درجة ممارسة مديري المدارس في لواء قصبة إربد لمهماتهم التربوية والإدارية إلكترونيا من وجهة نظر المعلمين
Abstract
ملخص
هدفت الدراسة التعرف إلى درجة ممارسة مديري المدارس لمهامهم التربوية والإدارية إلكترونيا باستخدام الإنترنت والحاسوب من وجهة نظر المعلمين، ومعرفة أثر المتغيرات (الجنس، ونوع المدرسة، وسنوات الخبرة) في تقديرات المعلمين لدرجة ممارسة مديريهم لتلك المهام. وتكونت عينة الدراسة من (347) معلمًا ومعلمة من العاملين في المدارس الحكومية والخاصة في مديرية لواء قصبة إربد، واستخدم الباحثون المنهج الوصفي المسحي، كما استخدمت استبانة تم بناؤها لجمع البيانات اللازمة لتحقيق أهداف الدراسة، حيث تكونت من (28) فقرة، توزعت على مجالات الدراسة. وقد أشارت نتائج الدراسة إلى أن درجة ممارسة مديري المدارس لمهامهم التربوية والإدارية إلكترونيا من وجهة نظر المعلمين جاءت (متوسطة)، وبينت النتائج وجود فروق ذات دلالة إحصائية عند مستوى دلالة (α= 0.05) تعزى لأثر المتغيرات (الجنس، وسنوات الخبرة)، حيث جاءت هذه الفروق لصالح (المعلمات)، ولصالح أصحاب الخبرة أقل من 5 سنوات وعلى الترتيب. كما أشارت النتائج إلى عدم وجود فرق ذي دلالة إحصائية يعزى لأثر متغير (نوع المدرسة).
The Practicing Degree of Schools Principals in Irbid Kasbah District for their Educational and Administrative Tasks Electronically from the Perspective of Teachers
Abstract
The purpose of this study was to identify the degree to which schools principals practice their educational and administrative tasks electronically using internet and computer from the perspectives of teachers, and to identify the effect of (gender, type of school, and years of experience) in teachers' estimates to the practicing degree of their principals for those tasks. The sample of the study consisted of (347) teachers who work in governmental and private schools in Irbid Kasbah district directorate. The researchers used the Descriptive Survey Methodology, and a questionnaire that consisted of (28) items was used to collect the required data to achieve the aims of the study. The findings of this study indicated that the practicing degree of schools principals for their educational and administrative tasks electronically using internet and computer from the perspectives of teachers was (moderate), and showed that there were statistically significant differences at the level of significance (α= 0.05) due to the variables of (gender and years of experience) in foavor of female teachers and teachers who have an experience less than 5 years. Also, the results showed that there were no statistically significant differences due to the variable of (type of school).
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DOI: http://dx.doi.org/10.35682/611
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