓﻠﺴ‬ ‫ﻤﻥ‬ ‫ﻭﺃﺴﺎﻟﻴﺒﻪ‬ ‫ﻭﺃﻫﺩﺍﻓﻪ‬ ‫ﻓﻠﺴﻔﺘﻪ‬ ‫ﻴﺴﺘﻤﺩ‬ ‫ﺍﻟﻤﻭﺠﻪ‬‫ﺍﻟﺴﺎﺌﺩﺓ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻓﻠﺴﻔﺔ‬ ‫ﻤﻥ‬ ‫ﻭﺃﻫﺩﺍﻓﻪ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﻔﺔ‬
‫ﻭﻤﻌﺎﻴﻴﺭ‬ ‫ﺜل‬‫ﻤ‬‫ﻭ‬ ‫ﻗﻴﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﻓﻲ‬ ‫ﻴﺴﻭﺩ‬ ‫ﻤﺎ‬ ‫ﻴﻌﻜﺱ‬ ‫،ﻷﻨﻪ‬).‫ﺍﻟﺒﺩﺭﻱ‬٢٠٠١:١٤(
‫ﻤﺘﺨﺼﺼﺔ‬ ‫ﻓﻨﻴﺔ‬ ‫ﺨﺩﻤﺔ‬ ‫ﻋﻥ‬ ‫ﻋﺒﺎﺭﺓ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﺃﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﻭﻥ‬ ‫ﺃﺠﻤﻊ‬ ‫ﻟﻘﺩ‬
‫ﻋﻤﻠﻴ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﺒﻘﺼﺩ‬ ،‫ﻤﻌﻪ‬ ‫ﻴﻌﻤﻠﻭﻥ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻤﺨﺘﺹ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻟﻤﺸﺭﻑ‬ ‫ﻴﻘﺩﻤﻬﺎ‬‫ﺔ‬
‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻭ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺘﻤﻜﻴﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺘﻌﻤل‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻭﻫﺫﻩ‬ ،‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻭ‬ ‫ﺍﻟﺘﻌﻠﻡ‬

7. ‫ﻏﺰة‬ ‫ﺑﻤﺤﺎﻓﻈﺎت‬ ‫اﻟﺪوﻟﻴﺔ‬ ‫اﻟﻐﻮث‬ ‫وﻛﺎﻟﺔ‬ ‫ﺑﻤﺪارس‬ ‫اﻟﻌﻠﻴﺎ‬ ‫اﻷﺳﺎﺳﻲ‬ ‫اﻟﺘﻌﻠﻴﻢ‬ ‫ﻣﺮﺣﻠﺔ‬ ‫ﻓﻲ‬ ‫اﻟﻤﻌﻠﻢ‬ ‫ﻓﻌﺎﻟﻴﺔ‬ ‫ﻓﻲ‬ ‫ودوره‬ ‫اﻟﺘﺮﺑﻮي‬ ‫اﻹﺷﺮاف‬-----------------
‫اﻷزﻫﺮ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻣﺠﻠﺔ‬-‫اﻟﻌﻠﻮ‬ ‫ﺳﻠﺴﻠﺔ‬ ،‫ﻏﺰة‬‫اﻹﻧﺴﺎﻧﻴﺔ‬ ‫م‬٢٠٠٨‫اﻟﻤﺠﻠﺪ‬ ،١٠‫اﻟﻌﺪد‬ ،١-B----------------------)١٥١(
‫ﻓﻲ‬ ‫ﻭﺘﺤﺴﻥ‬ ‫ﺘﻘﺒﻠﻬﻡ‬ ‫ﻤﻥ‬ ‫ﻭﺘﺯﻴﺩ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺜﻘﺔ‬ ‫ﺘﻜﺴﺏ‬ ‫ﺇﻨﺴﺎﻨﻴﺔ‬ ‫ﺒﻁﺭﻴﻘﺔ‬ ‫ﺘﻘﺩﻡ‬ ‫ﺃﻥ‬ ‫،ﻋﻠﻰ‬ ‫ﺍﻷﺩﺍﺌﻴﺔ‬
‫ﺍﺘﺠﺎﻫﺎﺘﻬﻡ‬.
‫ﻗﻴﺎﺩﻴﺔ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻘﻭل‬ ‫ﻴﻤﻜﻥ‬ ‫ﻜﻤﺎ‬‫ﺩﻴﻤﻘﺭﺍﻁﻴﺔ‬،‫ﻤﻨﻅﻤﺔ‬ ‫ﺘﻌﺎﻭﻨﻴﺔ‬
‫ﺒ‬ ‫ﹸﻌﻨﻲ‬‫ﺘ‬،‫ﻭﻁﺎﻟﺏ‬ ‫ﻭﻤﻌﻠﻡ‬ ‫ﻭﺒﻴﺌﺔ‬ ‫ﻭﺃﺴﺎﻟﻴﺏ‬ ‫ﻭﻭﺴﺎﺌل‬ ‫ﻤﻨﺎﻫﺞ‬ ‫ﻤﻥ‬ ‫ﻋﻨﺎﺼﺭﻩ‬ ‫ﺒﺠﻤﻴﻊ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻲ‬ ‫ﺎﻟﻤﻭﻗﻑ‬
‫ﻤﻥ‬ ‫ﻭﺘﻨﻅﻴﻤﻬﺎ‬ ‫ﺘﺤﺴﻴﻨﻬﺎ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﻌﻤل‬ ‫ﻭﺘﻘﻴﻴﻤﻴﻬﺎ‬ ،‫ﺍﻟﻤﻭﻗﻑ‬ ‫ﺫﻟﻙ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﻭﺍﻤل‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺇﻟﻰ‬ ‫ﻭﺘﻬﺩﻑ‬
‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻭ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻷﻫﺩﺍﻑ‬ ‫ﺃﻓﻀل‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﺃﺠل‬.
‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﻤﻔﻬﻭﻡ‬ ‫ﺘﻁﻭﺭ‬:
‫ﻤﺴﺘ‬ ‫ﺘﻁﻭﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﻤﻔﻬﻭﻡ‬ ‫ﺇﻥ‬‫ﺇﻟﻰ‬ ‫ﻴﺭﺠﻊ‬ ‫ﺫﻟﻙ‬ ‫ﻭﻟﻌل‬ ،‫ﺁﺨﺭ‬ ‫ﺒﻌﺩ‬ ًً‫ﹰ‬‫ﺎ‬‫ﻴﻭﻤ‬ ‫ﻤﺭ‬
‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﺘﻐﻴﺭﺍﺕ‬‫ﻭﺍﻟﺜﻘﺎﻓﻴﺔ‬ ‫ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﻓﻠﺴﻔﺔ‬ ‫ﻴﻌﻜﺱ‬ ‫ﻓﻬﻭ‬ ،.
‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﻤﻔﻬﻭﻡ‬ ‫ﺘﻁﻭﺭ‬ ‫ﺇﻟﻰ‬ ‫ﺃﺩﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻌﻭﺍﻤل‬ ‫ﻭﻤﻥ‬:
-‫ﻟﻠﻔﺭﺩ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﻨﻤﻭ‬ ‫ﻟﺠﻭﺍﻨﺏ‬ ‫ﹰ‬‫ﻼ‬‫ﺸﺎﻤ‬ ‫ﺃﺼﺒﺢ‬ ‫ﺒﺤﻴﺙ‬ ،‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻤﻔﻬﻭﻡ‬ ‫ﺘﻐﻴﺭ‬.
-‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﺒﺤﻭﺙ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻘﺩﻡ‬‫ﻋﻠﻰ‬ ‫ﻋﻤﻠﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻭﺍﻟﺴﻴﻜﻭﻟﻭﺠﻴﺔ‬‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺘﻁﻭﻴﺭ‬
‫ﻤ‬ ‫ﺒﺸﻤﻭﻟﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬‫ﺍﻟﻤﺭﺴﻭﻤﺔ‬ ‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﺇﻟﻰ‬ ‫ﻴﺅﺩﻱ‬ ‫ﻤﺎ‬.
-‫ﻤﺒﺎﺩﺉ‬ ‫ﺍﻨﺘﺸﺎﺭ‬‫ﺍﻟﺩﻴﻤﻘﺭﺍﻁﻴﺔ‬‫ﺍﻟﻤﺅﺴﺴﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺩﻴﻨﺎﻤﻴﻜﻲ‬ ‫ﻭﺍﻟﺘﻔﺎﻋل‬ ‫ﻭﺍﻟﻤﺸﺎﺭﻜﺔ‬.
-‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺒﺎﻟﻔﻠﺴﻔﺔ‬ ‫ﺍﻹﻴﻤﺎﻥ‬) .،‫ﻤﺘﻭﻟﻲ‬٧٨:١٩٨٣(
‫ﺒﻬﺎ‬ ‫ﻤﺭ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺭﺍﺤل‬‫ﺍﻹﺸﺭﺍﻑ‬‫ﻫﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬:
١-‫ﻤﺭ‬‫ﺍﻟﺘﻔﺘﻴﺵ‬ ‫ﺤﻠﺔ‬:
‫ﺇﻁﺎﺭ‬ ‫ﻅل‬ ‫ﻓﻲ‬ ‫ﻭﻨﺸﺄ‬ ،‫ﹰ‬‫ﺎ‬‫ﺘﻘﺭﻴﺒ‬ ‫ﺍﻟﺩﻭل‬ ‫ﻜﺎﻓﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻨﻤﻁ‬ ‫ﻫﺫﺍ‬ ‫ﻅﻬﺭ‬ ‫ﻟﻘﺩ‬
‫ﺍﻟﻌﻘﺎﺏ‬ ‫ﺒﻤﺒﺩﺃ‬ ‫ﻭﺍﻷﺨﺫ‬ ‫ﻭﺍﻟﻤﺭﻜﺯﻴﺔ‬ ‫ﻭﺍﻟﺘﺴﻠﻁ‬ ‫ﻭﺍﻻﺴﺘﺒﺩﺍﺩ‬ ‫ﺒﺎﻟﺴﻴﻁﺭﺓ‬ ‫ﻴﺘﺴﻡ‬ ‫ﺍﺠﺘﻤﺎﻋﻲ‬.‫ﻜﺎﻨﺕ‬ ‫ﻟﻘﺩ‬
‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﻬﻨﺔ‬ ‫ﺨﺎﺭﺝ‬ ‫ﻤﻥ‬ ‫ﹰ‬‫ﺎ‬‫ﺃﺸﺨﺎﺼ‬ ‫ﺘﻜﻠﻑ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﻨﺎﻁﻕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﺔ‬ ‫ﺍﻟﻤﺠﺎﻟﺱ‬
‫ﻋﻤﻠ‬ ‫ﻟﻴﺘﻭﻟﻭﺍ‬‫ﻭﺩﻭﺍﻡ‬ ‫ﺍﻷﺜﺎﺙ‬ ‫ﻭ‬ ‫ﻭﺍﻷﺠﻬﺯﺓ‬ ‫ﺍﻟﻤﺩﺭﺴﻴﺔ‬ ‫ﺍﻟﺘﺴﻬﻴﻼﺕ‬ ‫ﻭ‬ ‫ﺍﻷﺒﻨﻴﺔ‬ ‫ﺘﺸﻤل‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﻔﺘﻴﺵ‬ ‫ﻴﺔ‬
‫ﻤﺩﺍﺭﺴﻬﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻁﻠﺒﺔ‬).Wiles & Bondi, 1980:4(‫ﻤﻨﺫ‬ ‫ﺍﻟﺘﻔﺘﻴﺸﻲ‬ ‫ﺍﻟﻨﻤﻁ‬ ‫ﻫﺫﺍ‬ ‫ﺍﺴﺘﻤﺭ‬ ‫ﻭﻗﺩ‬
‫ﺍﻟﺜﻼﺜﻴﻨﻴﺎ‬ ‫ﺃﻭﺍﺌل‬ ‫ﺤﺘﻰ‬ ‫ﻋﺸﺭ‬ ‫ﺍﻟﺜﺎﻤﻥ‬ ‫ﺍﻟﻘﺭﻥ‬‫ﺕ‬.
‫ﺍﻟﺘﻭﺠﻴﻪ‬ ‫ﻤﺭﺤﻠﺔ‬:
‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻀﻤﻥ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻅﻬﺭﺕ‬ ‫ﻟﻘﺩ‬‫ﹰ‬‫ﺎ‬‫ﻭﺨﺼﻭﺼ‬ ،‫ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬
‫ﺇﻟﻰ‬ ‫ﻴﻨﻅﺭ‬ ‫ﻓﺒﺩﺃ‬ ،‫ﺍﻟﺘﻭﺍﺼل‬ ‫ﻭﺃﺴﺎﻟﻴﺏ‬ ‫ﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻭﺍﻟﻌﻼﻗﺎﺕ‬ ‫ﻭﺍﻟﺘﻌﻠﻡ‬ ‫ﺍﻟﻨﻤﻭ‬ ‫ﺒﻨﻅﺭﻴﺎﺕ‬ ‫ﻴﺘﻌﻠﻕ‬ ‫ﻤﺎ‬

8. ‫اﻷﻏﺎ‬ ‫ﻛﻤﺎل‬ ‫ﺻﻬﻴﺐ‬----------------------------------------------------------------------------------------------------------------------------------
)١٥٢(-----------------------‫اﻷزﻫﺮ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻣﺠﻠﺔ‬-‫اﻟﻌﻠﻮ‬ ‫ﺳﻠﺴﻠﺔ‬ ،‫ﻏﺰة‬‫اﻹﻧﺴﺎﻧﻴﺔ‬ ‫م‬٢٠٠٨‫اﻟﻤﺠﻠﺪ‬ ،١٠‫اﻟﻌﺪد‬ ،١-B
‫ﺃﻨﻪ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬:‫ﺇﻨﺴﺎﻨ‬ ‫ﺘﻔﺎﻋل‬ ‫ﻋﻤﻠﻴﺔ‬‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﺭﻓﻊ‬ ‫ﺇﻟﻰ‬ ‫ﺘﻬﺩﻑ‬ ‫ﺍﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻴﺔ‬
‫ﻗﺒل‬ ‫ﻴﻀﻌﻭﻨﻬﺎ‬ ‫ﻭﺃﻫﺩﺍﻑ‬ ‫ﺨﻁﺔ‬ ‫ﻟﻠﻤﻭﺠﻬﻴﻥ‬ ‫ﺃﺼﺒﺢ‬ ‫ﻭﻗﺩ‬ ،‫ﻤﻤﻜﻨﺔ‬ ‫ﺩﺭﺠﺔ‬ ‫ﺃﻋﻠﻰ‬ ‫ﺇﻟﻰ‬ ‫ﻟﻠﻤﻌﻠﻡ‬ ‫ﺍﻟﻤﻬﻨﻲ‬
‫ﺍﻟ‬‫ﺒﺄﻨﻪ‬ ‫ﺍﻟﺘﻭﺠﻴﻪ‬ ‫ﺇﻟﻰ‬ ‫ﻴﻨﻅﺭ‬ ‫ﻭﺃﺼﺒﺢ‬ ‫ﺍﻟﻤﺸﺭﻑ‬ ‫ﺩﻭﺭ‬ ‫ﺘﻐﻴﺭ‬ ‫ﻭﻗﺩ‬ ،‫ﺍﻟﻤﺩﺭﺍﺱ‬ ‫ﺒﺯﻴﺎﺭﺓ‬ ‫ﻘﻴﺎﻡ‬:‫ﻋﻤﻠﻴﺔ‬
‫ﻭﺤل‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻋﻤل‬ ‫ﻭﺘﺤﺴﻴﻥ‬ ،‫ﺍﻟﺘﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺘﻁﻭﻴﺭ‬ ‫ﺇﻟﻰ‬ ‫ﺘﻬﺩﻑ‬ ،‫ﺘﻌﺎﻭﻨﻴﺔ‬ ‫ﺩﻴﻤﻭﻗﺭﺍﻁﻴﺔ‬ ‫ﺇﻨﺴﺎﻨﻴﺔ‬
‫ﺍﻟﺘﻁﻭﺭ‬ ‫ﻁﺭﻴﻕ‬ ‫ﻓﻲ‬ ‫ﺨﻁﻭﺓ‬ ‫ﺫﻟﻙ‬ ‫ﻭﻴﻌﺘﺒﺭ‬ ،‫ﺍﻟﺘﻔﺘﻴﺵ‬ ‫ﻤﻥ‬ ‫ﹰ‬‫ﻻ‬‫ﺒﺩ‬ ‫ﺍﻟﺘﻭﺠﻴﻪ‬ ‫ﻤﻔﻬﻭﻡ‬.‫ﺍﻟﻤﻔﻬﻭﻡ‬ ‫ﻫﺫﺍ‬ ‫ﺇﻥ‬
‫ﺃ‬ ‫ﻋﻠﻰ‬ ‫ﻴﻘﻭﻡ‬ ‫ﻟﻺﺸﺭﺍﻑ‬‫ﻭﻫﺫﺍ‬ ،‫ﺃﺨﺭﻯ‬ ‫ﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻭ‬ ‫ﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺸﺭﻑ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻌﺎﻭﻥ‬ ‫ﺴﺎﺱ‬
،‫ﻭﺍﻟﺘﺴﻠﻁ‬ ‫ﺍﻟﻔﺭﺽ‬ ‫ﻴﺭﻓﺽ‬ ‫ﺍﻟﻤﻔﻬﻭﻡ‬‫ﻭﻴﻌﺘﺭﻑ‬ ‫ﺍﻟﺭﺃﻱ‬ ‫ﻓﻲ‬ ‫ﺍﻻﺨﺘﻼﻑ‬ ‫ﻭﻴﺤﺘﺭﻡ‬‫ﺍﻟﺤﻘﻴﻘﻴﺔ‬ ‫ﺒﺎﻟﻘﻴﻤﺔ‬
‫ﻟﻼﺠﺘﻬﺎﺩ‬) .،‫ﻋﻁﻭﻱ‬٢٣٧:٢٠٠١(
‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﻤﺭﺤﻠﺔ‬:
‫ﺍﻟﺘﺭﺒ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﺒﻤﺼﻁﻠﺢ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻟﺘﻭﺠﻴﻪ‬ ‫ﻤﺼﻁﻠﺢ‬ ‫ﺍﺴﺘﺒﺩل‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻓﻲ‬،‫ﻭﻱ‬
‫ﻓﺎﻹ‬‫ﺇ‬ ‫ﺤﻴﺙ‬ ‫ﻭﺃﺸﻤل‬ ‫ﺃﻫﻡ‬ ‫ﺸﺭﺍﻑ‬‫ﺍﻹﻴﺠﺎﺒﻴﺔ‬ ‫ﺍﻵﺜﺎﺭ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﻋﻠﻰ‬ ‫ﻴﻘﺘﺼﺭ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻟﺘﻭﺠﻴﻪ‬ ‫ﻥ‬
‫ﺒﺎﻟﻤﻭﻗﻑ‬ ‫ﻴﻌﻨﻲ‬ ‫ﺤﻴﺙ‬ ‫ﺃﻭﺴﻊ‬ ‫ﻓﻬﻭ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﺃﻤﺎ‬ ،‫ﻭﺍﻟﺘﻌﻠﻡ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻋﻤﻠﻴﺘﻲ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺭﺠﻭﺓ‬
‫ﺘﻌﺎﻭﻨﻴﺔ‬ ‫ﺩﻴﻤﻘﺭﺍﻁﻴﺔ‬ ‫ﻗﻴﺎﺩﻴﺔ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻜﻭﻨﻪ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺇﻟﻰ‬ ‫ﻓﻴﻪ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺎﺕ‬ ‫ﻟﺘﺭﺘﻘﻲ‬ ،‫ﺍﻟﺘﻌﻠﻤﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻲ‬
‫ﻭﺘ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺘﺴﺘﻬﺩﻑ‬ ‫ﻤﻨﻅﻤﺔ‬‫ﻭﺒﺎﻟﺘﺎﻟﻲ‬ ،‫ﺍﻟﻤﻭﻗﻑ‬ ‫ﺫﻟﻙ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺅﺜﺭﺓ‬ ‫ﺍﻟﻌﻭﺍﻤل‬ ‫ﻭﺘﻘﻴﻴﻡ‬ ‫ﺤﺴﻴﻥ‬
‫ﻋﻤﻠﻴﺔ‬ ‫ﻓﺎﻹﺸﺭﺍﻑ‬:
١.‫ﺍﻟﺘﻔﺘﻴﺵ‬ ‫ﻤﻥ‬ ‫ﹰ‬‫ﻻ‬‫ﺒﺩ‬ ‫ﻭﺍﻻﺴﺘﻘﺼﺎﺀ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺘﻘﻭﻡ‬.
٢.‫ﻭﺒﻴﺌﺔ‬ ‫ﻭﻤﺘﻌﻠﻡ‬ ‫ﻭﻤﻌﻠﻡ‬ ‫ﻭﻭﺴﺎﺌل‬ ‫ﻤﻨﺎﻫﺞ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻋﻨﺎﺼﺭ‬ ‫ﺠﻤﻴﻊ‬ ‫ﺘﺸﻤل‬.
٣.‫ﺍﻟﺼﻔﻴﺔ‬ ‫ﺍﻟﺯﻴﺎﺭﺓ‬ ‫ﻤﻥ‬ ‫ﹰ‬‫ﻻ‬‫ﺒﺩ‬ ‫ﻤﺘﻨﻭﻋﺔ‬ ‫ﻭﻭﺴﺎﺌل‬ ‫ﺒﻨﺸﺎﻁﺎﺕ‬ ‫ﺘﺴﺘﻌﻴﻥ‬.
٤.‫ﻭﺍ‬ ‫ﺍﻟﺘﺨﻁﻴﻁ‬ ‫ﻋﻠﻰ‬ ‫ﺘﻘﻭﻡ‬‫ﺍﻟﻔﺭﺩﻱ‬ ‫ﺍﻟﺠﻬﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﺭﻜﻴﺯ‬ ‫ﻤﻥ‬ ‫ﹰ‬‫ﻻ‬‫ﺒﺩ‬ ‫ﺍﻟﻌﻠﻤﻲ‬ ‫ﺍﻟﺘﻌﺎﻭﻨﻲ‬ ‫ﻟﺘﻘﻴﻴﻡ‬.
)،‫ﻋﻁﻭﻯ‬٢٣٨:٢٠٠١(
‫ﻋﻨﺎﺼﺭ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻘﻭل‬ ‫ﻭﻴﻤﻜﻥ‬‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﺴﻤﺎﺕ‬ ‫ﺘﻌﻲ‬ ‫ﺃﻥ‬ ‫ﻴﺠﺏ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬
‫ﻭﺃﻫﻤﻬﺎ‬ ‫ﺍﻟﻔﻌﺎل‬:
-‫ﺍﻹﺸﺭﺍﻓﻴﺔ‬ ‫ﺍﻟﻤﻨﻅﻭﻤﺔ‬ ‫ﻭﻋﻨﺎﺼﺭ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻹﻴﺠﺎﺒﻲ‬ ‫ﺍﻟﺘﻌﺎﻭﻥ‬ ‫ﻀﺭﻭﺭﺓ‬.
-‫ﺍﻟﺫﺍﺘ‬ ‫ﺍﻟﻨﻤﻭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻤﺴﺎﻋﺩﺓ‬‫ﺤل‬ ‫ﻤﻥ‬ ‫ﻟﻴﺘﻤﻜﻨﻭﺍ‬ ‫ﺫﺍﺘﻴﺎ‬ ‫ﺃﻨﻔﺴﻬﻡ‬ ‫ﻭﺘﻘﻭﻴﻡ‬ ،‫ﻲ‬
‫ﻤﺸﻜﻼﺘﻬﻡ‬.
-‫ﻓﺭﻭﻗﺎﺘﻬﻡ‬ ‫ﻭﺍﺤﺘﺭﺍﻡ‬ ‫ﻫﻡ‬ ‫ﻜﻤﺎ‬ ‫ﻭﺘﻘﺒﻠﻬﻡ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻭﺇﻤﻜﺎﻨﺎﺕ‬ ‫ﻗﺩﺭﺍﺕ‬ ‫ﺍﺤﺘﺭﺍﻡ‬.

9. ‫ﻏﺰة‬ ‫ﺑﻤﺤﺎﻓﻈﺎت‬ ‫اﻟﺪوﻟﻴﺔ‬ ‫اﻟﻐﻮث‬ ‫وﻛﺎﻟﺔ‬ ‫ﺑﻤﺪارس‬ ‫اﻟﻌﻠﻴﺎ‬ ‫اﻷﺳﺎﺳﻲ‬ ‫اﻟﺘﻌﻠﻴﻢ‬ ‫ﻣﺮﺣﻠﺔ‬ ‫ﻓﻲ‬ ‫اﻟﻤﻌﻠﻢ‬ ‫ﻓﻌﺎﻟﻴﺔ‬ ‫ﻓﻲ‬ ‫ودوره‬ ‫اﻟﺘﺮﺑﻮي‬ ‫اﻹﺷﺮاف‬-----------------
‫اﻷزﻫﺮ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻣﺠﻠﺔ‬-‫اﻟﻌﻠﻮ‬ ‫ﺳﻠﺴﻠﺔ‬ ،‫ﻏﺰة‬‫اﻹﻧﺴﺎﻧﻴﺔ‬ ‫م‬٢٠٠٨‫اﻟﻤﺠﻠﺪ‬ ،١٠‫اﻟﻌﺪد‬ ،١-B----------------------)١٥٣(
-‫ﻭﺍﻹﻴﻤﺎﻥ‬ ،‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺎﻟﻲ‬ ‫ﻋﺩﻡ‬‫ﺒﺎﻟﺩﻴﻤﻘﺭﺍﻁﻴﺔ‬‫ﺍﻟﻤﺸﺎﺭﻜﺔ‬ ‫ﻭ‬.
‫ﺍﻹﺴﻼﻤﻴﺔ‬ ‫ﺍﻟﺩﻭﻟﺔ‬ ‫ﻋﺼﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬:
‫ﺃﻨﻪ‬ ‫ﺇﻻ‬ ،‫ﻭﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺒﺎﻟﺘﺭﺒﻴﺔ‬ ‫ﺍﻟﻤﺴﻠﻤﻴﻥ‬ ‫ﺍﻫﺘﻡ‬‫ﺒﺎﻹﺸﺭﺍﻑ‬ ‫ﺨﺎﺹ‬ ‫ﺠﻬﺎﺯ‬ ‫ﻫﻨﺎﻙ‬ ‫ﻴﻜﻥ‬ ‫ﻟﻡ‬
‫ﺍﻟﺘﺭﺒ‬‫ﺍﻟﻤﻌﺭﻭﻑ‬ ‫ﺒﺎﻟﺸﻜل‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻴﺘﺎﺒﻊ‬ ‫ﻭﻱ‬‫ﺍﻷﻤﺭﺍﺀ‬ ‫ﻹﺩﺭﺍﻙ‬ ‫ﹰ‬‫ﺎ‬‫ﺘﻤﺎﻤ‬ ‫ﺘﻬﻤل‬ ‫ﻟﻡ‬ ‫ﺍﻟﻤﺘﺎﺒﻌﺔ‬ ‫ﺃﻥ‬ ‫ﺇﻻ‬ ،
‫ﺍﻟﻔﻘ‬ ‫ﻜﺎﻥ‬ ‫ﻓﻘﺩ‬ ، ‫ﺍﻟﺼﺎﻟﺢ‬ ‫ﺍﻟﻤﺴﻠﻡ‬ ‫ﺍﻹﻨﺴﺎﻥ‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻭﺍﻟﺤﻜﺎﻡ‬‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻴﺘﺎﺒﻌﻭﻥ‬ ‫ﻬﺎﺀ‬
‫ﻭﻴﺤﺎﺴﺒﻭﻨﻬﻡ‬‫ﺍﻟﻤﻘﺼﺭ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺒﺤﻕ‬ ‫ﺘﺄﺩﻴﺒﻴﺔ‬ ‫ﺇﺠﺭﺍﺀﺍﺕ‬ ‫ﻭﻭﺠﺩﺕ‬ ،‫ﻴﺘﺨﺫﻫﺎ‬ ‫ﻜﺎﻥ‬ ‫ﻴﻥ‬،‫ﺍﻟﺤﻜﺎﻡ‬
‫ﻭﺍﻟﻠﻭﻡ‬ ‫ﺒﺎﻟﺘﻭﺒﻴﺦ‬ ‫ﺒﺩﺃﺕ‬،‫ﻭﺍﻨﺘﻬﺕ‬‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﻬﻤﺔ‬ ‫ﻤﻥ‬ ‫ﺒﺎﻟﻔﺼل‬.‫ﻋﺼﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﺍﻓﺘﺘﺎﺡ‬ ‫ﻭﺯﺍﺩ‬
‫ﺍﻨﺤﺩ‬ ‫ﻭﻅﻬﺭ‬ ‫ﺍﻟﻌﺜﻤﺎﻨﻲ‬ ‫ﺍﻟﻌﺼﺭ‬ ‫ﻓﻲ‬ ‫ﺘﻨﺎﻗﺹ‬ ‫ﺜﻡ‬ ‫ﺍﻟﻤﻤﺎﻟﻴﻙ‬‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻨﻭﻋﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﺭ‬.‫ﺍﻟﻤﻌﻠﻤﻭ‬ ‫ﺃﻤﺎ‬‫ﻥ‬
‫ﻭﺃ‬ ‫ﺍﻟﺴﻼﻁﻴﻥ‬ ‫ﺍﺤﺘﺭﺍﻡ‬ ‫ﻨﺎﻟﻭﺍ‬ ‫،ﻭﻗﺩ‬ ‫ﻭﺍﻟﻤﺴﺎﺠﺩ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻓﻲ‬ ‫ﻴﻌﻠﻤﻭﻥ‬ ،‫ﺍﻟﻌﻠﻤﺎﺀ‬ ‫ﻤﻥ‬ ‫ﻓﻜﺎﻨﻭﺍ‬‫ﻭﻟﻴﺎﺀ‬
‫ﻏﻴﺭ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ،‫ﺍﻟﻌﻤل‬ ‫ﻟﺘﻭﻟﻰ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻭﻅﻴﻔﺔ‬ ‫ﺘﻭﺭﻴﺙ‬ ‫ﻗﻀﻴﺔ‬ ‫ﻅﻬﺭﺕ‬ ‫ﺜﻡ‬ ،‫ﺍﻷﻤﻭﺭ‬
‫ﺃﻭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻨﻬﻭﺽ‬ ‫ﺍﻟﻌﺜﻤﺎﻨﻴﺔ‬ ‫ﺍﻟﺩﻭﻟﺔ‬ ‫ﺤﺎﻭﻟﺕ‬ ‫ﻓﻘﺩ‬ ‫ﻭﻟﻠﺤﻘﻴﻘﺔ‬ ،‫ﺍﻷﻜﻔﺎﺀ‬‫ﺍ‬‫ﺍﻟﺘﺎﺴﻊ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﺴﻁ‬
‫ﻗﻭﺍ‬ ‫ﻭﻭﻀﻌﺕ‬ ‫ﻋﺸﺭ‬‫ﺇﺼ‬ ‫ﻨﻴﻥ‬‫ﺘﻁﺒﻘﻬﺎ‬ ‫ﺃﻥ‬ ‫ﺩﻭﻥ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻼﺡ‬.)،‫ﺍﻟﻨﺒﺎﻫﻴﻥ‬١٩٩٦:٤٣٠(
‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﻭﺍﻗﻊ‬‫ﻓﻠﺴﻁﻴﻥ‬ ‫ﻓﻲ‬:
‫ﺜﻡ‬ ،‫ﺒﺎﻟﺘﻔﺘﻴﺵ‬ ‫ﻓﻠﺴﻁﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﻤﻬﻨﺔ‬ ‫ﺭﻓﺕ‬‫ﻋ‬ ‫ﻭﺃﻥ‬ ‫ﺴﺒﻕ‬ ‫ﻟﻘﺩ‬‫ﺍﺴﺘﺒﺩﻟﺕ‬‫ﻤﻥ‬
‫ﻋﻠﻘﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺼﻭﺭﺓ‬ ‫ﻻﺴﺘﺒﻌﺎﺩ‬ ‫ﻤﺤﺎﻭﻟﺔ‬ ‫ﺫﻟﻙ‬ ‫ﻭﻜﺎﻥ‬ ،‫ﻤﺸﺭﻑ‬ ‫ﺜﻡ‬ ‫ﻤﻭﺠﻪ‬ ‫ﺃﻭ‬ ‫ﺭﺍﻗﺏ‬‫ﻤ‬ ‫ﺇﻟﻰ‬ ‫ﻤﻔﺘﺵ‬
،‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻀﻌﻑ‬ ‫ﻨﻘﺎﻁ‬ ‫ﺘﺼﻴﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺘﺭﻜﺯ‬ ‫ﻜﺎﻨﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﻔﺘﻴﺵ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺒﺄﺫﻫﺎﻥ‬
‫ﺠﻭ‬ ‫ﺇﻟﻰ‬ ‫ﺘﻠﺘﻔﺕ‬ ‫ﺘﻜﻥ‬ ‫ﻭﻟﻡ‬‫ﻟﺘﻨﻔﻴﺫ‬ ‫ﻤﻌﻬﻡ‬ ‫ﻭﺍﻟﺘﻌﺎﻭﻥ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺒﺄﻴﺩﻱ‬ ‫ﻴﺄﺨﺫ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﻫﺭ‬
‫ﺃﻫﺩﺍﻓﻪ‬ ‫ﻭﺘﺤﻘﻴﻕ‬ ‫ﺍﻟﻤﻨﻬﺎﺝ‬) .، ‫ﺤﺭﺏ‬١٩٩٨:١٦٣(‫ﺠﺎﺀ‬ ‫ﺍﻟﺘﻁﻭﺭ‬ ‫ﻫﺫﺍ‬ ‫ﺃﻥ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻭﻴﺭﻯ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻭﺍﻟﻨﻅﻡ‬ ‫ﻤﺘﺸﺎﺒﻬﺔ‬ ‫ﻓﺎﻟﻅﺭﻭﻑ‬ ، ‫ﺍﻷﺨﺭﻯ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﺩﻭل‬ ‫ﺴﺎﺌﺭ‬ ‫ﻓﻲ‬ ‫ﻟﻠﺘﻁﻭﺭ‬ ‫ﹰ‬‫ﺎ‬‫ﺍﻨﺴﺠﺎﻤ‬
‫ﺍﻻﻨ‬ ‫ﺒﺴﺒﺏ‬ ‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬ ‫ﺍﻟﻅﺭﻭﻑ‬ ‫ﺨﺼﻭﺼﻴﺔ‬ ‫،ﺭﻏﻡ‬ ‫ﻤﺘﺭﺍﺒﻁﺔ‬‫ﻭﺍﻻﺤﺘﻼل‬ ‫ﺘﺩﺍﺏ‬.‫ﺇﻟﻰ‬ ‫ﻭﺒﺎﻟﻨﻅﺭ‬
‫ﺍﻟﻤﺘﺤﺩﺓ‬ ‫ﺍﻷﻤﻡ‬ ‫ﺒﺩﺃﺕ‬ ‫ﺃﻥ‬ ‫ﻤﻨﺫ‬ ‫ﺘﻁﻭﺭ‬ ‫ﻓﻘﺩ‬ ، ‫ﺍﻟﺩﻭﻟﻴﺔ‬ ‫ﺍﻟﻐﻭﺙ‬ ‫ﻭﻜﺎﻟﺔ‬ ‫ﻤﺩﺍﺭﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬
‫ﻋﺎﻡ‬ ‫ﺍﻟﻼﺠﺌﻴﻥ‬ ‫ﺸﺅﻭﻥ‬ ‫ﺒﺭﻋﺎﻴﺔ‬١٩٥٠‫ﻭﻋﻴﻨﺕ‬ ‫ﺍﻟﻤﻨﺎﻁﻕ‬ ‫ﻜﺎﻓﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﺘﻔﺘﺢ‬ ‫ﻓﺒﺩﺃﺕ‬ ،‫ﻡ‬
‫ﺃﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺃﻭ‬ ‫ﺘﺭﺒﻭﻴﺔ‬ ‫ﻤﺅﻫﻼﺕ‬ ‫ﺒﺩﻭﻥ‬ ‫ﻤﻌﻠﻤﻴﻥ‬.‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻤﻌﻬﺩ‬ ‫ﺃﻨﺸﺄﺕ‬ ‫ﺤﺘﻰ‬ ‫ﺫﻟﻙ‬ ‫ﻭﺍﺴﺘﻤﺭ‬‫ﻓﻲ‬
‫ﺴﻨﺔ‬ ‫ﻋﻤﺎﻥ‬١٩٦٣‫ﺩﻭﺭﺍﺕ‬ ‫ﻭﺘﻨﻅﻴﻡ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺘﺄﻫل‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻨﻭﻋﻴﺔ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﺒﻬﺩﻑ‬ ‫ﻡ‬
‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﺃﺜﻨﺎﺀ‬ ‫ﻟﺘﺩﺭﻴﺒﻬﻡ‬ ‫ﻤﻨﺘﻤﻴﺔ‬ ‫ﻭﻨﺸﺎﻁﺎﺕ‬.)، ‫ﺩﻗﺎﻕ‬١٩٨٤:٧(

10. ‫اﻷﻏﺎ‬ ‫ﻛﻤﺎل‬ ‫ﺻﻬﻴﺐ‬----------------------------------------------------------------------------------------------------------------------------------
)١٥٤(-----------------------‫اﻷزﻫﺮ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻣﺠﻠﺔ‬-‫اﻟﻌﻠﻮ‬ ‫ﺳﻠﺴﻠﺔ‬ ،‫ﻏﺰة‬‫اﻹﻧﺴﺎﻧﻴﺔ‬ ‫م‬٢٠٠٨‫اﻟﻤﺠﻠﺪ‬ ،١٠‫اﻟﻌﺪد‬ ،١-B
‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﺃﻫﺩﺍﻑ‬:
‫ﺇﻟﻰ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﻭﻴﺴﻌﻰ‬ ،‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﺇﻟﻰ‬ ‫ﻋﺎﻤﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﻴﻬﺩﻑ‬
‫ﻋﻠ‬ ‫ﻋﺩﻴﺩﺓ‬ ‫ﺃﺨﺭﻯ‬ ‫ﺃﻫﺩﺍﻑ‬ ‫ﺘﺤﻘﻴﻕ‬‫ﻟﻤﻬﻤﺘﻪ‬ ‫ﻭﺍﻀﺤﺔ‬ ‫ﺭﺅﻴﺔ‬ ‫ﻟﺩﻴﻪ‬ ‫ﻟﺘﺘﺸﻜل‬ ،‫ﻴﻌﺭﻓﻬﺎ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻤﺸﺭﻑ‬ ‫ﻰ‬
‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﻫﺫﻩ‬ ‫ﻭﻤﻥ‬:
١.‫ﻭﺍﻟﻜﻔﺎﺀﺓ‬ ‫ﺍﻟﻔﺎﻋﻠﻴﺔ‬ ‫ﻤﻥ‬ ‫ﻤﺯﻴﺩ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﻨﺤﻭ‬ ‫ﻭﺘﻁﻭﻴﺭﻩ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻲ‬ ‫ﺍﻟﻨﻅﺎﻡ‬ ‫ﺃﺩﺍﺀ‬ ‫ﺘﺤﺴﻴﻥ‬
‫ﻭﺍﻹﻨﺘﺎﺠﻴﺔ‬.
٢.‫ﻋﻠﻰ‬ ‫ﺒﺎﻟﺘﺭﻜﻴﺯ‬ ‫ﻭﺍﻹﺩﺍﺭﻴﻴﻥ‬ ‫ﻟﻠﻤﻌﻠﻤﻴﻥ‬ ‫ﻭﺍﻹﺩﺍﺭﻱ‬ ‫ﻭﺍﻟﻔﻨﻲ‬ ‫ﺍﻟﻤﻬﻨﻲ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﺭﻓﻊ‬
‫ﻋﻠ‬ ‫ﻭﺍﻟﻤﻨﺎﻫﺞ‬ ‫ﻭﺍﻟﻭﺴﺎﺌل‬ ‫ﺍﻟﻁﺭﻕ‬ ‫ﺃﻜﺜﺭ‬‫ﻭﻓﺎﻋﻠﻴﺔ‬ ‫ﻭﻭﺍﻗﻌﻴﺔ‬ ‫ﻤﻴﺔ‬.
٣.‫ﻭﺍﻟﺘﺠﺭﻴﺏ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺭﻭﺡ‬ ‫ﻭﺘﺸﺠﻴﻊ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻜﺎﻤﻨﺔ‬ ‫ﺍﻟﻁﺎﻗﺎﺕ‬ ‫ﺍﺴﺘﺜﻤﺎﺭ‬
‫ﻭﺍﻻﺒﺘﻜﺎﺭ‬.
٤.‫ﺁﺜﺎﺭﻫﺎ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺨﻔﻴﻑ‬ ‫ﺃﻭ‬ ‫ﻤﺸﻜﻼﺘﻬﻡ‬ ‫ﺤل‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻁﻠﺒﺔ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻤﺴﺎﻋﺩﺓ‬.
٥.‫ﺍﻟﻌﻼﻗﺎﺕ‬ ‫ﺤﻴﺙ‬ ‫ﻤﻥ‬ ‫ﻭﺇﻨﺴﺎﻨﻴﺔ‬ ‫ﺒﻬﺠﺔ‬ ‫ﺃﻜﺜﺭ‬ ‫ﻭﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻭﻤﺭﺍﻜﺯ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﺠﻌل‬
‫ﺍﻟﻤﺎﺩﻴﺔ‬ ‫ﻭﺍﻻﻤﻜﺎﻨﻴﺎﺕ‬ ‫ﺍﻻﻨﺴﺎﻨﻴﺔ‬.
٦.‫ﺍﻟﻔﺭﻴﻕ‬ ‫ﺒﺭﻭﺡ‬ ‫ﺍﻟﺠﻤﺎﻋﻲ‬ ‫ﻭﺍﻟﻌﻤل‬ ‫ﻭﺍﻟﺘﺸﺎﻭﺭ‬ ‫ﻭﺍﻟﺘﻌﺎﻭﻥ‬ ‫ﺍﻟﻤﺸﺎﺭﻜﺔ‬ ‫ﻤﻔﺎﻫﻴﻡ‬ ‫ﺘﻌﺯﻴﺯ‬.
)،‫ﻋﻴﺴﺎﻥ‬١٨:١٩٩٥(
٧.‫ﹰ‬‫ﺎ‬‫ﻭﻤﻘﻭﻤ‬ ‫ﹰ‬‫ﺎ‬‫ﻭﻤﺘﺎﺒﻌ‬ ‫ﹰ‬‫ﺎ‬‫ﻤﺨﻁﻁ‬ ‫ﻴﻜﻭﻥ‬ ‫ﻭﺃﻥ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﻟﺼﺎﻟﺢ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﻭﺍﻗﻑ‬ ‫ﺘﺤﺴﻴﻥ‬.
٨.‫ﺘﺤﺩﻴﺩ‬ ‫ﻋﻠﻰ‬ ‫ﻭﻤﺴﺎﻋﺩﺘﻬﻡ‬ ،‫ﻟﻤﻤﺎﺭﺴﺎﺘﻬﻡ‬ ‫ﺍﻟﺫﺍﺘﻲ‬ ‫ﺍﻟﺘﻘﻭﻴﻡ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺘﺩﺭﻴﺏ‬
‫ﻭﺘﻘﻭﻴﻤﻬﺎ‬ ‫ﻋﻤﻠﻬﻡ‬ ‫ﺃﻫﺩﺍﻑ‬.
‫ﺨﺼﺎﺌﺹ‬‫ﺍﻟﻔﻌﺎل‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬:‫ﻭ‬‫ﺃﻫﻤﻬﺎ‬:
١.‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﺇﻁﺎﺭ‬ ‫ﻓﻲ‬ ‫ﻭﺘﺤﺴﻴﻨﻪ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻭﺘﻨﻅﻴﻡ‬ ،‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺃﺴﺎﺴﻴﺎﺕ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻟﻌﻨﺎﻴﺔ‬ ‫ﺘﻭﺠﻴﻪ‬
‫ﻟﻠﺘﺭﺒﻴﺔ‬ ‫ﺍﻟﻌﺎﻤﺔ‬.
٢.‫ﻨ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺅﺜﺭﺓ‬ ‫ﺍﻟﻌﻭﺍﻤل‬ ‫ﻜﺎﻓﺔ‬ ‫ﺘﺤﺴﻴﻥ‬‫ﻤ‬‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺃﺩﺍﺀ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﻭﻟﻴﺱ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻭ‬
‫ﻓﻘﻁ‬.
٣.‫ﺍﻟﺘﻌﺎﻭﻨﻲ‬ ‫ﺍﻟﻌﻤل‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻜﻜل‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﺭﻜﻴﺯ‬‫ﻭﻟﻴﺱ‬ ،‫ﻟﻸﻓﺭﺍﺩ‬
‫ﻓﻘﻁ‬ ‫ﺃﻓﺭﺍﺩ‬ ‫ﺃﻭ‬ ‫ﻤﻌﻠﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﺭﻜﻴﺯ‬.
٤.‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺒﺘﺤﺴﻴﻥ‬ ‫ﺘﺨﺘﺹ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺠﻤﺎﻋﺔ‬ ‫ﻓﻲ‬ ‫ﹰ‬‫ﺎ‬‫ﻤﺘﻌﺎﻭﻨ‬ ‫ﹰ‬‫ﻻ‬‫ﻓﻌﺎ‬ ‫ﹰ‬‫ﺍ‬‫ﻋﻀﻭ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺠﻌل‬.

11. ‫ﻏﺰة‬ ‫ﺑﻤﺤﺎﻓﻈﺎت‬ ‫اﻟﺪوﻟﻴﺔ‬ ‫اﻟﻐﻮث‬ ‫وﻛﺎﻟﺔ‬ ‫ﺑﻤﺪارس‬ ‫اﻟﻌﻠﻴﺎ‬ ‫اﻷﺳﺎﺳﻲ‬ ‫اﻟﺘﻌﻠﻴﻢ‬ ‫ﻣﺮﺣﻠﺔ‬ ‫ﻓﻲ‬ ‫اﻟﻤﻌﻠﻢ‬ ‫ﻓﻌﺎﻟﻴﺔ‬ ‫ﻓﻲ‬ ‫ودوره‬ ‫اﻟﺘﺮﺑﻮي‬ ‫اﻹﺷﺮاف‬-----------------
‫اﻷزﻫﺮ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻣﺠﻠﺔ‬-‫اﻟﻌﻠﻮ‬ ‫ﺳﻠﺴﻠﺔ‬ ،‫ﻏﺰة‬‫اﻹﻧﺴﺎﻧﻴﺔ‬ ‫م‬٢٠٠٨‫اﻟﻤﺠﻠﺪ‬ ،١٠‫اﻟﻌﺪد‬ ،١-B----------------------)١٥٥(
٥.‫ﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﺍﻟﻌﻼﻗﺎﺕ‬ ‫ﻭﻤﻨﻬﺎ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻟﺤﻘل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﺎﻤﻠﻴﻥ‬ ‫ﺤﺎﺠﺎﺕ‬ ‫ﺘﻭﻀﻴﺢ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻌﻤل‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ‬ ‫ﺒﻴﻥ‬.
٦.‫ﻭﺍﻨﺩ‬ ‫ﺘﻌﺎﻭﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﺒﻨﻲ‬ ‫ﺍﻟﺩﻴﻤﻭﻗﺭﺍﻁﻲ‬ ‫ﺍﻷﺴﻠﻭﺏ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﻋﺘﻤﺎﺩ‬‫ﺍﻷﻋﻀﺎﺀ‬ ‫ﻜل‬ ‫ﻤﺎﺝ‬
‫ﺍﻟﺭﺴﻤﻴﺔ‬ ‫ﺍﻟﻌﻼﻗﺎﺕ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺩﺭﺴﻲ‬ ‫ﺍﻟﺒﺭﻨﺎﻤﺞ‬ ‫ﺘﻨﻔﻴﺫ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻤﺸﺘﺭﻜﻴﻥ‬ ‫ﺍﻟﻌﺎﻤﻠﻴﻥ‬
‫ﺍﻟﺭﺴﻤﻴﺔ‬ ‫ﻭﻏﻴﺭ‬.
٧.،‫ﻭﺘﻁﻭﻴﺭﻩ‬ ‫ﻭﺘﺤﺴﻴﻨﻪ‬ ‫ﺍﻟﻤﻨﻬﺞ‬ ‫ﺘﻨﻅﻴﻡ‬ ‫ﻴﺸﻤل‬ ‫ﻓﻬﻭ‬ ‫ﺸﺎﻤﻠﺔ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺍﻟﺤﺩﻴﺙ‬ ‫ﺍﻹﺸﺭﺍﻑ‬
‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﻭﻗﻑ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺘﻌﺘﻤﺩ‬ ،‫ﻭﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﻟﻠﻤﻌﻠﻡ‬ ‫ﺃﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﺸﻤﻭﻟﻴﺔ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻭﺘﻌﺘﺒﺭ‬
‫ﻭﺍﻟﺘﻌﻠﻡ‬.)‫ﻤﺘ‬،‫ﻭﻟﻰ‬
٢٣:١٩٨٣(
‫ﺴﻤﺎﺕ‬‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻟﻤﺸﺭﻑ‬:
‫ﺇﻥ‬‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻟﻤﺸﺭﻑ‬‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﻤﻨﻅﻭﻤﺔ‬ ‫ﻋﻨﺎﺼﺭ‬ ‫ﺃﺤﺩ‬ ‫ﻫﻭ‬،‫ﻓ‬‫ﺍﻷﺩﺍﺓ‬ ‫ﻬﻭ‬
‫ﻭﻴﻭﺠﻪ‬ ‫ِﺸﺭﺍﻑ‬‫ﻹ‬‫ﺍ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻭﻴﻨﻔﺫ‬ ‫ﻴﺨﻁﻁ‬ ‫ﺍﻟﺫﻱ‬ ‫ﻫﻭ‬ ‫ﻷﻨﻪ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ِﺸﺭﺍﻑ‬‫ﻹ‬‫ﺍ‬ ‫ﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ‬
‫ﻏﺎﻴﺎﺘﻬﺎ‬ ‫ﻭﺘﺤﻘﻘﻪ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺘﻨﺠﺢ‬ ‫ﻭﺒﻔﺎﻋﻠﻴﺘﻪ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﻨﺘﺎﺌﺞ‬.
‫ﺍﻟﻤﺸﺭ‬ ‫ﻴﺘﺴﻡ‬ ‫ﺃﻥ‬ ‫ﻴﺠﺏ‬‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺒﺎﻟﺴﻤﺎﺕ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﻑ‬:
-‫ﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﺍﻟﻌﻼﻗﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺤﺭﺹ‬ ‫ﺇﻨﺴﺎﻨﻲ‬.
-‫ﺩﻴﻤﻘﺭﺍﻁﻲ‬‫ﻭﻤﺸﺎﻋﺭﻫﻡ‬ ‫ﺍﻵﺨﺭﻴﻥ‬ ‫ﺤﺭﻴﺔ‬ ‫ﻴﺤﺘﺭﻡ‬.
-‫ﻭﺍﻟﻤﺘﻌﻠﻤﻴﻥ‬ ‫ﻟﻠﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻤﺘﻜﺎﻤل‬ ‫ﺍﻟﻨﻤﻭ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺤﻴﺙ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻨﻅﺭﺓ‬ ‫ﺸﻤﻭﻟﻲ‬.
-‫ﻭﺤﺎﻀ‬ ‫ﹰ‬‫ﺎ‬‫ﻤﺎﻀﻴ‬ ‫ﻤﻌﻬﻡ‬ ‫ﻭﻴﺘﻌﺎﻤل‬ ‫ﺍﻟﻌﻤل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻨﺠﺎﺡ‬ ‫ﺒﺎﺘﺠﺎﻩ‬ ‫ﺍﻟﻌﺎﻤﻠﻴﻥ‬ ‫ﺒﺄﻴﺩﻱ‬ ‫ﻴﺄﺨﺫ‬‫ﹰ‬‫ﻼ‬‫ﻭﻤﺴﺘﻘﺒ‬ ‫ﹰ‬‫ﺍ‬‫ﺭ‬.
-‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬ ‫ﻭﺍﺘﺨﺎﺫ‬ ‫ﻭﺍﻟﺤﻜﻤﺔ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﻓﻲ‬ ‫ﺤﺴﻨﺔ‬ ‫ﻗﺩﻭﺓ‬.
-‫ﻤﻭﺍﺠﻬﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬‫ﻭﺍﺘﺯﺍﻥ‬ ‫ﻋﺎﻟﻴﺔ‬ ‫ﺒﻔﺎﻋﻠﻴﺔ‬ ‫ﺍﻟﻤﻭﺍﻗﻑ‬.
‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﻤﻬﻤﺎﺕ‬:‫ﻭﺭﻋﺎﻴﺘﻬﻡ‬ ‫ﺍﻟﺠﺩﺩ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﺨﺘﻴﺎﺭ‬،‫ﻟﻠﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻤﻬﻨﻲ‬ ‫ﺍﻟﻨﻤﻭ‬،
‫ﺍﻟﺘﻌﻠﻤﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻲ‬ ‫ﺍﻟﻤﻭﻗﻑ‬ ‫ﺘﻨﻅﻴﻡ‬،‫ﺍﻟﺘﻌ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﻤﻨﺎﻫﺞ،ﺘﻘﻭﻴﻡ‬ ‫ﺘﻁﻭﻴﺭ‬‫ﻠﻴﻤﻴﺔ‬،
‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﺃﺴﺎﻟﻴﺏ‬‫ﺒﻌﺽ‬ ‫ﺘﻭﺍﻓﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻭﺠﻴﻬﻲ‬ ‫ﺍﻷﺴﻠﻭﺏ‬ ‫ﺍﺨﺘﻴﺎﺭ‬ ‫ﻨﺠﺎﺡ‬ ‫ﻴﺘﻭﻗﻑ‬
‫ﺃﻫﻤﻬﺎ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﻤﻘﻭﻤﺎﺕ‬:
١.‫ﻤﻼ‬‫ﺀ‬‫ﻤﻥ‬ ‫ﻴﺴﺘﺨﺩﻡ‬ ‫ﺍﻟﺫﻱ‬ ‫ﻟﻠﻬﺩﻑ‬ ‫ﻭﺘﺤﻘﻴﻘﻪ‬ ،‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﻟﻠﻤﻭﻗﻑ‬ ‫ﺍﻹﺸﺭﺍﻓﻲ‬ ‫ﺍﻷﺴﻠﻭﺏ‬ ‫ﻤﺔ‬
‫ﺃﺠﻠﻪ‬.

12. ‫اﻷﻏﺎ‬ ‫ﻛﻤﺎل‬ ‫ﺻﻬﻴﺐ‬----------------------------------------------------------------------------------------------------------------------------------
)١٥٦(-----------------------‫اﻷزﻫﺮ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻣﺠﻠﺔ‬-‫اﻟﻌﻠﻮ‬ ‫ﺳﻠﺴﻠﺔ‬ ،‫ﻏﺰة‬‫اﻹﻧﺴﺎﻧﻴﺔ‬ ‫م‬٢٠٠٨‫اﻟﻤﺠﻠﺪ‬ ،١٠‫اﻟﻌﺪد‬ ،١-B
٢.‫ﺍﺤﺘﻴﺎﺠﺎﺘﻬﻡ‬ ‫ﻭﺘﺸﺒﻊ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺘﻬﻡ‬ ‫ﻟﻤﺸﻜﻼﺕ‬ ‫ﺍﻹﺸﺭﺍﻓﻲ‬ ‫ﺍﻷﺴﻠﻭﺏ‬ ‫ﻤﻌﺎﻟﺠﺔ‬.
٣.‫ﻤﻼﺀ‬‫ﺍﻷﺴﻠ‬ ‫ﻤﺔ‬‫ﻭﻗﺩﺭﺍﺘﻬﻡ‬ ‫ﻭﺇﻋﺩﺍﺩﻫﻡ‬ ‫ﺨﺒﺭﺍﺘﻬﻡ‬ ‫ﺤﻴﺙ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻟﻨﻭﻋﻴﺔ‬ ‫ﻭﺏ‬.
٤.‫ﺍﻹﺸﺭﺍﻓﻲ‬ ‫ﺍﻷﺴﻠﻭﺏ‬ ‫ﻓﻲ‬ ‫ﻟﻠﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﻭﻋﻴﺔ‬ ‫ﺍﻟﻤﺸﺎﺭﻜﺔ‬.
٥.‫ﻭﺘﻘﻭﻴﻤﻪ‬ ‫ﺍﻹﺸﺭﺍﻓﻲ‬ ‫ﺍﻷﺴﻠﻭﺏ‬ ‫ﺘﺨﻁﻴﻁ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻤﺸﺭﻓﻴﻥ‬ ‫ﺘﻌﺎﻭﻥ‬.
٦.‫ﺍﻹﺸﺭﺍﻓﻲ‬ ‫ٍﺴﻠﻭﺏ‬‫ﻷ‬‫ﺍ‬ ‫ﺍﺨﺘﻴﺎﺭ‬ ‫ﻓﻲ‬ ‫ﻭﺇﺩﺍﺭﻴﻴﻥ‬ ‫ﺨﺒﺭﺍﺀ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺎﻤﻠﻴﻥ‬ ‫ﺒﻌﺽ‬ ‫ﺇﺸﺭﺍﻙ‬
‫ﻭﺘﻨﻔﻴﺫﻩ‬ ‫ﻭﺘﺨﻁﻴﻁﻪ‬.
٧.‫ﺍﻷﺴﻠ‬ ‫ﻤﺭﺍﻋﺎﺓ‬‫ﻭﺘﻭﻓﺭ‬ ‫ﻭﺍﻟﻤﺤﻴﻁ‬ ‫ﻭﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﻭﺍﻟﻤﺸﺭﻑ‬ ،‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻟﻅﺭﻭﻑ‬ ‫ﺍﻹﺸﺭﺍﻓﻲ‬ ‫ﻭﺏ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻭﺴﺎﺌل‬.
٨.‫ﺍﻟﺫﻱ‬ ‫ٍﺴﻠﻭﺏ‬‫ﻷ‬‫ﺍ‬ ‫ﺒﺄﻫﻤﻴﺔ‬ ‫ﻭﺇﻴﻤﺎﻨﻬﻡ‬ ،‫ﺍﻟﻨﻤﻭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺒﻘﺩﺭﺓ‬ ‫ﺍﻟﻤﺸﺭﻓﻴﻥ‬ ‫ﺜﻘﺔ‬
‫ﺍﺴﺘﺨﺩﺍﻤﻪ‬ ‫ﻋﻠﻰ‬ ‫ﻭﻗﺩﺭﺘﻬﻡ‬ ‫ﻴﺨﺘﺎﺭﻭﻨﻪ‬.)،‫ﺍﻟﺨﻁﻴﺏ‬٢٢٣:١٩٨٤(
‫ﻫﻤﺎ‬ ‫ﻨﻭﻋﻴﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻹﺸﺭﺍﻓﻴﺔ‬ ‫ﺍﻷﺴﺎﻟﻴﺏ‬ ‫ﺘﻘﺴﻴﻡ‬ ‫ﺘﻡ‬ ‫ﻭﻗﺩ‬:
‫ﺃﻭﻻ‬:‫ﻭﺘﺸﻤل‬ ‫ﺍﻟﻔﺭﺩﻴﺔ‬ ‫ﺍﻷﺴﺎﻟﻴﺏ‬:‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﺯﻴﺎﺭﺓ‬-‫ﺍﻟﺼﻑ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺯﻴﺎﺭﺓ‬-‫ﺍﻟﻤﻘﺎﺒﻠﺔ‬
‫ﺍﻟﺼﻑ‬ ‫ﺯﻴﺎﺭﺓ‬ ‫ﺒﻌﺩ‬ ‫ﺍﻟﻔﺭﺩﻴﺔ‬–‫ﺍﻟﺘﺯﺍﻭﺭ‬.
‫ﺜﺎﻨﻴﺎ‬:‫ﺍﻟﺠﻤﺎﻋﻴﺔ‬ ‫ﺍﻷﺴﺎﻟﻴﺏ‬:‫ﻭﺍﻟﻨﻤﻭﺫﺠﻴﺔ‬ ‫ﺍﻟﺘﻭﻀﻴﺤﻴﺔ‬ ‫ﺍﻟﺩﺭﻭﺱ‬ ‫ﻭﺘﺸﻤل‬–‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻤﺸﺎﻏل‬–
‫ﺍﻟﻔﻨﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﺎﺕ‬–‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻤﺅﺘﻤﺭﺍﺕ‬–‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﺩﻭﺭﺍﺕ‬–‫ﺍ‬ ‫ﺍﻟﻘﺭﺍﺀﺍﺕ‬‫ﻟﻤﻭﺠﻬﺔ‬–
‫ﺍﻟﻨﺩﻭﺍﺕ‬–‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺍﻟﺤﻠﻘﺎﺕ‬–‫ﺘﺭﺒﻭﻴﺔ‬ ‫ﻤﺅﺴﺴﺎﺕ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺘﻌﺎﻭﻥ‬.‫ﺘﻠﻙ‬ ‫ﺘﻌﺩﺩ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺭﻏﻡ‬ ‫ﻭﻋﻠﻰ‬
‫ﺍ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﻴﺤﺩﺙ‬ ‫ﻓﻘﺩ‬ ‫ﺒﻴﻨﻬﺎ‬ ‫ﺍﻟﻔﺼل‬ ‫ﻴﻤﻜﻥ‬ ‫ﻻ‬ ‫ﺃﻨﻪ‬ ‫ﺇﻻ‬ ‫ﺍﻷﺴﺎﻟﻴﺏ‬‫ﺃﺴﺎﻟﻴﺏ‬ ‫ﻭ‬ ‫ﺍﻟﺠﻤﺎﻋﻴﺔ‬ ‫ﻷﺴﺎﻟﻴﺏ‬
‫ﻓﺭﺩﻴﺔ‬‫ﻤﻨﺎﺴﺒﺔ‬.)،‫ﺍﻟﺒﺯﺍﺭ‬٦٠:١٩٧١(
‫ﻓﻌﺎﻟ‬‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻴﺔ‬:
‫ﺩﺍﺨل‬ ‫ﹰ‬‫ﻼ‬‫ﻓﺎﻋ‬ ‫ﹰ‬‫ﺎ‬‫ﺸﺭﻴﻜ‬ ‫ﻴﻜﻭﻥ‬ ‫ﺃﻥ‬ ‫ﻋﻠﻴﻪ‬ ‫ﻴﺘﻭﺠﺏ‬ ،‫ﹰ‬‫ﺍ‬‫ﻭﻤﺅﺜﺭ‬ ‫ﹰ‬‫ﻻ‬‫ﻓﻌﺎ‬ ‫ﹰ‬‫ﺍ‬‫ﻋﻨﺼﺭ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻴﻜﻭﻥ‬ ‫ﻟﻜﻲ‬
‫ﺜﻡ‬ ،‫ﺍﻟﺼﻑ‬ ‫ﺒﻴﺌﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺘﻭﻓﺭﺓ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻔﺴﺭ‬‫ﻴ‬‫ﻭ‬ ‫ﻟﻴﺤﻠل‬ ،‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻟﻌﻤﻠﻴﺔ‬ ‫ﹰ‬‫ﺎ‬‫ﻭﻤﺭﺍﻗﺒ‬ ،‫ﺍﻟﺼﻑ‬
‫ﻭﺍﺘﺨﺎﺫ‬ ‫ﻟﻠﺘﺨﻁﻴﻁ‬ ‫ﻜﻘﺎﻋﺩﺓ‬ ‫ﺍﻷﺼﻴﻠﺔ‬ ‫ﻭﺍﻷﺒﺤﺎﺙ‬ ‫ﺍﻟﻨﻅﺭﻴﺎﺕ‬ ‫ﺠﺎﻨﺏ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺘﻠﻙ‬ ‫ﻴﺴﺘﺨﺩﻡ‬
‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬.)،‫ﺍﻟﺤﺴﻨﺎﻭﻱ‬٢٠٠٥، ‫ﻡ‬٣١(
‫ﺃﻭﺠﺯ‬ ‫ﻭﻗﺩ‬)‫ﻤﺭﺴﻲ‬(‫ﻭﺃﻫﻤﻬﺎ‬ ‫ﺍﻟﻔﻌﺎل‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺨﺼﺎﺌﺹ‬:
١-‫ﺍﻟﺘﻲ‬ ‫ﺘﺨﺼﺼﻪ‬ ‫ﻤﺎﺩﺓ‬ ‫ﻓﻲ‬ ‫ﻜﻠﻪ‬ ‫ﺍﻫﺘﻤﺎﻤﻪ‬ ‫ﻴﺤﺼﺭ‬ ‫ﻻ‬ ، ‫ﺍﻷﻓﻕ‬ ‫ﻭﺍﺴﻊ‬ ‫ﹰ‬‫ﺎ‬‫ﻤﺜﻘﻔ‬ ‫ﻴﻜﻭﻥ‬ ‫ﺃﻥ‬
‫ﻭﺍﻟﺘﻘﺩﻡ‬ ‫ﺍﻟﺘﻐﻴﺭ‬ ‫ﻟﻤﺴﺎﻴﺭﺓ‬ ‫ﺍﺴﺘﻌﺩﺍﺩ‬ ‫ﻭﻟﺩﻴﻪ‬ ،‫ﻴﺩﺭﺴﻬﺎ‬.

13. ‫ﻏﺰة‬ ‫ﺑﻤﺤﺎﻓﻈﺎت‬ ‫اﻟﺪوﻟﻴﺔ‬ ‫اﻟﻐﻮث‬ ‫وﻛﺎﻟﺔ‬ ‫ﺑﻤﺪارس‬ ‫اﻟﻌﻠﻴﺎ‬ ‫اﻷﺳﺎﺳﻲ‬ ‫اﻟﺘﻌﻠﻴﻢ‬ ‫ﻣﺮﺣﻠﺔ‬ ‫ﻓﻲ‬ ‫اﻟﻤﻌﻠﻢ‬ ‫ﻓﻌﺎﻟﻴﺔ‬ ‫ﻓﻲ‬ ‫ودوره‬ ‫اﻟﺘﺮﺑﻮي‬ ‫اﻹﺷﺮاف‬-----------------
‫اﻷزﻫﺮ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻣﺠﻠﺔ‬-‫اﻟﻌﻠﻮ‬ ‫ﺳﻠﺴﻠﺔ‬ ،‫ﻏﺰة‬‫اﻹﻧﺴﺎﻧﻴﺔ‬ ‫م‬٢٠٠٨‫اﻟﻤﺠﻠﺪ‬ ،١٠‫اﻟﻌﺪد‬ ،١-B----------------------)١٥٧(
٢-‫ﺒﺎ‬ ‫ﻴﺘﻤﻴﺯ‬ ‫ﺃﻥ‬‫ﻟﻸﻤﻭﺭ‬ ‫ﺍﻟﻭﺍﻗﻌﻴﺔ‬ ‫ﺍﻟﻤﻭﻀﻭﻋﻴﺔ‬ ‫ﻟﻨﻅﺭﺓ‬‫ﻭﺃﻥ‬ ،‫ﻟﺭﺃﻴﻪ‬ ‫ﺍﻟﺘﻌﺼﺏ‬ ‫ﻋﻥ‬ ‫ﻴﺒﺘﻌﺩ‬
‫ﺍﻟﺨﺎﺹ‬.
٣-‫ﻁﻼﺒﻪ‬ ‫ﺜﻘﺔ‬ ‫ﻤﻭﻀﻊ‬ ‫ﻴﻜﻭﻥ‬ ‫ﺃﻥ‬‫ﹰ‬‫ﺎ‬‫ﺤﺴﺎﺴ‬ ،‫ﺒﻬﻡ‬ ‫ﺘﺭﺒﻁﻪ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻌﻼﻗﺎﺕ‬ ‫ﻟﻁﺒﻴﻌﺔ‬.
٤-‫ﻤﺘﻔ‬ ‫ﻴﻜﻭﻥ‬ ‫ﺃﻥ‬‫ﹰ‬‫ﺎ‬‫ﻬﻤ‬‫ﺴﻠﻭﻜﻬﻡ‬ ‫ﻭﻟﺩﻭﺍﻓﻊ‬ ‫ﻁﻼﺒﻪ‬ ‫ﻟﻨﻔﺴﻴﺎﺕ‬.
٥-‫ﻭﺍﻟﺘﻔﻬﻡ‬ ‫ﺍﻹﻨﺴﺎﻨﻲ‬ ‫ﺒﺎﻟﻌﻁﻑ‬ ‫ﻴﺘﻤﻴﺯ‬ ‫ﺃﻥ‬‫ﻭﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻁﻼﺒﻪ‬ ‫ﻟﻅﺭﻭﻑ‬.
٦-‫ﺃ‬ ‫ﻴﻌﺘﻘﺩ‬ ‫ﻋﻤﺎ‬ ‫ﻭﺍﻟﺩﻓﺎﻉ‬ ‫ﺍﻟﺤﻘﻴﻘﺔ‬ ‫ﻋﻥ‬ ‫ﹰ‬‫ﺎ‬‫ﺒﺎﺤﺜ‬ ‫ﻴﻜﻭﻥ‬ ‫ﺃﻥ‬‫ﺤﻕ‬ ‫ﻨﻪ‬،‫ﺍﻟﺘﻔﺎﺅل‬ ‫ﻤﻊ‬‫ﺍﻟﻤﺒﻨﻲ‬ ‫ﺍﻟﺫﻜﻲ‬
‫ﺍﻟﻤﺩﺭﻭﺱ‬ ‫ﺍﻟﺩﺍﻓﻊ‬ ‫ﻋﻠﻰ‬.
٧-‫ﻴﻜﻭﻥ‬ ‫ﺃﻥ‬‫ﻋﻘﻭﻟﻬﻡ‬ ‫ﻤﻥ‬ ‫ﻴﻘﺘﺭﺏ‬ ،‫ﻟﻁﻼﺒﻪ‬ ‫ﹰ‬‫ﺎ‬‫ﺼﺩﻴﻘ‬‫ﻤﺸﺎﻋﺭﻫﻡ‬ ‫ﻤﻥ‬ ‫ﻴﻘﺘﺭﺏ‬ ‫ﻜﻤﺎ‬ ،
‫ﻭﻤﺸﺎﻜﻠﻬﻡ‬
‫ﻜﺎﻟﻤﻌﺭﻓﺔ‬ ‫ﺍﻟﺼﻔﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺒﻌﺩﺩ‬ ‫ﻴﺘﺼﻑ‬ ‫ﺃﻥ‬ ‫ﻴﻨﺒﻐﻲ‬ ‫ﺍﻟﻔﻌﺎل‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺃﻥ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻭﻴﺭﻯ‬
‫ﺍﻟﺤﺴﻨﺔ‬ ‫ﻭﺍﻟﺴﻤﻌﺔ‬ ‫ﺒﺎﻟﻁﻼﺏ‬ ‫ﻭﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﺍﻟﻌﺎﻟﻴﺔ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﻭﺍﻷﺨﻼﻕ‬...
‫ﺍﻟﺴ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬‫ﺎﺒﻘﺔ‬
‫ﺜﻼﺜ‬ ‫ﻓﻲ‬ ‫ﺒﻭﻀﻌﻬﺎ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻗﺎﻡ‬‫ﺔ‬‫ﻫﻲ‬ ‫ﻤﺤﺎﻭﺭ‬:
‫ﹰ‬‫ﻻ‬‫ﺃﻭ‬:‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﻭﺍﻗﻊ‬ ‫ﺘﻨﺎﻭﻟﺕ‬ ‫ﺩﺭﺍﺴﺎﺕ‬:
١-‫ﻤﺤﻤﻭﺩ‬ ‫ﺩﺭﺍﺴﺔ‬)١٩٩٧:("‫ﺍﻹ‬ ‫ﻭﺍﻗﻊ‬‫ﺸﺭﺍﻑ‬‫ﺍﻟﺘﺭﺒﻭﻱ‬‫ﻤﺠـﺎل‬ ‫ﻓﻲ‬ ‫ﻏﺯﺓ‬ ‫ﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﻓﻲ‬
‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻜﻔﺎﻴﺎﺕ‬ ‫ﺘﻨﻤﻴﺔ‬".
‫ﺘﻨﻤﻴـﺔ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻲ‬ ‫ﻏﺯﺓ‬ ‫ﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻷﺸﺭﺍﻑ‬ ‫ﻭﺍﻗﻊ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬
‫ﺍﻟﻤ‬ ‫ﻜﻔﺎﻴﺎﺕ‬‫ﻟﻸﻨـﺸﻁﺔ‬ ‫ﺍﻟﺘﺭﺒـﻭﻴﻴﻥ‬ ‫ﺍﻟﻤـﺸﺭﻓﻴﻥ‬ ‫ﻤﻤﺎﺭﺴﺎﺕ‬ ‫ﻭﻜﺸﻑ‬ ،‫ﻨﻅﺭﻫﻡ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﻌﻠﻤﻴﻥ‬
‫ﺍﻟﻤﺠﺎل‬ ‫ﻫﺫﺍ‬ ‫ﻓﻲ‬ ‫ﺍﻹﺸﺭﺍﻓﻴﺔ‬.‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺘﺄﻟﻔﺕ‬٦٨٨‫ﺍﻟﻤـﻨﻬﺞ‬ ‫ﺍﻟﺒﺎﺤـﺙ‬ ‫ﻭﺍﺴﺘﺨﺩﻡ‬ ‫ﻤﻌﻠﻤﺎ‬
‫ﺘﻁﺒﻴﻘﻬﺎ‬ ‫ﺘﻡ‬ ‫ﺍﺴﺘﺒﺎﻨﺔ‬ ‫ﻭﺃﻋﺩ‬ ‫ﺍﻟﺘﺤﻠﻴﻠﻲ‬ ‫ﺍﻟﻭﺼﻔﻲ‬.‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺘﻭﺼﻠﺕ‬:
-‫ﺍﻟﻤ‬ ‫ﻤﻤﺎﺭﺴﺎﺕ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﻜﺒﻴﺭ‬ ‫ﺘﺒﺎﻴﻥ‬ ‫ﻭﺠﻭﺩ‬‫ﻭﺍﻟﻬ‬ ‫ﺍﻹﺸـﺭﺍﻓﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﻴﻥ‬ ‫ﺸﺭﻓﻴﻥ‬‫ﺎﺩﻓـﺔ‬
‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻜﻔﺎﻴﺎﺕ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﺇﻟﻰ‬.
-‫ﺒﻌﺩ‬ ‫ﻤﺎ‬ ‫ﺍﺠﺘﻤﺎﻋﺎﺕ‬ ‫ﻋﻘﺩ‬ ‫ﻤﻨﻬﺎ‬ ،‫ﺍﻟﻜﻔﺎﻴﺎﺕ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻲ‬ ‫ﺸﻴﻭﻋﺎ‬ ‫ﺃﻜﺜﺭ‬ ‫ﻤﻤﺎﺭﺴﺎﺕ‬ ‫ﻫﻨﺎﻙ‬
‫ﻁﺭﺍﺌـﻕ‬ ‫ﺘﻁـﻭﻴﺭ‬ ‫ﻓـﻲ‬ ‫ﻭﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﺍﻟﻤﻌﻴﻨﺔ‬ ‫ﺍﻟﻭﺴﺎﺌل‬ ‫ﺘﻭﻅﻴﻑ‬ ‫ﻭﺘﺸﺠﻴﻊ‬ ،‫ﺍﻟﺼﻔﻴﺔ‬ ‫ﺍﻟﺯﻴﺎﺭﺓ‬
‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻭﺃﺴﺎﻟﻴﺏ‬.

14. ‫اﻷﻏﺎ‬ ‫ﻛﻤﺎل‬ ‫ﺻﻬﻴﺐ‬----------------------------------------------------------------------------------------------------------------------------------
)١٥٨(-----------------------‫اﻷزﻫﺮ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻣﺠﻠﺔ‬-‫اﻟﻌﻠﻮ‬ ‫ﺳﻠﺴﻠﺔ‬ ،‫ﻏﺰة‬‫اﻹﻧﺴﺎﻧﻴﺔ‬ ‫م‬٢٠٠٨‫اﻟﻤﺠﻠﺪ‬ ،١٠‫اﻟﻌﺪد‬ ،١-B
-‫ﹰ‬‫ﺎ‬‫ﺸﻴﻭﻋ‬ ‫ﺍﻷﻗل‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺎﺕ‬:‫ﺍﻟ‬ ‫ﻤﺴﺎﻋﺩﺓ‬‫ﺍﻟﺒﻴﺌـﺔ‬ ‫ﻟﻤﺅﺴـﺴﺎﺕ‬ ‫ﺸﺎﻤل‬ ‫ﻤﺴﺢ‬ ‫ﻟﻌﻤل‬ ‫ﻤﻌﻠﻤﻴﻥ‬
‫ﺍﻟﺘﻼﻤﻴـﺫ‬ ‫ﺇﺸﺭﺍﻙ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺘﺸﺠﻴﻌﻬﻡ‬ ‫ﺇﻟﻴﻬﻡ‬ ‫ﺍﻟﻤﺭﺴﻠﺔ‬ ‫ﺍﻟﻨﺸﺭﺍﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻤﻨﺎﻗﺸﺔ‬ ‫ﺍﻟﻤﺤﻠﻴﺔ؛‬
‫ﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻟﻤﺸﺎﻜل‬ ‫ﺒﻌﺽ‬ ‫ﺤل‬ ‫ﻓﻲ‬.
-‫ﻫﻭ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﻴﻥ‬ ‫ﺍﻟﻤﺸﺭﻓﻴﻥ‬ ‫ﻗﺒل‬ ‫ﻤﻥ‬ ‫ﻤﻤﺎﺭﺴﺔ‬ ‫ﺍﻷﻜﺜﺭ‬ ‫ﺍﻟﻤﺠﺎل‬ ‫ﻜﺎﻥ‬:‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﻤﻨﺎﻫﺞ‬ ‫ﺘﻨﻔﻴﺫ‬
‫ﻫﻭ‬ ‫ﻤﻤﺎﺭﺴﺔ‬ ‫ﺍﻷﻗل‬ ‫ﺍﻟﻤﺠﺎل‬ ‫ﺒﻴﻨﻤﺎ‬ ‫ﻭﺘﻁﻭﻴﺭﻫﺎ‬:‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺤﻠﻴﺔ‬ ‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﺘﻭﻅﻴﻑ‬
‫ﺍﻟﺘﻌﻠﻤﻴﺔ‬.
٢-‫ﻨﺸﻭﺍﻥ‬ ‫ﺩﺭﺍﺴﺔ‬)١٩٩٨:("‫ﺍﻹﺸـﺭﺍﻑ‬ ‫ﻤﻨﻅﻭﻤـﺔ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﺘﻨﻅﻴﻤﻲ‬ ‫ﺍﻟﺴﻠﻭﻙ‬ ‫ﺇﺩﺍﺭﺓ‬
‫ﻏﺯﺓ‬ ‫ﻗﻁﺎﻉ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺩﻭﻟﻴﺔ‬ ‫ﺍﻟﻐﻭﺙ‬ ‫ﻭﻜﺎﻟﺔ‬ ‫ﻟﻤﺩﺍﺭﺱ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬"
‫ﻤ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬‫ﻌﺭﻓ‬‫ﺔ‬،‫ﺍﻟﺘﺭﺒـﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﻤﻨﻅﻭﻤﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻨﻅﻴﻤﻲ‬ ‫ﺍﻟﺴﻠﻭﻙ‬ ‫ﺃﺒﻌﺎﺩ‬
‫ﻟ‬ ‫ﺇﺠﺭﺍﺀﺍﺕ‬ ‫ﺍﻗﺘﺭﺍﺡ‬ ‫ﻭ‬‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺘﻜﻭﻨﺕ‬ ‫ﺘﻁﻭﻴﺭﻫﺎ‬١٦٢‫ﻭ‬ ‫ﻤﺩﻴﺭﺍ‬٣٣‫ﻭﺍﺴﺘﺨﺩﻡ‬ ‫ﻤﺸﺭﻓﺎ‬
‫ﺘﻀﻡ‬ ‫ﺍﺴﺘﺒﺎﻨﻪ‬ ‫ﺘﺼﻤﻴﻡ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺤﻠﻴﻠﻲ‬ ‫ﺍﻟﻭﺼﻔﻲ‬ ‫ﺍﻟﻤﻨﻬﺞ‬ ‫ﺍﻟﺒﺎﺤﺙ‬٧‫ﻤـﻥ‬ ‫ﻜـﺎﻥ‬ ‫ﻭ‬ ،‫ﻤﺠﺎﻻﺕ‬
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺃﻫﻡ‬:
١.‫ﺍﺘﺨـﺎﺫ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻟﻘـﺩﺭﺓ‬ ‫ﻋﺩﻡ‬ ‫ﻭ‬ ،‫ﺩﺍﺨﻠﻲ‬ ‫ﻨﺯﺍﻉ‬ ‫ﺒﺤﺩﻭﺙ‬ ‫ﺘﺘﻤﺜل‬ ‫ﺍﺴﺘﺠﺎﺒﺔ‬ ‫ﺍﻟﻔﻘﺭﺍﺕ‬ ‫ﺃﻗل‬
‫ﺍﻟ‬ ‫ﻓﻲ‬ ‫ﺇﺩﺍﺭﻴﺔ‬ ‫ﻤﺸﺎﻜل‬ ‫ﺤﺩﻭﺙ‬ ‫ﻋﻨﺩ‬ ‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬‫ﻜﺄﺴﻠﻭﺏ‬ ‫ﺍﻟﺒﻴﺭﻭﻗﺭﺍﻁﻴﺔ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫،ﻭ‬ ‫ﻌﻤل‬
‫ﺍﻟﻤﺘﻌﻠﻤﻴﻥ‬ ‫ﺴﻠﻭﻙ‬ ‫ﻀﺒﻁ‬ ‫ﻓﻲ‬ ‫ﻗﻴﺎﺱ‬.
٢.‫ﺍﻟﺴﻠﻭﻙ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺘﻌﻤل‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺒﺎﻷﻨﻤﺎﻁ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﺴﺘﺠﺎﺒﺔ‬ ‫ﺍﻟﻔﻘﺭﺍﺕ‬ ‫ﺃﻜﺜﺭ‬
‫ﺘﺯﻴـﺩ‬ ‫ﺍﻟﺘـﻲ‬ ‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﺩﻭﺭﺍﺕ‬ ‫ﻭ‬ ،‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﻤﻨﻅﻭﻤﺔ‬ ‫ﻭﻓﻌﺎﻟﻴﺔ‬ ‫ﺍﻟﺘﻨﻅﻴﻤﻲ‬
‫ﺍﻹﻨـﺴﺎﻨﻴﺔ‬ ‫ﺍﻟﻌﻼﻗـﺎﺕ‬ ‫ﻓـﻲ‬ ‫ﻭﺍﻟﻤـﺩﻴﺭﻴﻥ‬ ‫ﺍﻟﻤﺸﺭﻓﻴﻥ‬ ‫ﻤﻬﺎﺭﺍﺕ‬‫ﺍﻟـﻨﻤﻁ‬ ‫ﻭ‬ ،‫ﺍﻟﺠﻴـﺩﺓ‬
‫ﺍﻟﺩﻴﻤﻘﺭﺍﻁﻲ‬.
٣-‫ﻋﻴﺩﻩ‬ ‫ﺩﺭﺍﺴﺔ‬)١٩٩٥(:"‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﻨﻅﺎﻡ‬ ‫ﺘﻘﻭﻴﻡ‬
‫ﺍﻷﺭﺩﻨﻴﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺩﻨﻴﺎ‬".
‫ﻓـﻲ‬ ‫ﺍﻟﺩﻨﻴﺎ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﻭﺍﻗﻊ‬ ‫ﻤﻌﺭﻓﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬
‫ﺍﻷﺭﺩﻥ‬.‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺘﺄﻟﻔﺕ‬١٢٧‫ﻭ‬ ‫ﹰ‬‫ﺎ‬‫ﻤﺸﺭﻓ‬٦٧٠‫ﹰ‬‫ﺍ‬‫ﻤﺩﻴﺭ‬‫ﻭﻤ‬‫ﺩﻴﺭﺓ‬.
‫ﺍﻟﺘﺤﻠﻴﻠﻲ‬ ‫ﺍﻟﻭﺼﻔﻲ‬ ‫ﺍﻟﻤﻨﻬﺞ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﺍﺘﺒﻊ‬،‫ﻓـﻲ‬ ‫ﻤﺠـﺎﻻﺕ‬ ‫ﺘـﻀﻡ‬ ‫ﺍﺴـﺘﺒﺎﻨﺔ‬ ‫ﹰ‬‫ﺎ‬‫ﻤـﺴﺘﺨﺩﻤ‬
‫ﻴﺤﻭﻱ‬ ‫ﻭﻜل‬ ،‫ﻭﺍﻟﻌﻤﻠﻴﺎﺕ‬ ‫ﻭﺍﻟﻤﺨﺭﺠﺎﺕ‬ ‫ﺍﻟﻤﺩﺨﻼﺕ‬‫ﻋﺩﺓ‬‫ﻓﺭﻋﻴﺔ‬ ‫ﻤﺠﺎﻻﺕ‬.
‫ﺃﻅﻬﺭﺕ‬‫ﻨﺘﺎﺌﺞ‬‫ﺍﻟﺩﺭﺍﺴﺔ‬:

15. ‫ﻏﺰة‬ ‫ﺑﻤﺤﺎﻓﻈﺎت‬ ‫اﻟﺪوﻟﻴﺔ‬ ‫اﻟﻐﻮث‬ ‫وﻛﺎﻟﺔ‬ ‫ﺑﻤﺪارس‬ ‫اﻟﻌﻠﻴﺎ‬ ‫اﻷﺳﺎﺳﻲ‬ ‫اﻟﺘﻌﻠﻴﻢ‬ ‫ﻣﺮﺣﻠﺔ‬ ‫ﻓﻲ‬ ‫اﻟﻤﻌﻠﻢ‬ ‫ﻓﻌﺎﻟﻴﺔ‬ ‫ﻓﻲ‬ ‫ودوره‬ ‫اﻟﺘﺮﺑﻮي‬ ‫اﻹﺷﺮاف‬-----------------
‫اﻷزﻫﺮ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻣﺠﻠﺔ‬-‫اﻟﻌﻠﻮ‬ ‫ﺳﻠﺴﻠﺔ‬ ،‫ﻏﺰة‬‫اﻹﻧﺴﺎﻧﻴﺔ‬ ‫م‬٢٠٠٨‫اﻟﻤﺠﻠﺪ‬ ،١٠‫اﻟﻌﺪد‬ ،١-B----------------------)١٥٩(
-‫ﺃﻥ‬‫ﺍﻟﻜﻔﺎﻴـﺎﺕ‬ ‫ﻟﻠﻭﻅﻴﻔـﺔ‬ ‫ﺍﻟﻤﺘﻘﺩﻡ‬ ‫ﺍﻤﺘﻼﻙ‬ ‫ﺍﻟﺤﺴﺒﺎﻥ‬ ‫ﻓﻲ‬ ‫ﺘﺄﺨﺫ‬ ‫ﻻ‬ ‫ﺍﻟﻤﺸﺭﻓﻴﻥ‬ ‫ﺍﺨﺘﻴﺎﺭ‬ ‫ﺃﺴﺱ‬
‫ﻜﺎﻓﻴﺔ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﺍﻟﻼﺯﻤﺔ‬.
-‫ﺍﻷﺴﺎ‬ ‫ﺃﻥ‬‫ﺍﻟﻤﺴﺘﺨﺩﻤﺔ‬ ‫ﺍﻹﺸﺭﺍﻓﻴﺔ‬ ‫ﻟﻴﺏ‬‫ﻤﻨﺘﻅﻤﺔ‬ ‫ﺩﻭﺭﻴﺔ‬ ‫ﻟﻘﺎﺀﺍﺕ‬ ‫ﻋﻘﺩ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻔﺭﺼﺔ‬ ‫ﺘﺘﻴﺢ‬ ‫ﻻ‬
‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺒﻴﻥ‬‫ﻭﺍﻟﻤﺸﺭﻑ‬.
-‫ﻤﻔﺎﺠﺌﺔ‬ ‫ﻭﺍﺤﺩﺓ‬ ‫ﺼﻔﻴﺔ‬ ‫ﺯﻴﺎﺭﺓ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻋﻠﻰ‬ ‫ﻴﻌﺘﻤﺩ‬ ‫ﺍﻟﺘﻘﻭﻴﻡ‬ ‫ﺃﻥ‬،‫ﻴﻘﻭﻡ‬ ‫ﺒﺄﻥ‬ ‫ﺍﻟﺘﻘﻭﻴﻡ‬ ‫ﻴﺴﻤﺢ‬ ‫ﻭﻻ‬
‫ﻨﻔﺴﻪ‬ ‫ﺍﻟﻤﻌﻠﻡ‬‫ﹰ‬‫ﺎ‬‫ﺫﺍﺘﻴ‬.
-‫ﺍﻟﻤـﺸﻜﻼﺕ‬ ‫ﺒﻌـﺽ‬ ‫ﻴﻭﺍﺠﻪ‬ ‫ﻨﻴﺎ‬‫ﺩ‬‫ﺍﻟ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬،‫ﻤﻨﻬـﺎ‬
‫ﺍ‬‫ﺍﻟﻤﺨﺼـﺼﻴﻥ‬ ‫ﺍﻟﻤـﺸﺭﻓﻴﻥ‬ ‫ﻋﺩﺩ‬ ‫ﻭﻗﻠﺔ‬ ،‫ﺍﻟﻤﻔﺎﺠﺌﺔ‬ ‫ﺍﻟﺼﻔﻴﺔ‬ ‫ﺍﻟﺯﻴﺎﺭﺓ‬ ‫ﺃﺴﻠﻭﺏ‬ ‫ﻋﻠﻰ‬ ‫ﻟﺘﺭﻜﻴﺯ‬
‫ﹰ‬‫ﺎ‬‫ﺴﻠﺒﻴ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﺘﻨﻅﻴﻡ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺅﺜﺭ‬ ‫ﻟﻠﻤﻌﻠﻤﻴﻥ‬.
-‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﻋﻠﻴﻪ‬ ‫ﻴﻜﻭﻥ‬ ‫ﺃﻥ‬ ‫ﻴﺠﺏ‬ ‫ﻭﻤﺎ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﻤﻤﺎﺭﺴﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﻜﺒﻴﺭﺓ‬ ‫ﻓﺠﻭﺓ‬ ‫ﻫﻨﺎﻙ‬ ‫ﺃﻥ‬.
٤-‫ﺸﺎﻫﻴﻥ‬ ‫ﺩﺭﺍﺴﺔ‬)١٩٩١(:"‫ﻓﻲ‬ ‫ﻤﻨﻪ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻭﺘﻭﻗﻌﺎﺕ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﻭﺍﻗﻊ‬
‫ﻤ‬‫ﻭﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺠﺎل‬."
‫ﺍﻟﺘﻨﻤﻴـﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﻗﻴﺎﺩﺍﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺒﺫﻭﻟﺔ‬ ‫ﺍﻟﺠﻬﻭﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬
‫ﺘﻭﻗﻌـﺎﺕ‬ ‫ﻭﻋﻥ‬ ‫ﺍﻟﺤﺎﻟﻲ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻘﺼﻭﺭ‬ ‫ﺃﻭﺠﻪ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻜﺸﻑ‬ ‫ﺇﻟﻰ‬ ‫ﻭﻫﺩﻓﺕ‬ ‫ﻟﻠﻤﻌﻠﻡ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬
‫ﺍﻟ‬‫ﻤ‬‫ﻟﻬﻡ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﻗﻴﺎﺩﺍﺕ‬ ‫ﻟﺩﻭﺭ‬ ‫ﻌﻠﻤﻴﻥ‬.
‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺘﺄﻟﻔﺕ‬١٦١‫ﺸﺭﻕ‬ ‫ﻭﺸﻤﺎل‬ ‫ﺍﻟﺠﺩﻴﺩﺓ‬ ‫ﻤﺼﺭ‬ ‫ﻤﻨﻁﻘﺔ‬ ‫ﻤﻥ‬ ‫ﻭﻤﻌﻠﻤﺔ‬ ‫ﹰ‬‫ﺎ‬‫ﻤﻌﻠﻤ‬
‫ﺍﻟﻘﺎﻫﺭﺓ‬.
‫ﺍﺴﺘﺨﺩﻤ‬‫ﺕ‬‫ﺍﻟﺒﺎﺤﺜ‬‫ﺔ‬‫ﺍﻟﻤﻨﻬﺞ‬‫ﺍﺴﺘﺒﺎﻨ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺤﻠﻴﻠﻲ‬ ‫ﺍﻟﻭﺼﻔﻲ‬‫ﺔ‬‫ﻭﻤﻘﺎﺒﻠﺔ‬‫ﺸﺨﺼﻴﺔ‬.
‫ﻨﺘﺎﺌﺞ‬ ‫ﻭﻤﻥ‬‫ﺍﻟﺩﺭﺍﺴﺔ‬:
-‫ﺍﻟﻌﻠﻤـﻲ‬ ‫ﺍﻟﻨﻤـﻭ‬ ‫ﻓﺭﺼﺔ‬ ‫ﻟﻠﻤﻌﻠﻤﻴﻥ‬ ‫ﻴﺘﻴﺢ‬ ‫ﻻ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻘﺎﺌﻡ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﺃﻥ‬
‫ﻭﺍﻟﻤﻬﻨﻲ‬.
-‫ﺘﺘﻌﺩﻯ‬ ‫ﻻ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﻤﺴﺎﻋﺩﺍﺕ‬ ‫ﺃﻥ‬‫ﺍﻟﻌ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﻭﺍﺼﻠﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺘﺸﺠﻴﻊ‬‫ﻠﻴـﺎ‬‫ﺃﻭ‬
‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﺩﻭﺭﺍﺕ‬ ‫ﺤﻀﻭﺭ‬.
-‫ﻭﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻨﻤﻭ‬ ‫ﻟﻤﺘﻁﻠﺒﺎﺕ‬ ‫ﻜﺎﻓﻴﺔ‬ ‫ﻏﻴﺭ‬ ‫ﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﺃﻥ‬.

16. ‫اﻷﻏﺎ‬ ‫ﻛﻤﺎل‬ ‫ﺻﻬﻴﺐ‬----------------------------------------------------------------------------------------------------------------------------------
)١٦٠(-----------------------‫اﻷزﻫﺮ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻣﺠﻠﺔ‬-‫اﻟﻌﻠﻮ‬ ‫ﺳﻠﺴﻠﺔ‬ ،‫ﻏﺰة‬‫اﻹﻧﺴﺎﻧﻴﺔ‬ ‫م‬٢٠٠٨‫اﻟﻤﺠﻠﺪ‬ ،١٠‫اﻟﻌﺪد‬ ،١-B
-‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺭﻏﺒﺔ‬ ‫ﺍﺴﺘﺜﺎﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺴﻭﺍﺀ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺴﻠﺒﻴﺔ‬ ‫ﺃﻭ‬ ‫ﺍﻹﻴﺠﺎﺒﻴﺔ‬ ‫ﺍﻟﺤﻭﺍﻓﺯ‬ ‫ﻜﻔﺎﻴﺔ‬ ‫ﻋﺩﻡ‬
‫ﻟﻴﻨﻤﻭ‬‫ﹰ‬‫ﺎ‬‫ﻤﻬﻨﻴ‬.-‫ﻜﺎ‬ ‫ﺘﻌﺎﻭﻥ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻋﺩﻡ‬‫ﻑ‬‫ﻗﻴﺎ‬ ‫ﺒﻴﻥ‬‫ﺒـﻴﻥ‬ ‫ﺒﺎﻟﺘﻨﺴﻴﻕ‬ ‫ﻴﺴﻤﺢ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﺩﺍﺕ‬
‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﻤﻬﺎﻤﻬﻡ‬‫ﻭﺘﻜﺎﻤﻠﻬﺎ‬.
٥-‫ﺩﻴﻠﻭﺭﻡ‬ ‫ﺩﺭﺍﺴﺔ‬)Delorme 1985" :(‫ﺍﻟﻤـﺩﺍﺭﺱ‬ ‫ﻤﻌﻠﻤـﻲ‬ ‫ﺁﺭﺍﺀ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬
‫ﺍﻟﺘﻘﻭﻴﻡ‬ ‫ﻭﺃﺴﺎﻟﻴﺏ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﺤﻭل‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‬"
‫ﺩﺍﻜﻭﺘـﺎ‬ ‫ﻨﻭﺭﺕ‬ ‫ﻭﻻﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻤﻌﻠﻤﻲ‬ ‫ﺁﺭﺍﺀ‬ ‫ﻤﻌﺭﻓﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬
‫ﺍﻹﺸﺭﺍ‬ ‫ﺤﻭل‬‫ﻑ‬‫ﺍﻟﺘ‬ ‫ﻭﺃﺴﺎﻟﻴﺏ‬‫ﻘﻭﻴﻡ‬.
‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺘﻜﻭﻨﺕ‬١٠٠‫ﻤﻌﻠﻡ‬‫ﻤﻁﺒﻘـﺎ‬ ‫ﺍﻟﻭﺼـﻔﻲ‬ ‫ﺍﻟﻤـﻨﻬﺞ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻭﺍﺴﺘﺨﺩﻡ‬
‫ﺒﺈﻋﺩﺍﺩﻫﺎ‬ ‫ﻗﺎﻡ‬ ‫ﺍﺴﺘﺒﺎﻨﺔ‬.
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻭﻤﻥ‬:
-‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﻫﻭ‬ ‫ﻭﺍﻟﺘﻘﻭﻴﻡ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﻋﻤﻠﻴﺘﻲ‬ ‫ﻫﺩﻑ‬ ‫ﺃﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﺘﻔﺎﻕ‬.
-‫ﺍﻟﻬﺩﻑ‬ ‫ﻫﺫﺍ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﺩﻭﻥ‬ ‫ﺘﺤﻭل‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻹﺸﺭﺍﻓﻴﺔ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﻗﺼﻭﺭ‬ ‫ﻴﻭﺠﺩ‬.
-‫ﺯﺍ‬ ‫ﻜﻠﻤﺎ‬‫ﺇ‬ ‫ﻗﻠﺕ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺃﻋﻤﺎﺭ‬ ‫ﺩﺕ‬‫ﻭﺍﻟﺘﻘﻭﻴﻡ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﻨﺤﻭ‬ ‫ﺁﺭﺍﺌﻬﻡ‬ ‫ﻴﺠﺎﺒﻴﺎﺕ‬.
‫ﹰ‬‫ﺎ‬‫ﺜﺎﻨﻴ‬:‫ﺍﻟﻤﺸﺭﻑ‬ ‫ﺩﻭﺭ‬ ‫ﺘﻨﺎﻭﻟﺕ‬ ‫ﺩﺭﺍﺴﺎﺕ‬:
١-‫ﻭﺍﻟﺩﻴﺏ‬ ‫ﺍﻷﻏﺎ‬ ‫ﺩﺭﺍﺴﺔ‬)٢٠٠٢" :(‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺃﺩﺍﺀ‬ ‫ﺘﻁﻭﻴﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻟﻤﺸﺭﻑ‬ ‫ﺩﻭﺭ‬
‫ﻓﻠﺴﻁﻴﻥ‬ ‫ﻓﻲ‬".
‫ﻭﺘﻘـﻭﻴﻡ‬ ،‫ﺍﻟﻤﻌﻠـﻡ‬ ‫ﺃﺩﺍﺀ‬ ‫ﺘﻁـﻭﻴﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺸﺭﻑ‬ ‫ﻭﺩﻭﺭ‬ ‫ﻤﻬﺎﻡ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬
‫ﻤﻤﺎﺭﺴﺘﻪ‬‫ﻭﺍﻟﻤﺩ‬ ‫ﻭﺍﻟﻤﺸﺭﻓﻴﻥ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﺁﺭﺍﺀ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﺩﻭﺭ‬ ‫ﻟﻬﺫﺍ‬‫ﺭﺍﺀ‬‫ﻤﺤﺎﻓﻅـﺔ‬ ‫ﻓـﻲ‬
‫ﺒﻔﻠﺴﻁﻴﻥ‬ ‫ﻏﺯﺓ‬.
‫ﻋﻠﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺍﺸﺘﻤﻠﺕ‬٩٨‫ﻭ‬ ،‫ﻭﻤﻌﻠﻤﺔ‬ ‫ﻤﻌﻠﻤﺎ‬٤٥‫ﻭ‬ ،‫ﻭﻤﺸﺭﻓﺔ‬ ‫ﻤﺸﺭﻓﺎ‬٥٠‫ﻤﺩﻴﺭﺍ‬
‫ﻭﻤﺩﻴﺭﺓ‬.
‫ﺍﻟﺘﺤﻠﻴﻠﻲ‬ ‫ﺍﻟﻭﺼﻔﻲ‬ ‫ﺍﻟﻤﻨﻬﺞ‬ ‫ﺍﻟﺒﺎﺤﺜﺎﻥ‬ ‫ﺍﺴﺘﺨﺩﻡ‬.‫ﺍﺴـﺘﺒﺎﻨ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﺩﺍﺓ‬ ‫ﻜﺎﻨﺕ‬ ‫ﻭ‬‫ﺔ‬‫ﺘﺘـﻀﻤﻥ‬
٩١‫ﻤﺠ‬ ‫ﺴﺘﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻤﻭﺯﻋﺔ‬ ‫ﻓﻘﺭﺓ‬‫ﻫﻲ‬ ‫ﺎﻻﺕ‬:‫ﺍﻟﻌﻠﻤﻴـﺔ،ﻁﺭﻕ‬ ‫ﻭﺍﻟﻤـﺎﺩﺓ‬ ،‫ﻟﻠﺘـﺩﺭﻴﺱ‬ ‫ﺍﻟﺘﺨﻁـﻴﻁ‬
‫ﺍﻟﺘﺨﻁﻴﻁ‬ ‫ﺍﻹﻨﺴﺎﻨﻴﺔ،ﻭ‬ ‫ﻭﺍﻟﻌﻼﻗﺎﺕ‬ ،‫ﺍﻹﺸﺭﺍﻓﻴﺔ‬ ‫ﻭﺍﻟﺯﻴﺎﺭﺍﺕ‬ ،‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻭﺃﺴﺎﻟﻴﺏ‬.‫ﻨﺘـﺎﺌﺞ‬ ‫ﺒﻴﻨﺕ‬ ‫ﻭ‬
‫ﺍﻟﺩﺭﺍﺴﺔ‬:

17. ‫ﻏﺰة‬ ‫ﺑﻤﺤﺎﻓﻈﺎت‬ ‫اﻟﺪوﻟﻴﺔ‬ ‫اﻟﻐﻮث‬ ‫وﻛﺎﻟﺔ‬ ‫ﺑﻤﺪارس‬ ‫اﻟﻌﻠﻴﺎ‬ ‫اﻷﺳﺎﺳﻲ‬ ‫اﻟﺘﻌﻠﻴﻢ‬ ‫ﻣﺮﺣﻠﺔ‬ ‫ﻓﻲ‬ ‫اﻟﻤﻌﻠﻢ‬ ‫ﻓﻌﺎﻟﻴﺔ‬ ‫ﻓﻲ‬ ‫ودوره‬ ‫اﻟﺘﺮﺑﻮي‬ ‫اﻹﺷﺮاف‬-----------------
‫اﻷزﻫﺮ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻣﺠﻠﺔ‬-‫اﻟﻌﻠﻮ‬ ‫ﺳﻠﺴﻠﺔ‬ ،‫ﻏﺰة‬‫اﻹﻧﺴﺎﻧﻴﺔ‬ ‫م‬٢٠٠٨‫اﻟﻤﺠﻠﺪ‬ ،١٠‫اﻟﻌﺪد‬ ،١-B----------------------)١٦١(
-‫ﺍﻟﻤﺩﺭﺍﺀ‬ ‫ﻭ‬ ‫ﺍﻟﻤﺸﺭﻓﻴﻥ‬ ‫ﺃﻥ‬‫ﻋﻠـﻰ‬ ‫ﺍﻟﻤﻌﻠﻤـﻴﻥ‬ ‫ﻴﺤﺜـﻭﻥ‬ ‫ﺍﻟﻤﺸﺭﻓﻴﻥ‬ ‫ﺒﺄﻥ‬ ‫ﻴﺘﻔﻘﻭﻥ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻭ‬
‫ﻟﻠﻤﻌﺎﻟﺠ‬ ‫ﺇﺜﺭﺍﺌﻴﺔ‬ ‫ﺒﻤﺎﺩﺓ‬ ‫ﻭﻴﺯﻭﺩﻭﻨﻬﻡ‬ ‫ﺍﻟﺩﺭﻭﺱ‬ ‫ﺘﺨﻁﻴﻁ‬‫ﺍﻟﺘـﺩﺭﻴﺱ‬ ‫ﻁﺭﻕ‬ ‫ﺇﻟﻰ‬ ‫ﻭﻴﺭﺸﺩﻭﻨﻬﻡ‬ ،‫ﺔ‬
‫ﺤـل‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻭﻴﺴﺎﻋﺩﻭﻥ‬ ،‫ﺍﻟﺼﻔﻲ‬ ‫ﺍﻟﻤﻭﻗﻑ‬ ‫ﻓﻲ‬ ‫ﺇﺘﺒﺎﻋﻬﺎ‬ ‫ﺍﻟﻼﺯﻡ‬
‫ﻴﺴﺠﻠﻭ‬ ‫ﻭﻻ‬ ،‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬‫ﻥ‬‫ﺴـﺠل‬ ‫ﻋﻤل‬ ‫ﻓﻲ‬ ‫ﻭﻴﺴﺎﻫﻤﻭﻥ‬ ‫ﺍﻟﺤﺼﺔ‬ ‫ﺃﺜﻨﺎﺀ‬ ‫ﻤﻼﺤﻅﺎﺕ‬
‫ﻟﻠﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﺫﺍﺘﻲ‬ ‫ﺍﻟﺘﻘﻭﻴﻡ‬.
‫ﻤﻨﻬﺎ‬ ‫ﺍﻹﺸﺭﺍﻓﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺒﻌﺽ‬ ‫ﻓﻲ‬ ‫ﻗﺼﻭﺭ‬ ‫ﻭﺠﻭﺩ‬:
-‫ﺍﻟﻤﻌﻠﻤﻴ‬ ‫ﺍﻁﻼﻉ‬ ‫ﻋﺩﻡ‬‫ﻋ‬ ‫ﻥ‬‫ﺃ‬ ‫ﻭ‬ ‫ﻭﻤﺠﻼﺕ‬ ‫ﻤﻭﺍﺩ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺴﺘﺠﺩﺍﺕ‬ ‫ﻠﻰ‬‫ﻤﺴﺎﻋﺩﺓ‬ ‫ﻭﻋﺩﻡ‬ ،‫ﺒﺤﺎﺙ‬
‫ﺘﺭﺍﻋـﻲ‬ ‫ﺨﺎﺼﺔ‬ ‫ﺘﻘﻭﻴﻡ‬ ‫ﺒﺄﺩﻭﺍﺕ‬ ‫ﺘﺯﻭﻴﺩﻫﻡ‬ ‫ﻭﻋﺩﻡ‬ ،‫ﺇﺒﺩﺍﻋﻴﺔ‬ ‫ﻷﻨﺸﻁﺔ‬ ‫ﺍﻟﺘﺨﻁﻴﻁ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬
‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﺤﺎﺠﺎﺕ‬ ‫ﺫﻭﻱ‬.
-‫ﺇﻀﺎﻓﺔ‬‫ﺃﻗﻠﻬﺎ‬ ‫ﻜﺎﻥ‬ ‫ﺍﻟﺼﻔﻴﺔ‬ ‫ﺍﻟﺯﻴﺎﺭﺓ‬ ‫ﻤﺠﺎل‬ ‫ﺃﻥ‬ ‫ﺇﻟﻰ‬‫ﹰ‬‫ﺍ‬‫ﻗﺼﻭﺭ‬.
٢-‫ﺍﻟﺤﺎﺭﺜﻲ‬ ‫ﺩﺭﺍﺴﺔ‬)٢٠٠١(" :‫ﺃﺩﺍﺀ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻟﻤﺸﺭﻑ‬ ‫ﺩﻭﺭ‬‫ﺍﻟ‬‫ﻤ‬‫ﻤﻥ‬ ‫ﻌﻠﻡ‬
‫ﺒﺎﻟﻁﺎﺌﻑ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﻤﻌﻠﻤﻲ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬".
‫ﺍﻟﺩﻭﺭ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬‫ﺍﻟﺫﻱ‬‫ﻭﻤﻤﺎﺭﺴـﺎﺘﻪ‬ ‫ﺍﻟﺘﺭﺒـﻭﻱ‬ ‫ﺍﻟﻤـﺸﺭﻑ‬ ‫ﺒـﻪ‬ ‫ﻴﻘﻭﻡ‬
‫ﺍﻟﻁـﺎﺌﻑ‬ ‫ﻤﺤﺎﻓﻅﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﻤﻌﻠﻤﻲ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻹﺸﺭﺍﻓﻴﺔ‬.‫ﻋﻴﻨـﺔ‬ ‫ﺘﺄﻟﻔـﺕ‬
‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬٣٣%‫ﺍﻟﻁﺎﺌﻑ‬ ‫ﻤﺩﻴﻨﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻤﻥ‬.
‫ﺍﺴﺘ‬‫ﺍﻟﻭﺼﻔﻲ‬ ‫ﺍﻟﻤﻨﻬﺞ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﺨﺩﻡ‬،‫ﺍﻟﺘـﺸﺨﻴﺹ‬ ‫ﺃﺠـل‬ ‫ﻤـﻥ‬ ‫ﺍﻟﻭﺍﻗﻊ‬ ‫ﻭﺼﻑ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺎﺌﻡ‬
‫ﺍﻹﻴﺠﺎﺒﻴﺔ‬ ‫ﺍﻟﺠﻭﺍﻨﺏ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﻭﻗﻭﻑ‬‫ﻭﺍﻟﺴﻠﺒﻴﺔ‬.
‫ﻨﺘﺎﺌﺞ‬ ‫ﻋﺩﺓ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻭﺘﻭﺼﻠﺕ‬‫ﺃﻫﻤﻬﺎ‬:
١.‫ﺍﻟﻁﻼﺏ‬ ‫ﻭﺃﺩﺍﺀ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻭﺘﻘﻴﻴﻡ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻁﺭﻕ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﺘﺭﻜﻴﺯ‬ ‫ﺃﺩﺍﺌﻪ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺸﺭﻑ‬ ‫ﻴﻤﻴل‬.
٢.‫ﺍﻟﺘﺩ‬ ‫ﻁﺭﻕ‬ ‫ﻓﻲ‬ ‫ﻨﻭﻋﻴﺔ‬ ‫ﻨﻘﻠﺔ‬ ‫ﺇﺤﺩﺍﺙ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺸﺭﻑ‬ ‫ﻋﻤل‬‫ﻭﺍﻟﻨﺼﺢ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻋﻠﻰ‬ ‫ﻴﻌﺘﻤﺩ‬ ‫ﺭﻴﺱ‬
‫ﺒﺩﺍﺌل‬ ‫ﺘﻘﺩﻴﻡ‬ ‫ﺩﻭﻥ‬‫ﺘﻁﺒﻴﻘﻴﺔ‬.
٣.‫ﻀـﻌﻑ‬ ‫ﻴﺘـﻀﺢ‬ ‫ﺇﺫ‬ ‫ﺍﻟﻤﻌﻠـﻡ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻤﺘﺎﺒﻌﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺒﺎﻏﺘﺔ‬ ‫ﺒﺄﺴﻠﻭﺏ‬ ‫ﺍﻟﻤﺸﺭﻑ‬ ‫ﻋﻤل‬ ‫ﻴﺘﺴﻡ‬
‫ﺍﻟﻤﺸﺭﻑ‬ ‫ﻟﺯﻴﺎﺭﺓ‬ ‫ﺍﻟﺴﺎﺒﻕ‬ ‫ﺍﻟﺘﻨﺴﻴﻕ‬‫ﻟﻠﻤﻌﻠﻡ‬.
٤.‫ﺍﻟﻤﺴﺘﻤﺭ‬ ‫ﺍﻟﺘﻘﻭﻴﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺒﺘﺸﺠﻴﻊ‬ ‫ﻴﻘﻭﻡ‬ ‫ﺍﻟﻤﺸﺭﻑ‬،‫ﺍﻟﺘﻁﺒﻴﻘﻴـﺔ‬ ‫ﺒﺨﺒﺭﺘﻪ‬ ‫ﻴﺴﺎﻫﻡ‬ ‫ﻻ‬ ‫ﻟﻜﻥ‬
‫ﺍﻻﺨﺘﺒﺎﺭﺍﺕ‬ ‫ﺘﻔﺴﻴﺭ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻲ‬‫ﺍﻷﺩﺍﺀ‬ ‫ﻟﺘﺤﺴﻴﻥ‬‫ﺍﻟﻼﺤﻕ‬.

18. ‫اﻷﻏﺎ‬ ‫ﻛﻤﺎل‬ ‫ﺻﻬﻴﺐ‬----------------------------------------------------------------------------------------------------------------------------------
)١٦٢(-----------------------‫اﻷزﻫﺮ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻣﺠﻠﺔ‬-‫اﻟﻌﻠﻮ‬ ‫ﺳﻠﺴﻠﺔ‬ ،‫ﻏﺰة‬‫اﻹﻧﺴﺎﻧﻴﺔ‬ ‫م‬٢٠٠٨‫اﻟﻤﺠﻠﺪ‬ ،١٠‫اﻟﻌﺪد‬ ،١-B
٥.‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺘﻘﻨﻴﺎﺕ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺤﺙ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﺭﻜﻴﺯ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻤﺸﺭﻑ‬ ‫ﻴﻤﻴل‬،‫ﻻ‬ ‫ﺃﻨـﻪ‬ ‫ﺇﻻ‬
‫ﻓﻲ‬ ‫ﺍﻟﺤﺎﺴﻭﺏ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﺤﺩﻴﺜﺔ‬ ‫ﺍﻟﺘﻘﻨﻴﺎﺕ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺇﻟﻰ‬ ‫ﻴﺘﻁﺭﻕ‬‫ﺍﻟﺘﻌﻠﻴﻡ‬.
٦.‫ﺒﺎﻟﻤﺤﺘﻭﻯ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﻋﻠﻰ‬ ‫ﺃﺩﺍﺌﻪ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺸﺭﻑ‬ ‫ﻴﺭﻜﺯ‬،‫ﺇﻟـﻰ‬ ‫ﻴﺴﻌﻰ‬ ‫ﻭﻻ‬
‫ﺍﻷ‬ ‫ﻤﻊ‬ ‫ﺭﺒﻁﻬﺎ‬‫ﻓﻲ‬ ‫ﻟﻠﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﻫﺩﺍﻑ‬‫ﺍﻟﻤﻤﻠﻜﺔ‬.
٧.‫ﺍﻟﻤﻜﺘﻭﺒﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﺨﻁﻁ‬ ‫ﻤﺘﺎﺒﻌﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻤﺸﺭﻑ‬ ‫ﻴﻤﻴل‬،‫ﻨﻤﻭﺫﺠﻴﺔ‬ ‫ﺨﻁﻁ‬ ‫ﻴﻘﺩﻡ‬ ‫ﻭﻻ‬‫ﺒﺩﻴﻠﺔ‬.
٣-‫ﺤﺴﻥ‬ ‫ﺩﺭﺍﺴﺔ‬)١٩٩٥" :(‫ﺩﻭﺭ‬‫ﻓﻲ‬ ‫ﻟﻠﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻤﻬﻨﻲ‬ ‫ﺍﻟﻨﻤﻭ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺸﺭﻑ‬
‫ﺍﻷﺭﺩﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻐﻭﺙ‬ ‫ﻭﻜﺎﻟﺔ‬ ‫ﻤﺩﺍﺭﺱ‬".
‫ﺍﻟﻨﻤﻭ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺸﺭﻑ‬ ‫ﺩﻭﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬‫ﻟﻠﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻤﻬﻨﻲ‬.
‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺘﻜﻭﻨﺕ‬٤٤‫ﻭﻤﻌﻠﻤﺔ‬ ‫ﹰ‬‫ﺎ‬‫ﻤﻌﻠﻤ‬.
‫ﺍﻟﻤﻨﻬ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﺍﺴﺘﺨﺩﻡ‬‫ﺍﺴﺘﺒﺎﻨ‬ ‫ﺒﺘﻁﺒﻴﻕ‬ ‫ﺍﻟﺘﺤﻠﻴﻠﻲ‬ ‫ﺍﻟﻭﺼﻔﻲ‬ ‫ﺞ‬‫ﺔ‬‫ﻤﺠﺎﻻﺕ‬ ‫ﺴﺒﻌﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺘﺸﺘﻤل‬
‫ﻫﻲ‬:‫ﺍﻟﻭﺴﺎﺌل‬ ،‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻭﻁﺭﺍﺌﻕ‬ ‫ﺍﻷﺴﺎﻟﻴﺏ‬ ،‫ﻭﺍﻟﻤﻨﺎﻫﺞ‬ ‫ﺍﻟﻤﺩﺭﺴﻲ‬ ‫ﺍﻟﻜﺘﺎﺏ‬ ،‫ﻟﻠﺘﺩﺭﻴﺱ‬ ‫ﺍﻟﺘﺨﻁﻴﻁ‬
‫ﺍﻹﺸ‬ ‫ﺍﻟﺘﻘﻨﻴﺎﺕ‬ ،‫ﻭﺍﻻﺨﺘﺒﺎﺭﺍﺕ‬ ‫ﺍﻟﺘﻘﻭﻴﻡ‬ ،‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬‫ﻟﻠﻤﻬﻨﺔ‬ ‫ﺍﻻﻨﺘﻤﺎﺀ‬ ،‫ﺭﺍﻓﻴﺔ‬.
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺃﻭﻀﺤﺕ‬:
-‫ﻜﻤﺎ‬ ‫ﺘﻨﺎﺯﻟﻴﺎ‬ ‫ﻤﺭﺘﺒﺔ‬ ‫ﻟﻠﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻤﻬﻨﻲ‬ ‫ﺍﻟﻨﻤﻭ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺸﺭﻑ‬ ‫ﺩﻭﺭ‬ ‫ﺃﻥ‬‫ﻴﻠﻲ‬:‫ﺍﻻﻨﺘﻤﺎﺀ‬
‫ﺍﻟﺘﺨﻁﻴ‬ ،‫ﻟﻠﻤﻬﻨﺔ‬‫ﻁ‬،‫ﻟﻠﺘﺩﺭﻴﺱ‬‫ﻭﻁﺭﺍﺌﻕ‬ ‫ﺍﻷﺴﺎﻟﻴﺏ‬،‫ﺍﻟﺘﺩﺭﻴﺱ‬‫ﺍﻟﻤﺩﺭﺴﻲ‬ ‫ﺍﻟﻜﺘﺎﺏ‬،‫ﻭﺍﻟﻤﻨﺎﻫﺞ‬
‫ﺍﻟﺘﻘﻭﻴﻡ‬،‫ﻭﺍﻻﺨﺘﺒﺎﺭﺍﺕ‬‫ﺍﻟﺘﻘﻨﻴﺎﺕ‬،‫ﺍﻹﺸﺭﺍﻓﻴﺔ‬‫ﺍﻟﻭﺴﺎﺌل‬‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬.
-‫ﺘ‬ ‫ﻟﻡ‬‫ﻅ‬‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻬﺭ‬)٠.٠٥(‫ﻓـﻲ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺭﺃﻱ‬ ‫ﺒﻴﻥ‬
‫ﺍ‬ ‫ﺩﻭﺭ‬‫ﺘﻌﺯ‬ ‫ﺍﻟﻤﻬﻨﻲ‬ ‫ﻨﻤﻭﻫﻡ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﻓﻲ‬ ‫ﻟﻤﺸﺭﻑ‬‫ﻯ‬‫ﻭﺍﻟﻤﺅﻫل‬ ‫ﻭﺍﻟﺨﺒﺭﺓ‬ ‫ﻟﻠﺠﻨﺱ‬‫ﺍﻟﻌﻠﻤﻲ‬.
‫ﺜﺎﻟﺜﺎ‬:‫ﺩﺭﺍﺴ‬‫ﻭﺃﺩﻭﺍﺭﻩ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻓﻌﺎﻟﻴﺔ‬ ‫ﺘﻨﺎﻭﻟﺕ‬ ‫ﺎﺕ‬:
١-‫ﺍﻟﺨﺭﻭﺯ‬ ‫ﺩﺭﺍﺴﺔ‬)١٩٩٥:("‫ﻓـﻲ‬ ‫ﻓﻌـﺎل‬ ‫ﻏﻴـﺭ‬ ‫ﻭﺍﻟﻤﻌﻠـﻡ‬ ‫ﺍﻟﻔﻌـﺎل‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻕ‬
‫ﺍﻻ‬‫ﺴﺘﺭﺍﺘﺠﻴﺎ‬‫ﺕ‬‫ﺠـﻨﺱ‬ ‫ﺒﺎﺨﺘﻼﻑ‬ ‫ﺫﻟﻙ‬ ‫ﻭﺍﺨﺘﻼﻑ‬ ‫ﺍﻟﺼﻔﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻤﻊ‬ ‫ﻟﻠﺘﻌﺎﻤل‬ ‫ﺍﻟﻤﺴﺘﺨﺩﻤﺔ‬
‫ﺍﻟﻤﻌﻠﻡ‬."
‫ﺍﻟﻔﻌﺎل‬ ‫ﻭﻏﻴﺭ‬ ‫ﺍﻟﻔﻌﺎل‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻴﺴﺘﺨﺩﻤﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬ ‫ﻜﺸﻑ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬
‫ﺍﻟﺼﻔﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻤﻊ‬ ‫ﺘﻌﺎﻤﻠﻪ‬ ‫ﻓﻲ‬.‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻭﻜﺎﻨﺕ‬١٦٠‫ﻭﻤﻌﻠﻤﺔ‬ ‫ﹰ‬‫ﺎ‬‫ﻤﻌﻠﻤ‬.‫ﻭﺍﺴﺘﺨﺩﻤﺕ‬
‫ﺍﻟﻤﻨﻬﺞ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬‫ﺍﻟﻭﺼﻔﻲ‬‫ﺍﺴﺘﺒﺎﻨﺔ‬ ‫ﻤﺴﺘﺨﺩﻤﺔ‬ ،‫ﺍﻟﺘﺤﻠﻴﻠﻲ‬‫ﻤﻥ‬ ‫ﻤﻜﻭﻨﺔ‬١٠٢‫ﻋﻠﻰ‬ ‫ﻤﻭﺯﻋﺔ‬ ‫ﻓﻘﺭﺓ‬١٧
‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻓﻌﺎﻟﻴﺔ‬ ‫ﻟﺘﺤﺩﻴﺩ‬ ‫ﹰ‬‫ﻻ‬‫ﻤﺠﺎ‬.