Master of Education

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النمط القيادي لمديري المدارس الثانوية في الضفة الغربية وتأثيره في الرضا الوظيفي للمعلمين باستخدام نموذج الشبكة الإدارية
(1991) علي "محمد واصف" طوقان;
Purpose: The purpose of this study was to examine the relationship between leadership style and Job Satisfaction. These two Constructs represent aspects of personal dimention of organizational behavior and were examined within the context of the Secondary Schools in the West Bank. Specifically the following research questions were examined. 1 - What are the dominant leadership style (according to the Managerial Grid) in Secondary Schools in the West Bank? 2 - Is there a relationship between leadership style and teachers' Job Satisfaction in these schools? 3 - Which leadership styles are more likely to achieve higher Jop satis faction? The managerial grid, a theoretical formulation of Blake and Mouton, was chosen as the means for examining leadership style. Like many other models of leadership, the managerial grid has two basic dimention--Concern for production and concern for people. Theoretical rationale: The theoretical constructs for the study were proffered by Blake and Mouton's managerial grid, Reddin's three - dimentional theory , Ohio State leadership studies of school administrators , Michigan and Harvard studies . Their works provided a vehicle for viewing leadership styles as categories of actual behaviors which were definable and amenable to empirical analysis. Two dimentions of organizational behavior, leadership style and job satisfaction, were selected for the analysis . These dimentions were selected because of their importance to schools' dynamics and functions. Further, there was a lack of conclusive research regarding the interaction between these two dimentions . Methodology : Two instruments were designed to collect data from principals and teachers of public schools concerning leadership style as perceived by principals and teachers and job satisfaction as perceived by teachers. Content validity of the instruments was established by judges and the reliability was established by a pilot sample. A- stratified (by sex and region) random sample of public secondary schools (about 40%) was selected. The total number of valid respondents were 60 principals (40 males, 20 females) and 331 teachers (215 males, and 116 females) The main questions were formulated in the following null hypotheses: a- leaders (principals) perceptions of their leadership style is Independent (Alpha = 0.05) of principals demographic variables (age, sex, degree, and experience) . b- Teachers perceptions of their principals, leadership style is independent (Alpha = 0.05) of the teachers, demographic variables (age, sex, degree, and experience) c- There is no significant difference (Alpha = 0.05) in teachers, overall job satisfaction which may be attributed to leadership style. d- There is no significant difference (Alpha = 0.05) in teachers' partial job satisfaction which may be attributed to leadership style. e- Teachers' job satisfaction may not be predicted (Alpha = 0.05) by leadership style and the demographic variables. Hypotheses (a) and (b) were tested by chi square. Hypotheses (c) and (d) were tested by one-way analysis of variance and hypothesis (e) was tested by stepwise multiple regression. Findings and conclusions: The first null hypothesis was rejected for the degree demographic variable only. The second null hypothesis was rejected for the sex variable only. Hypotheses (c) and (d) were rejected. The results show that leadership styles (9/9), (5/5), and (1/9/) are more effective in teachers' job satisfaction. Hypothesis (e) was rejected for the leadership style and years of experience variables. Recommendations: The results of the study suggest the following recommendations: 1- There is a need for a full scale adoption of a systematic program to develop administrative skills according to the concepts of the managerial grid. The program should include: a-In service training of principals based on the adopted program. b-In service training of selected teachers (potential future principals). 2- Production of a manual for principals concerning current international trends in school management. The manual should include a full account of the managerial grid and the results of this study. 3- Adoption of the style (9/9) as an effective leadership style (as reflected in this study) 4- Develop a practical scale for evaluation (based on the results of this study) of principals' practices in school leadership. 5- Develop a standardized scale for measuring job satisfaction in a school setting. The scale should take into account local, social, economic and political environment. 6- Conduct similar studies to study the effects of leadership style on other school variables such as students' performance.
مصادر الضغط النفسي لدى معلمي المدارس الحكومية الأساسية والثانوية في لواء نابلس
(1992) فوزي عادل المساعيد; Dr. Ghassan El-Helo
This study aims at exploring the sources of psychological stress of the government school teachers in the Nablus District. It also aims at finding out statistically whether there are statistically indicative differences between the means of teachers' answers to the psychological stress sources such as, burden and vagueness of the role, work stress, school stress, professional satisfaction and the leading pattern of the school principal which are attributed to a number of variables related to teachers. These variables are age, experience, instructional stage, sex , experience, location of school and instructional level. A sample of (190) teachers has been randomly chosen. This sample forms 13% of the study community. To explore the psychological stress sources, the researcher made use of a study instrument, used by Abu-Mughli's study (1987) in the Jordanian environment, after being modified. The study made use of six hypotheses tested after collecting and analyzing the data using the statistical packages for the social sciences (SPSS). The researcher made use of the one-way analysis of a variance test to test the first three hypotheses, the t-test to test the fourth hypothesis and the two-way analysis of a variance test to test the fifth and sixth hypotheses. The statistical analysis findings showed the psychological stress sources, that the government school teachers are exposed to, ordered in accordance with their importance as follows : burden and vagueness of the role, work stress, school stress, professional satisfaction and the leading pattern of the school principal. The study reveals the existence of statistically indicative differences in the means of the teachers' answers about the sources of psychological stress, that are related to work stress burden and vagueness of the role and school stress attributed to age, instructional level and instructional stage variables. The finding of the fourth hypothesis showed the existence of statistically indicative differences in the means of the teachers' answers about the fourth dimension, the professional satisfaction, attributed to work location variable. As for the fifth hypothesis, the findings showed a statistically indicative interaction between the psychological stress sources and sex variable and finally, the study didn't show any statistically indicative interaction between the psychological stress sources and experience. In the light of the findings mentioned above, the researcher recommends reviewing the plans drawn up for schools regarding organization and management. This can be done through the qualification courses for school principals in the field of school management. In addition, periodic evaluation plans can be drawn up to uncover the causes of psychological stress. The researcher recommends as well that further field studies pertaining to the level and features of psychological stress and its relation to certain variables should be carried out.
Brain Drain Among Palestinian Educators in the west Bank Universities
(1993) Asem Mohammed Radi Hanbali; Dr. Ghassan El-Helo Hanoon
This study aimed at investigating seven factors related to Brain Drain of the Arab intellectual people. These factors were identified by Arab researchers, from Palestinian Universities in the West Bank. They were: psychological, technical and professional, administrative, economical and financial, social and political, academic, and scientific research. A questionnaire was designed to investigate the effects of these factors on the Brain Drain of Palestinian scientific skills from the six universities of the West Bank according to their staff view points. This questionnaire was distributed to twelve staff in order to Obtain a validity and then modified according to their opinions. The reliability factor was pre _ determined to be (0.84) according to Spearman and Brown formula. This value is satisfactory for testing the credibility of the questionnaire. After that, the questionnaire was distributed to a random sample of 370 members of the instructors working at the universities of the West Bank during the second semester of 1992. 323 staff or (87%) of the sample answered the questionnaire. Thus, these factors were investigated in order to study the following objectives: 1. Define the most important factors which influence Palestinian academic professionals to emigrate from the universities of the West Bank. 2. Define the relationship between the seven demographic variables mentioned above (p:7), for those who responded and the factors which result in the immigration of academic professionals according to the staff opinions. 3. Compare the results of this study with the results of other studies discussed in the literature. 4. Provide recommendations and the suggestions to high officials in the high educational institutions in the West Bank to improve academic and administrative policies. A statistical analysis was used to test the hypothesis of the study. The following statistical tests were utilities: a) One Way Analysis of Variance (ANOVA) to test hypotheses 1 through 9. b) Least Significant difference (LSD) to test hypotheses 1 through 9. c) Pearson Cross Correlation Coefficients to test hypothesis Number 10. d) Factor analysis method was employed to interpret the results for hypotheses Number.11. The results of those hypotheses were: 1. The first three factors (psychological, professional, and administrative), had the greatest effect on the Brain Drain according to the staff opinions of the West Bank Universities. 2. Professional, economical, social and psychological factors had statistical significance in the seven faculties in the West Bank. 3. There were no significant differences in the importance of administrative, scientific research, and academic factors with demographic variations in academic. 4. Academic degree (Ph.D. or M.A.) had a significant effect with the professional factor on Brain Drain. 5. The place (country) of graduation had a great psychological effect on Brain Drain especially for those graduated from Western Countries. 6. The Social factor had a relationship with the psychological factor on the Brain Drain especially for single instructors. 7. The psychological factor was negatively correlated with the other six factors while these factors were positively cross _ correlated. 8. From the results of this study, the researcher recommends the following: a) Provide suitable psychological environment for the academic skills in the West Bank. b) Provide a scientific and professional atmosphere which helps academic skills to work in accordance with their specialists. c) Implementing modern administrative systems to establish relationships between administrators based on democratic principles. d) Provide suitable care for instructors in the university from psychological, professional, and administrative aspects which correlate with their high responsibilities to encourage them to stay in the West Bank.
تقييم البيئة التربوية لصفوف مختبرات العلوم لطلبة المرحلة الجامعية
(1995) ربحي أحمد الحاج حمد;
Science faculty student assessment of actual and preferred science laboratory classes were investigated in this study at Palestine universities. This assessment was studied through five factors, these factors ore as follows: (1) Assessment of Student Cohesiveness in science laboratory classes. (2) Assessment of Open-Endedness behavior in science laboratory classes. (3) Assessment of Integration laboratory activities and non-laboratory classes. (4) Assessment of Rule Clarity ( following the formal rules) in science laboratory classes. (5) Assessment of Material Environment (laboratory equipment and material adequacy) in science laboratory classes. The effects of three independent variables related to students were studied in specific : sex, major, and year of study. The study was conducted on a stratified random sample which consisted of (130) students , selected from a representative population of the science faculty students in Palestinian universities on the basis of the study three independent variables. Repeated measures design procedure was used to test the hypotheses of the study. The translation of the items of the instrument used was submitted to a group of specialists who found it valid for the purpose of the study. The final form of the instrument consisted of (35) statements for the actual laboratory classes and another (35) statements for the preferred laboratory classes , which was tested for reliability using Spearman Brown equation and the coefficient of reliability was found to be (0.65). The study was carried out through testing null hypotheses categorized in three categories , each was related to one of the five factors, these are: 1. There was no significant difference (alpha = 0.05 ) in student assessment of actual and preferred science laboratory classes due to sex effect. ( Hypotheses 1 - 5 ) 2. There was no significant difference (alpha = 0.05 ) in student assessment of actual and preferred science laboratory classes due to major effect. ( Hypotheses 6 -10 ) 3.There was no significant difference (alpha = 0.05 ) in student assessment of actual and preferred science laboratory classes due to the year of study effect. (Hypotheses 11 - 15) The major findings of the study were : 1. There was a significant difference (alpha = 0.05 ) in student assessment of the five factors in the actual and preferred environments regardless of sex, major, and year of study, and this difference was in favor the preferred environment. 2. There was no significant difference (alpha = 0.05 ) in student assessment of Student Cohesiveness in science laboratory classes due to sex, major, and year of study. 3. There was no significant difference (alpha = 0.05 ) in student assessment of Open-Endedness behavior due to sex and the year of study . 4. There was a significant difference (alpha = 0.05 ) in student assessment of Open-Endedness activities due to major , and this difference was in favor of chemistry students. 5. There was no significant difference (alpha = 0.05 ) in student assessment of Integration activities due to sex, majo , and year of study. 6. There was no significant difference (alpha = 0.05 ) in student assessment of Rule Clarity ( following the formal rules) due to sex , major, and year of study. 7. There was no significant difference (alpha = 0.05 ) in student assessment of Material Environment ( laboratory equipment and material adequacy ) in the science laboratory classes due to sex and year of study. 8. There was no significant difference (alpha = 0.05 ) in student' assessment of Material Environment ( laboratory equipment and material adequacy ) in the science laboratory classes due to their major , and this difference was in favor of chemistry students. These results emphasize that in actual science laboratory classes students need a more cooperative, helpful, and mutually supportive atmosphere beside well-equipped science laboratory classes with materials and equipments. The researcher recommends that more research in this field could be conducted at different levels of study would contribute to the improvement of science laboratory classes.
A Study of Test Anxiety Impact on General Academic Achievement of the 12th Graders at Nablus, Tulkarm, and Qalqilya Government Schools
(1995) Rana Mohammad Sa'id De'bas; Dr. Mahmood Kuri
purpose : The purpose of this study was to investigate the relationship between testanxiety and general academic achievement of the 12th graders at Nablus,Tulkarm, and Qalqilya governments'school . Research questions : As means of structuring the problem, the researcher sought the answers of the following questions : - 1- Were there differences in the level of test anxiety that can be attributed to sex, and major variables ? 2- Were there differences in the level of academic achievement Vis -a- Vis the level of test anxiety ? 3- Were there differences in the level of the test anxiety in Comparison to the level of academic achievement ? Methodology: Atest anxiety questionnaire was developed by the researcher to suit the Palestinian environment . The questionnaire was tested and was found to be both reliable and valid ; reliability was determined by administering (test) the questionnaire to a random sample of 12th grade students. The instrument was readministered (retest) to the same sample two weeks later, and coefficient of reliability between the scores (,85) was computed . Moreover, the questionnaire was checked for validity by a group of experts on the subject. The researcher selected a stratified random sample of the 12th graders . The sample of the study included 208 men and women students: 102 males and 106 Females. Of these 110 were in the literary stream while 98 were in the scientific stream. The population of the study consisted of 1907 students of both sexes. The questionnaire was distributed among the study sample two weeks before the high school education examination of 1993/94 . The students were divided , according to their grades in the questionnaire, into three categories : high test anxiety, medium test anxiety, and low test anxiety. Each item in the questionnaire consisted of five choices ranging from always to never following the Likert scale. The choices were given weights ranging from 1-5 respectively . After this process, the researcher got the results of the general high school education examination from the school principals . The GPA of the subjects for every student was calculated. The students were then divided according to their grades into three categories : high achievement, medium achievement, and low achievement. To analyze the data, Pearson correlation, t.test, two - way analysis of variance, Schaffer test, have been used. Findings: The researcher reached the following results : 1- There was a negative correlation between test anxiety and achievement, the value of which was - ,245. 2- There was statistically significant differences in level of test anxiety attributed to gender (male and female) to the interest of females. 3- There were not statistically significant differences in level of test anxiety attributed to academic major (literary or scientific streams). 4- There were statistically significant differences in achievement attributed to sex and that was in favor of Females . No statistically significant differences in achievement were found attributed to test anxiety . But an interaction was found between sex and test anxiety. 5- In the scientific stream, there were significant differences in achievement attributed to sex that was in favor of Females .No statistically significant differences, in achievement, were found attributed to test anxiety . But there was an interaction between sex and test anxiety. 6- In the literary stream, there were significant differences in achievement attributed to sex that was in favor of females. Significant differences in achievement, attributed to test anxiety, were found and were to the interest of students of low test anxiety . An interaction between sex and test anxiety was found. 7- There were significant differences in test anxiety attributed to sex that was in favor of females . There were also significant differences in level of test anxiety attributed to level achievement and they were to the interest of students of low level academic achievement. There was also an interaction between sex and achievement in terms of their impact on test anxiety. 8- There were statistically significant differences in achievement among (scientific) high anxiety and (literary) high anxiety students to the interest of literary high anxiety students. Recommendations:- The researcher recommends the following: 1. Creating comfortable circumstances during exam period which will work to alleviate the degree of confusion and test anxiety which many students suffer from . 2. Bringing about a kind of cooperation between school and home for the sake of providing appropriate circumstances to enable the students get better achievement and to avoid all influences that hinder achievement. 3. Working toward providing psychologists and educators in schools to help students to solve their emotional problems that affect their academic achievement. 4. Schools have to show interest in extracurricular and recreational activities for the sake of students in order to create a free environment for dialogue and discussion . This will have positive effects on them and will help in decreasing their tension and anxiety . 5. Teachers have to get training in educational psychology in order to help students reduce the feelings of test anxiety. Teachers have to identify causes of test anxiety whether pertinent to family or school. They have also to give advice and counseling . 6. Families have to keep good relations and emotional warmth in the family milieu , and consider students' mental abilities in terms of not asking more than what is beyond their ability . Families have to respect students' interests and desires that help to get rid of feeling of test anxiety. All this would lead to improve level of achievement . 7. There is a need for more studies and research to reveal the impact of other variables on level of test anxiety.
Study on Leadership Behavior of English Grade Students Attending UNRWA Schools in the Ramallah Area
(1995) سمر حسن عودة العمري;
The subject of leadership and leadership training is considered to be an important new area, receiving much attention from educators. Due to the topics' importance, that our leader's are the ones capable of directing the work of groups in accordance with the fundamental principles involved. If we want to enhance our group work then effective leadership methods must be thoroughly looked at. This study focused on discovering those students who possess leadership potential (behavior) traits, by conducting, measuring, and implementing a leadership behavior test on them. In this study the researcher aimed at testing the level of leadership behavior traits measured against varying variables (e.g., sex, place of residence, where the subject lies in the family structure, father's level of education, mothers' level of education). The study sampled 255 students; of which 112 were male and 143 were females. The sample group randomly selected from a total of four UNRWA schools in the Ramallah area. Two of the schools were situated in Refugee camps while the remaining two were located in the town of Ramallah. The selected random sample represents 30% of total numbers of eighth grade students in the four schools. This leadership behavioral study used the Standard Leadership Behavior Traits designed by Dr. Nariman Rifai. Adjustments made to certain sections of the methodology tool were conducted to meet the Palestinian environment, that is to reduce cultural bias. The standard measurement composed of 32 positions or traits, signifying a particular leadership behavior. The questionnaire once collected, statistically analyzed, then the assumptions were looked at respectively, using the following. 1. The first analyzed assumption used the t-test, with only two variables present. 2. The third, fourth and fifth assumptions using ANOVA, with more than two variables The results indicated that there are similarities between the appearances of the various leadership behaviors. For example, unity -- joining efforts with followers is the highest trait appearance of those displaying leadership behavior skills; whereby the number of students with high levels of leadership in unity or solidarity reached 186 from a total of 255, almost 73%. Whereas the behavior receiving the lowest trait appearance was trust The number the students scoring low on this trait were 150 from 255, almost 59%. The results associated with the assumptions pointed to the following: 1. While there are similarities in the leadership behavior traits of males and females, at least to a certain degree, they do differ in a number of behaviors. 2. A distinction made in relation to leadership behavior and place of residence, where it was evident that leaders' behavior tendencies for students living in refugee camps are higher than students living in town (city) 3.The results also indicate there is not such an effect of having the leadership behavior in the family order.. 4. When the fourth and fifth assumptions were added it was realized from the results that there is relation between the level of leadership behavior when compared to the level of education of either parents. RECOMMENDATIONS: A. Within the Family 1) Placing emphasis on upbringing and dealing with children in a democratic spirit whereby they are allowed to discuss issues closely with parents, and are allowed to bear responsibilities. 2) Interest in training children to exercise leadership behavior within the family and through the parents. That is achieved by placing the children in different situations where they can become capable of being leaders. B. Within Schools 1) Placing emphasis and paying attention on discovering leadership in students and providing them with all the means to enhance and develop their capabilities. 2) Taking an interest in establishing selected classroom students councils with the aim of supporting, enhancing, and training students on leadership. 3) Giving each student the opportunity to take on the role of the leader for two or three days and then following a prize to the best leader. This would help discover some leadership traits in new students. 4) Taking an interest in providing various activities in schools that would lead to the development of leadership behavior in all areas and activities. 5) Designating school classes where teachers introduce different types of leaders to pull the attention of the class, their students. Offering the students counseling sessions, and training them on the art of effective leadership and leadership behavior. 6) Providing leadership training programs for teachers whereby they in turn could act as counselors for the students while they undergo leadership training. 7) Teachers must provide reinforcement in addition to advice to students highlighting how the students leadership potential can be achieved. C. Within Society 1) Placing a strong emphasis on primary education as it is the source of our infrastructure for all education; providing all necessary requirements to achieve the wholes tic development of children (physical, mental, school, emotional). 2) Highlighting the accomplishments of leaders in an effort to give the students examples and role models. 3) Establishing training institutions and social groups in every geographic area in order to provide opportunities for students to exhibit their talents and to train in the area on leadership in different areas irrespective of their area of interest.
The Effect of Multi-Representation Model Approach in Teaching Mathematics on the Achievement of 9th Grade Students and Their Attitudes Toward Mathematics in The District of Nablus
(1995) Abdel-Hakim Salem Mohammad Salem; Dr. Salah Yassin
This study compared the results scored by two groups of 9th grade students after studying factorization of 1st and 2nd degree polynomials. One group was instructed wing the Multi-Representation Model Approach (MRMA) (Lesh, 1985), and the other group was instructed using the prescribed Textbook, Approach (PTA) which employs mainly single representations of concepts. The comparison was made on achievement, and transfer of learning and attitudes towards mathematics. Two boys' school and two girls' schools in Nablus District, Palestine, were involved in this study. The two 9th grade classes in the boys' schools were randomly assigned to the treatment and the control groups. The same was done to the two 9th grade classes in the two girls ' schools . Before the beginning of the study, the two groups responded to a pre-test on selected mathematics concepts and on a questionnaire measuring attitudes towards mathematics. Then instructional materials were given over seven lessons of 45 minutes each. The students were given a 45 minutes achievement post test, one day after the last scheduled class meeting. This post test consisted of 25 multiple choice items. In addition to 5 items that used to measure the transfer of learning in mathematics. Two-Way Analysis of Variance ( ANOVA ) was used to test whether there was any significant difference between the two groups in the three tests. Eight null hypotheses were of significant difference between the means of the scores at the level of (Alpha = 0.05) for the a achievement and the transfer tests. We may conclude that students in the (M.R.M.A.) perform better than the students in the (T.B.A.) in each of the two areas investigated. In addition, the Repeated Measures Design (R.M.D.) was used to test whether there were any significant differences between the means, on the attitude measure scale of the students before and after the experiment. Three null hypotheses were rejected at (Alpha = 0.05) level for the attitude averages. We may conclude that the (M.R.M.A.) changes also the attitudes of students toward mathematics positively in the four factors investigated in the questionnaire. Finally, the researcher hopes to strengthen this study by repeating it on a larger scale, such as studies involving different populations and different concepts in mathematics to determine if the results in this study remain the same. This study recommends also both the teachers of mathematics and the authers of mathematics text books to use the M.R.M.A. in their work.
مدى استيعاب وتطبيق المفاهيم الفيزيائية لدى معلمي العلوم في المرحلة الأساسية
(1995) محمود عبد الجليل إسماعيل رمضان;
This study investigated science teachers' comprehension and application of physics concepts given in the Basic Curriculum (grades 1-9). The effect of certain demographic factors on the achievement test, prepared by the researcher, was also studied. Those variables are .years of experience, qualification, sex, place of institution of qualification, grade level, place of work, and major specialization. The subjects of the study consisted of 92 teachers who are teaching science for the Primary Grades (23% of the target population) .The researcher developed an achievement test .A panel of experts validated the content of the test and approved it for the study .The reliability of the test was 0.87 calculated by Rulon formula . The test was administered in Fall 1994-1995. One way Analysis of Variance was used to test the seven hypotheses at (α = 0.05), followed by Scheffe's post-hoc test. There were significant differences between the mean scores of science teachers who had 13.Sc. and teachers with a community college diploma on the test. Also teachers who were teaching in cities' schools performed better than teachers in village schools . The best performance on the achievement test Was among teachers of physics followed by chemistry .biology ,general science and mathematics respectively. More results showed that teachers who had taught Secondary and Primary grades performed better than those who taught Primary grades only. There were no significant differences related to the rest of the variables in this study such as sex .years or experience ,and the country of graduation . We may conclude from this study that teachers who had graduated from Palestinians institutions had performed like their colleagues frOI11universities abroad. In the light of the above results.this study recommended that the policy makers at the Ministry of Education should make a comprehension review of all academic programs given for those pre-service teachers, in a way that allows more physics courses to be taught. In addition science training workshops and seminars in physics should be given for in-service teachers regularly to improve their teaching. New variables such as number of physics courses taken by the teachers, general knowledge and age should be investigated in future research.
A Proposal Modal Model for Evaluting Kindergarten's in Nablus District
(1995) Afnan Sadeq Mahmoud Anayah; Dr. Mahmoud Kuri
In the light of mounting interest in child education and the role of kindergartens in this education, the need has risen to investigate the evaluation of the growth of kindergarten children . This is in order to create an opportunity for proper education. The purpose of this study was to develop a proposed model for the evaluation of children in Nablus district kindergartens . This model was based on the following criteria :- 1- Extent of physical and physiological development of the child . 2- Extent of mental development of the child . 3- Extent of linguistic development of the child . 4- Extent of psychological development of the child . 5- Extent of social development of the child . 6- Child's state of health . 7- Child's creativity skills . As means of structuring the problem, the researcher sought the answer to the following questions and hypotheses :- 1- What is the required change to be implemented in the present kindergartens' children evaluation process in order to avoid the shortcomings of the present evaluation procedures and to attain the desired aims . 2- What is the extent of the acceptability of the model by the sample of the study in terms of its criteria . Hypothesis: 1- There are no statistically significant differences at the point (α= 0,5 ) level between headmistresses' and supervisors' evaluation, on the one hand, and teachers' evaluation of the evaluations criteria and indicators pointing to them , on the other hand . 2- There are no statistically significant differences at the point (α = 0,5 ) level that can be attributed to academic qualification variable between headmistresses' and supervisors' evaluation, on the one hand, and teachers' evaluation of evaluation criteria and indicators referring to them, on the other hand . 3- There are statistically significant differences at the point (α = 0,5 ) level that can be attributed to years of experience variable showing headmistresses' and supervisors' evaluation, on the one hand, and teachers' evaluation of evaluation criteria and indicators referring to them, on the other hand . Methodology: The researcher has used a questionnaire of seven evaluation criteria that have indicators pointing to them. The questionnaire consisted of 60 items . The questionnaire was distributed among the sample population which totaled 105 subjects. To analyze the data, standard derivation, the means, and repeated measures design have been used . Finding: The results of the study showed the agreement of the sample study on the proposed evaluative model, criteria, and indicators referring to them . The results also showed the following :- 1- There are no statistically significant differences at the point (α = 0,5 ) level between the headmistresses' and supervisors' evaluation, on the one hand, and teachers' evaluation of the proposed evaluation model on the other hand . 2- There are no statistically significant differences at the point (α = 0,5 ) level that can be attributed to academic qualification variable among the subjects of the research concerning the proposed evaluation model 3- There are statistically significant differences at the point (α = 0,5 ) level attributed to years of experience variable among the study sample pertaining to the proposed evaluated model . The Recommendations: In the light of these results, the researcher has the following recommendations :- 1- Applying the proposed evaluation model in kindergarten . 2- Introducing a variety of educational activities in the curricula of kindergarten 's education system . This would increase the efficiency of the evaluation process . 3- Training kindergarten women teachers in a way that enables them to conduct the evaluation process in the right manner . 4- Creating a kind of job satisfaction for the kindergarten women teachers so that they could perform their duty perfectly . 5- Effective cooperation among kindergarten women teachers, headmistresses and supervisors to allow the evaluation process to succeed . 6- Effective participation of parents in the evaluation process of children . This should be in terms of continuing, particularity the teachers of children . 7- Colleges of education in the local universities should introduce a special major in kindergarten education, this contributing to the training of qualified teacher . 8- There is a necessity to build the evaluation process on the children first hand experiences . Therefore, the kindergarten has to design a special form to allow teachers to write down first hand information about the child . The information has to deal with the following aspects :- A. Housing conditions of child . B. Child's normal behavior at home . C. Child's basic development . D. Child's first hand experience .
واقع المشكلات التي تواجه مراكز نشاطات الشباب في مخيمات اللاجئين الفلسطينيين في الضفة الغربية من وجهة نظر الإداريين
(1996) تيسير موسى برهم داود; Dr. Abed Assaf
Starting from the importance of the youth and their roles in the social and economic development, and in the light of the indifference which affects the institutes and centres of the Palestinian youth and their problems in general, and the young section in the Palestinian refugee camps in particular, the need arose for research and study of the problems facing the centres of the youth activities in the refugee camps in the West Bank from the viewpoint of the administrators of these centres . This study aimed at giving answers to the following research questions: 1- What are the problems that face the centres of youth activities in the Palestinian refugee camps in the West Bank from the viewpoint of the administrators ? 2- Are there differences between the perception and evaluation of these problems and the variables of age. educational level . social status place of residence, career . and administrative post?. 3- What are the most important of these problems that hinder the performance of these centres to their roles ?. The hypotheses of the study are the following: 1- No statistically significant mean differences exist at the significance level at ( α=0.05 ) between the responses of the subjects of the sample study regarding the nature of the economic problems ascribed to the variables of (age, educational level, social status, place of residence, career and administrative post). 2- No statistically significant mean differences exist at the significance level at (α =0.05 ) between the responses of the subjects of the sample study regarding the nature of the social problems ascribed to the variables of ( age, educational level, social status, place of residence. career and administrative post). 3- No statistically significant mean differences exist at the significance level at (α =0.05 ) between the responses of the subjects of the sample study regarding the nature of the administrative problems ascribed to the variables of ( age, educational level, social status, place of residence, career and administrative post). 4- No statistically significant mean differences exist at the significance level at (α =0.05 ) between the responses of the subjects of the sample study regarding the nature of the political problems ascribed to the variables of ( age, educational level, social status, place of residence, career and administrative post). 5- No statistically significant mean differences exist at the significance level at ( (α =0.05 ) between the responses of the subjects of the sample study regarding the nature of the educational problems ascribed to the variables of (age, educational level, social status, place of residence, career and administrative post). 6- No statistically significant mean differences exist at the significance level at ( (α =0.05 ) between the responses of the subjects of the sample study regarding the nature of the cultural problems ascribed to the variables of (age, educational level, social status, place of residence, career and administrative post). 7- No statistically significant mean difference exist at the signifance level (α =0.05) between the dimensions of the study as a whole. The study sample consisted of 97 administrators, representing the population of the study at the level of the districts of the West Bank. The researcher used the questionnaire as the mean for collecting the necessary data for requirements of statistical analysis. the validity of the questionnaire was insured depending upon opinions of Arbitrators. and the reliability was proved by applying the questionnaire to a primary sample of administrators from the population of the study outside the study sample itself. The researcher processed the collected data after being classified by means of the computer using the program ( SPSS) where the hypotheses 1,2,3,4,5 and 6 were tested by means of One Way Analysis of Variance Test, and the Scheffe test for testing the differences between the means: while the hypothesis 7 was tested by means of Repeated Measure Design Test and the Scheffe test for binary comparisons. The results of the statistical analysis, found by the researcher are the following : 1- No statistically significant mean differences exist at the significance level (α =0.05) between the responses of the subjects of the sample study regarding the nature of the economic problems ascribed to the variables of(age, educational level, social status, place of residence, career and administrative post). 2- There are statistically significant differences at the significance level (α =0.05) between the responses of the subjects of the sample study regarding the nature of the social problems ascribed to the variable of career, while no statistically significances exist at the significance level. at (α =0.05).between the view point of the subject of the sample study regarding the the nature of social problems ascribed to the variables of (age, educational level, social status, place of residence and administrative post ). 3- No statistically significant mean differences exist at the significance level at (α =0.05) between the responses of the subjects of the sample study regarding the nature of the administrative problems ascribed to the variables of ( age, educational level, social status, place of residence, career, and administrative post). 4- No statistically significant mean differences exist at the significance level at (α =0.05) between the responses of the subjects of the sample study regarding the nature of the political problems ascribed to the variables of ( age, educational level educational status, place of residence, career and administrative post). 5- There are statistically significant mean differences at the significance level at (α =0.05) between the responses of the subjects of the sample study regarding the nature of the educational problems. ascribed to the variable of educational level. while no statistically significances exist at the significance level. at (α =0.05). between the responses of the subjects of the sample study regarding the nature of educational problem, ascribed to the variables (age, social status, place of residence, career and administrative post). 6- No statistically significant mean differences exist at the significance level at (α =0.05) between the responses of the subjects of the sample study regarding the nature of the cultural problems ascribed to the variables of ( age, educational level, social status, place of residence career and administrative post). 7- There are statistically significant mean differences at the significance level at (α =0.05) between the economic dimensions and the other dimentions,while no statistically significant mean differences were founds between the other dimensions. Taking into consideration the results of this study, the researcher gives the following recommendations: 1) Providing the financial and physical support to the centers of the youth activities by UNRWA and the Ministry of youth and Sports, with the aim of realization of economic independence of their centers through the provision of constant income resources to them. 2) Formulating regulation and by laws for the centers of youth activities and other clubs for the youth which are appropriate to the present stage, satisfy the needs of the youth, and make more profound their natural role in social and economic development. 3) Deepening and strengthening of the relationship between the centers of the youth activities and the local community, inside and outside the camps, through a mechanism which informs the local community about the importance of the youth, their role, and the necessity of sharing their problems and concerns, and also realizes, in the same time, the belief the members of the centers in the importance of participating in developing the local community by all the available means. 4) Holding administrative educational training courses for the members of the centers of youth activities and other youth leaders, with the aim of qualifying them to lead and administer there centers in a more effective manner. 5) Abstaining from the politicizing of the youth activities, through the proper political and ideological educating of the members of political frames that depends upon respect and mutual confidence between the different frames. and through formation of a Palestinian youth council with the participation of religious, educational and scientific personalities who are capable of formulation a youth charter which meets the Palestinian national demands, and the national commitment to the Arab Islamic nation. 6) Giving support to the positive aspects in the Palestinian youth character in the Palestinian refugee camps . 4ivirw; the youth the opportunity to participate in national decision taking , and helping them to get rid of negative aspects that may have remained in their minds and give the feelings of inferiority_ marginalization , and neutralization. 7) Carrying similar field works that treat the problems of the youth clubs. centers, and institutes throughout The west Bank and Gaza Strip outside the camps, and also treating other dimensions that may lead to revealing and recognizing the problems of the Palestinian youth in general.
العلاقة بين القدرة المكانية والتحصيل المدرسي في مادة الرياضيات لطلبة الصف السابع الأساسي في مدارس منطقة نابلس
(1996) سائدة جاسر محمود عفونة;
Spatial ability plays a very important role in our daily life .Thus; the aim of this study was to explore the relationship between S.P and achievement in mathematics for a sample of seventh - grade students, who participated in this study. The validity of assessment of mathematics was target consideration of this research .Besides sex differences between high achievers and low achievers in school mathematics noted by their teacher’s scores were studied. The sample of this study consisted of (286) subjects of the 7th grader from the Nablus area in Palestine. Eight classes were participated in this study , 4 male classes and 4 female classes from 8 different schools .The instrument of this study was wheatly scores spatial test . The other instrument used in this study was prepared by the researcher for the interviews, after it was validated by a panel of experts and a test - retest reliability coefficient was computed and found to be 0.78. Four mull hypotheses were tested at level α=0.05 were rejected. The first three hypothesis were dealing with person correlation coefficient and (with r = 0.45) between the averages of student scores in mathematics and their average scores in whitely spatial test. The results show that there was a positive significant correlation between the spatial test and mathematics. Eight students were chosen for further study in this research, after there were a conflict between their scores in school mathematics and their scores in whitely spatial test. After analysis the results of the interviews, those students who had high scores at school just were good in problems related to mathematics school curriculum only. In contrast their performance was very weak on solving problems outside the realms of school mathematics curriculum. But the other group who were rated as low achiever in school mathematics by their teachers scores, perform very good in the interviews at those problems outside school mathematics curriculum and they perform weakly at those Problems related to mathematics school curriculum. Finally this study recommends firstly visual ability must be considered in teaching mathematics, especially by using instructional aides, pictures and figures. Secondly Teachers should be trained about the important of a variety of modem methods of teaching and evaluating mathematics. Finally visual ability must play a major role in writing mathematics school curriculum.
الصعوبات التي تواجه مديري المدارس الأساسية الحكومية في محافظة الخليل
(1996) كمال خليل يونس محمود;
The study investigated the problems facing schools principals in Governmental Basic Schools i. Hebron District from their perspective. The study answered two questions: The first is about the type of problems in general and the second is about problems they are facing according to their sex, academic qualifications, their years of experience at school administration and the school location variables. Analytical descriptive approach was utilized in the study and it includes all population subjects (173 school principals). Questionnaire was used to collect the data, after its validity was tested (referral validity) and also its reliability was calculated (test - retest) using Pearson Formula. The reliability is, 72 Means and percentage were used to analyze the data. The study results. show that basic schools principals in governmental schools in Hebron District face many problems and they were rank ordered according to their prevalence from the most to the least as follows: problems related to education authority, schools' revealed significant differences, in the level of these problems according to schools principals sex, academic qualifications, year of experience at school administration and according to schools location. Based on the study findings the following recommendations were suggested: to make guidance services available in schools by appointing social guidance in each school, to qualify teachers in sports and arts activities, to reduce teacher's load, to avoid forcing teacher to teach subjects not related to their fields, to upgrade teacher's incentives both through in-service training programs, to increase teacher incentives both monetary and promotion, to allocate more funds to schools building and facilities, to improve cooperation between parents and schools administration and finally to distribute text books and teachers guide in the beginning of the school year.
اتجاهات المدراء والمعلمين نحو تأنيث الهيئة التدريسية الجزئي وعلاقة ذلك بالتطوير المهني لديهم في المدارس الحكومية للمرحلة الأساسية الدنيا
(جامعة النجاح الوطنية, 2018-08-09) المنيِّر, منال "محمد غسان" صبحي; علي حبايب, سائدة عفونة
هدفت هذه الدراسة إلى معرفة اتجاهات المدراء والمعلمين نحو تأنيث الهيئة التدريسية الجزئي وعلاقة ذلك بالتطوير المهني لديهم في المدارس الحكومية للمرحلة الأساسية الدنيا في محافظات شمال الضفة الغربية، اتبعت الدراسة المنهج الوصفيّ التحليلي لمناسبته لطبيعة هذه الدراسة، من خلال أدوات نوعية وكمية وهي الاستبانة والمقابلة. تكون مجتمع الدراسة من معلمي ومديري المدارس الأساسية الدنيا الحكومية في محافظات شمال الضفة الغربية عددهم (941) موزعين على مديريات التربية والتعليم في شمال الضفة الغربية. بلغت عينة الدراسة (319) معلماً ومديراً بنسبة (33.9%) من مجتمع الدراسة, وتم اختيارهم بطريقة عشوائية طبقية بحيث شملت طبقتي جنس المعلم والمديرية، ولأداة المقابلة تم مقابلة (4) مدراء مدارس حكومية ذات هيئة تدريسية مؤنثة جزئيا في شمال الضفة الغربية, و(16) معلما. أظهرت نتائج الدراسة أن اتجاهات المدراء والمعلمين نحو تأنيث الهيئة التدريسية الجزئي في المدارس الحكومية الأساسية الدنيا كانت كبيرة أي إيجابية، وأن سياسة تأنيث التعليم الجزئي سياسة فعالة وناجحة، ويعد خطوة بناءة في سبيل تطوير التعليم. كما دلت النتائج على درجة مرتفعة للاتجاهات في جميع المجالات ( العلاقات الاجتماعية, والأنشطة والأساليب التعليمية, والمناخ التعليمي كأحد دعائم تأنيث الهيئة التدريسية, مستوى الأداء وتحقيق الأهداف التعليمية), ووجود فروق ذات دلالة إحصائية بين متوسطات استجابات المعلمين والمدراء على أداة الدراسة في اتجاهاتهم نحو تأنيث الهيئة التدريسية الجزئي، تعزى لمتغير الجنس, ولصالح الإناث, كما يوجد فروق دالة احصائيا في المجالات جميعها, وفي الدرجة الكلية للاتجاهات بين مدير ومعلم, ولصالح مدير, وبين معلم ومعلمة , ولصالح معلمة, و عدم وجود فروق ذات دلالة إحصائية بين متوسطات استجابات المعلمين والمدراء على أداة الدراسة في اتجاهاتهم نحو تأنيث الهيئة التدريسية الجزئي، تعزى لمتغير سنوات الخبرة، في مجال العلاقات الاجتماعية كأحد دعائم تأنيث الهيئة التدريسية، بينما توجد فروق ذات دلالة إحصائية بين متوسطات استجاباتهم على أداة الدراسة في مستوى الأداء وتحقيق الأهداف التعليمية، والأنشطة والأساليب التعليمية، والمناخ التعليمي كأحد دعائم تأنيث الهيئة التدريسية، والدرجة الكلية للاتجاهات بين أقل من 5 سنوات و5-10 سنوات، ولصالح (أقل من 5 سنوات), كما أظهرت النتائج عدم وجود فروق ذات دلالة إحصائية بين متوسطات استجابات المعلمين والمدراء على أداة الدراسة في اتجاهاتهم نحو تأنيث الهيئة التدريسية الجزئي, تعزى لكل من متغير المؤهل العلمي, ومتغير المديرية. وإلى وجود علاقة ايجابية ذات دلالة احصائية بين اتجاهات المدراء والمعلمين في المدارس التي يوجد بها تأنيث الهيئة التدريسية الجزئي والتطوير المهني لديهم. أما بالنسبة للمقابلات مع مدراء ومعلمي المدارس التي بها هيئة تدريسية مؤنثة جزئيا فقد أظهرت نتائج المقابلات إلى ارتفاع ملحوظ بالتطوير المهني للمدراء والمعلمين في المدارس التي يوجد بها تأنيث هيئة تدريسية جزئي. و أن وجود المعلمة في المدرسة التي بها الصفوف من (1-4) تضفي أثراً ايجابياً واضحاً على تطوير البيئة المدرسية، وأساليب التدريس المنوعه التي توافق احتياجات الطلبة, كما أن التطور المهني للمعلمين ينبع من تكامل الدور بين الرجل والمرأة في التعامل مع الطلبة وضبطهم وتقييم أدائهم وارشادهم ويساعد على التطوير الذاتي نتيجة تبادل الخبرات بين المعلمين والمعلمات حول مهارات التدريس وكل ما يتعلق بالبيئة المدرسية. وبناءً على نتائج الدراسة أوصت الباحثة بعدد من التوصيات أهمها ضرورة الاهتمام بزيادة النمو المهني للمعلمين في ضوء تطبيق سياسة التأنيث الجزئي في المدارس الحكومية في فلسطين لإسناد العملية التربوية.
أثر استراتيجية مونرو وسلاتر في التفكير الناقد والتحصيل في مادة الدراسات الاجتماعية لدى طلبة الصف السابع الأساسي في محافظة نابلس
(ِAn-Najah National University, 2019-01-10)
هدفت الدراسة إلى معرفة أثر استخدام استراتيجية مونرو وسلاتر في التفكير الناقد والتحصيل في مادة الدراسات الاجتماعية لدى طالبات الصف السابع الأساسي في محافظة نابلس، وقد حاولت الدراسة الإجابة عن السؤال الآتي: ما أثر استخدام استراتيجية مونرو وسلاتر في التفكير الناقد والتحصيل في مادة الدراسات الاجتماعية لدى طالبات الصف السابع الأساسي في محافظة نابلس؟ وللإجابة عن سؤال الدراسة واختبار فرضياتها، تم استخدام المنهج التجريبي بتصميم شبه تجريبي، وطُبّقت الدراسة على عينة قصدية مكونة من (68) طالبة من طالبات الصف السابع الأساسي، وتم تقسيم العينة إلى مجموعتين، إحداهما تجريبية مكونة من (34) طالبة تم تدريسهم وحدة الدولة الإسلامية عابرة للقارات وفق استراتيجية مونرو وسلاتر، ومجموعة ضابطة مكونة من (34) طالبة تم تدريسهم الوحدة نفسها بالطريقة الاعتيادية، وذلك خلال الفصل الدراسي الأول من العام (2018-2019). وقد قامت الباحثة بإعداد دليل التدريس لوحدة الدولة الإسلامية عابرة للقارات وفق استراتيجية مونرو وسلاتر، واستعانت به الباحثة في تدريس طالبات المجموعة التجريبية من الصف السابع الأساسي. وقد تم استخدام اختبار تحصيلي بعدي، لقياس تحصيل الطالبات بالوحدة المدروسة، بالإضافة لاختبار مهارات التفكير الناقد وفق الاستراتيجية بعد التأكد من صدق الاختبارين من قبل محكمين، وحساب معامل الثبات للاختبارين من خلال معادلة كرونباخ ألفا، حيث بلغ معامل ثبات الاختبار التحصيلي (0.809)، ومعامل ثبات اختبار مهارات التفكير الناقد (0.714). وقد عولجت البيانات إحصائيا باستخدام تحليل التباين الأحادي المصاحب (One-Way-Ancova)، لفحص دلالة الفرق بين متوسطي تحصيل المجموعتين الضابطة والتجريبية، وكذلك الأمر بالنسبة لاختبار مهارات التفكير الناقد، وقد توصلت الدراسة إلى وجود أثر لاستخدام استراتيجية مونرو وسلاتر على تحصيل طالبات الصف السابع الأساسي، وعلى مهارات التفكير الناقد لصالح المجموعة التجريبية التي تم تدريسها وفق استراتيجية مونرو وسلاتر. وفي ضوء هذه النتائج، أوصت الباحثة بمجموعة من التوصيات كان من أهمها إمكانية استخدام استراتيجية مونرو وسلاتر في مواد دراسية غير مادة الدراسات الاجتماعية والتاريخ، مثل مادة التربية الإسلامية واللغة العربية، وعقد دورات تدريبية مكثفة للمعلمين، حول كيفية استخدام استراتيجية مونرو وسلاتر، لتؤدي إلى أفضل النتائج.
أثر استخدام تدريب البليومتري على مستوى أداء الضربة الساحقة لدى منتخب لاعبات الكرة الطائرة في جامعة النجاح الوطنية
(An-Najah National University, 2019-11-26) فقهاء, بتول محمد
هدفت الدراسة الحالية التعرف إلى أثر استخدام تدريب البليومترك على مستوى أداء الضربة الساحقة لدى منتخب لاعبات الكرة الطائرة في جامعة النجاح الوطنية، ولتحقيق ذلك اجريت الدراسة على عينة قصدية قوامها (20) لاعبة من لاعبات منتخب الكرة الطائرة، تم تقسيمهن إلى مجموعتين متكافئتين، (10) لاعبات كمجموعة ضابطة، و(10) لاعبات كمجموعة تجريبية، خضعت المجموعة التجريبية إلى برنامج تدريبي بلايومتري خاص بتحسن أداء الضربة الساحقة لدى لاعبات الكرة الطائرة في جامعة النجاح الوطنية، بينما خضعت المجموعة الضابطة إلى البرنامج الاعتيادي الذي اعتمد على تدريبات مختلفة، تم إجراء اختبارات قبلية وبعدية لكلا المجموعتين، حيث تم اجراء اختبارات مهارية في الضرب الساحق من عدة مراكز من ملعب كرة الطائرة، وبعد جمع النتائج تم استخدام برنامج الرزم الإحصائية(SPSS) لتحليل النتائج. و أظهرت نتائج الدراسة أنه توجد فروق ذات دلالة إحصائية بين متوسط القياسين القبلي والبعدي في أداء الضربة الساحقة من المراكز المختلفة قيد الدراسة ولصالح القياس البعدي لدى أفراد المجموعة التجريبية، ووجود فروق ذات دلالة إحصائية بين متوسط القياسين القبلي والبعدي في أداء الضربة الساحقة في جميع المراكز المختلفة قيد الدراسة ولصالح القياس البعدي لدى أفراد المجموعة الضابطة. كما اظهرت الدراسة وجودد فروق ذات دلالة إحصائية في القياس البعدي في مستوى أداء الضربة الساحقة في جميع المراكز المختلفة قيد الدراسة بين أفراد المجموعتين التجريبية والضابطة ولصالح المجموعة التجريبية. أوصت الباحثة بعدة توصيات من أهمها: التأكيد على استخدام تدريبات البلايومترية العامة منها والخاصة في العملية التدريبية من قبل المدربين في لعبة كرة الطائرة، خاصة في مرحلة تدريب اللاعبين لما له دور مهم وايجابي في تطوير المهارات الأساسية في لعبة كرة الطائرة.
العلاقة بين التشبيك المؤسسي (الشراكة المجتمعية) وإصلاح التعليم في المدارس الحكومية الأساسية في محافظات شمال الضفة الغربية من وجهة نظر المديرين والمديرات فيها
(An-Najah National University, 2020-03-01) سروجي, وعد هائل
هدفت هذه الدراسة التعرف إلى العلاقة بين التشبيك المؤسسي (الشراكة المجتمعية) وإصلاح التعليم في المدارس الحكومية الأساسية في محافظات شمال الضفة الغربية من وجهة نظر المديرين فيها، في ظل ارتباطها بالتطورات المعاصرة وتحديات العصر الحالي. كما تعمل الدراسة على القاء الضوء على المعوقات الفعلية والمتوقعة التي يمكن أن تعيق القائمين بالتشبيك بين المؤسسات والمدارس لتحسين جودة الخدمة المقدمة. استخدمت الدراسة المنهج الوصفي المسحي بأحد صوره التحليلية نظراً لملائمته لأغراض الدراسة، وقد اختارت الباحثة عينة عشوائية مكونة من 278 من مدراء المدارس الأساسية في محافظات (جنين، طوباس، طولكرم، قلقيلية، سلفيت، نابلس). حيث تم توزيع أداة الدراسة عليهم وهي الاستبانة، وقد تم تعبئة 190 استبانة واستبعاد 24 منها لعدم مناسبتها وأغراض الدراسة، لذلك فقد بلغت عينة الدراسة بصورتها النهائية من 166 استبانة. وقد قامت بإعدادها معتمدةً على الأدب النظري والدراسات ذات الصلة المكونة من 58 فقرة موزعة على 7 مجالات، وهي: الشراكة في الرؤية والأهداف، والتشبيك الاجتماعي، والتشبيك الصحي، والتشبيك الاقتصادي، والتشبيك التعليمي، التطور التكنولوجي، معوقات التشبيك والشراكة المجتمعية. وقد تم التأكد من صدق الاستبانة من خلال عرضها على مجوعة من المحكمين، إذ تم استخراج معامل الثبات بواسطة معادلة ألفا كرونباخ وقد جاء بدرجة (0.922)، وقد تم تحليل استجابات المبحوثين بعد ترميزها وإدخالها إلى الحاسوب من خلال استخدام برنامج الحزم الإحصائية SPSS من خلال اختبار(ت) وتحليل التباين الأحادي. توصلت الدراسة إلى عدة نتائج منها، لا توجد فروق دالة احصائياً بين التشبيك المؤسسي والإصلاح المدرسي تعزى لمتغير الجنس، الخبرة الإدارية، المؤهل العلمي، المحافظة، ونوع المدرسة. وأن أعلى نسبة استجابة كانت لصالح مجال التطور التكنولوجي (81%) ومجال الشراكة في الرؤية والأهداف (80%). أوصت الدراسة بزيادة اهتمام مديري المدارس في تطبيق دورهم ضمن المجالات المختلفة للأنشطة المدرسية واستخدام التكنولوجيا والتشبيك المؤسسي لإصلاح التعليم، وأن على وزارة التربية والتعليم أن تقوم بنشر الوعي لفكرة التشبيك المؤسسي لإصلاح التعليم للنهوض بالفكرة والوصول للاستفادة، وأن على المجتمع المحلي التعاون والتنسيق مع مديري المدارس لإصلاح التعليم لجني ثمار التشبيك المؤسسي المتمثلة بالطالب.
مستوى استخدام التعلم النقال في المدارس الصناعية الثانوية في فلسطين من وجهة نظر المعلمين واتجاهاتهم نحوه
(An Najah National University, 2021-10-05) غازي حافظ أحمد, روزان
هدفت الدراسة التعرف على تقصي مستوى التعلم النقال في المدارس الصناعية الثانوية في فلسطين من وجهة نظر المعلمين واتجاهاتهم نحوه، وأثر ذلك ببعض المتغيرات الديمغرافية كالجنس والتخصص والمؤهل العلمي وسنوات الخبرة. وقد تم استخدام المنهج الوصفي لملائمته لطبيعة الدراسة، وتمثلت عينة الدراسة (243) معلم ومعلماً في المدارس الصناعية الثانوية في فلسطين، ولغاية جمع البيانات استخدمت الباحثة الاستبانة كأداة للقياس،وقد تم التحقق من صدقها بعرضها على مجموعة من المحكمين من ذوي الخبرة والاختصاص، كما تم التأكد من ثباتها من خلال استخدام معادلة كرونباخ ألفا وكانت الدرجة الكلية (0.96)، وتوصلت الدراسة إلى مجموعة من النتائج كان أهمها أن مستوى استخدام التعلم النقال في المدارس الصناعية الثانوية كان مرتفعاً، كما بينت أنه لا توجد فروق ذات دلالة إحصائية في مستوى استخدام التعلم النقال في المدارس الصناعية الثانوية تعزى لمتغيرات (التخصص، المؤهل العلمي)، بينما يوجد فروق ذات دلالة إحصائية تعزى لمتغير الجنس لصالح الإناث، ومتغير الخبرة لصالح ذوي الخبرة أقل من 5 سنوات، كما أشارت النتائج أن مستوى اتجاهات معلمي المدارس الصناعية الثانوية نحو التعلم النقال كان مرتفعاً، وأنه لا يوجد فروق ذات دلالة إحصائية في مستوى اتجاهات معلمي المدارس الصناعية الثانوية نحو التعلم النقال تعزى للمتغيرات (الجنس، التخصص، المؤهل العلمي)، بينما يوجد فرق ذات دلالة إحصائية تعزى لمتغير الخبرة لصالح ذوي الخبرة أقل من 5 سنوات. وأوصت الباحثة بعقد دورات تدريبية للمعلمين حتى يتمكن المعلم من الاستفادة من كل ما يمكن أن يوفره الهاتف النقال بما يفيده في العملية التعليمية.
الكفاءة الذاتية وعلاقتها بالمرونة النفسية والمسؤولية الاجتماعية لدى معلمي ومعلمات الاحتياجات التربوية الخاصة في مدرسة الأمل للتربية الخاصة في محافظة القدس
(جامعة النجاح الوطنية, 2021-10-07) الرشق, أشرف
هدفت الدراسة للتعرف إلى العلاقة بين الكفاءة الذاتية والمرونة النفسية والمسؤولية الاجتماعية لدى معلمي ومعلمات ذوي الاحتياجات التربوية الخاصة، والتعرف إلى مستوى الكفاءة الذاتية ومستوى المرونة النفسية ومستوى المسؤولية الاجتماعية، وهل توجد فروق ذات دلالة إحصائية في الكفاءة الذاتية والمرونة النفسية والمسؤولية الاجتماعية، والتي تعزى إلى المتغيرات التالية (النوع الاجتماعي، سنوات الخبرة في التدريس، الحالة الاجتماعية، المسمى الوظيفي)، وتكونت عينة الدراسة: (100) من معلمي ومعلمات ذوي الاحتياجات الخاصة في مدرسة الأمل، واتبع الباحث المنهج الوصفي بالأسلوب المسحي وبإحدى صوره الارتباطين، وأشارت نتائج الدراسة إلى أن المستوى الكلي للكفاءة الذاتية كان مرتفعا جدا، المستوى الكلي للمرونة النفسية كان مرتفعا، المستوى الكلي للمسؤولية الاجتماعية كان مرتفعا، وأشارت النتائج الى جود علاقة إيجابية دالة إحصائيا بين الكفاءة الذاتية والمرونة النفسية والمسؤولية الاجتماعية، وأشارت أيضا الى وجود علاقة ايجابية دالة إحصائيا بين المرونة النفسية والمسؤولية الاجتماعية، كما وأشارت الى عدم وجود فروق ذات دلالة إحصائية في المستوى الكلي للكفاءة الذاتية ومجالاتها تعزى إلى متغير النوع الاجتماعي، ومتغير الخبرة في العمل، وعدم وجود فروق ذات دلالة إحصائية عند مستوى في المستوى الكلي للمرونة النفسية تعزى إلى متغير النوع الاجتماعي، متغير الخبرة في العمل. وعدم وجود فروق ذات دلالة إحصائية في المستوى الكلي للمسؤولية الاجتماعية ومجالاتها تعزى إلى متغير النوع الاجتماعي، ومتغير الخبرة في العمل. أهم توصيات الدراسة: إجراء دراسات مشابهة على معلمين في مدارس أخرى للتعرف على مستوى الكفاءة الذاتية وعلاقتها بالمرونة النفسية والمسؤولية الاجتماعية. وتبصير المعلمين بالمزيد من المعلومات لتعزيز قدراتهم على مواجهة الضغوط النفسية. وزيادة الاهتمام بالبرامج الإرشادية والتوجيهية المتخصصة (الكفاءة الذاتية - المرونة النفسية - المسؤولية الاجتماعية) في مؤسسات التربية الخاصة.
The Effectiveness of Digital Storytelling as one of Public Relations Tools in Palestinian Non-profit Organizations: A Pilot Study on the Palestinian Organization "Taghyeer"
(An-Najah National University, 2021-12-31) Mabrouk, Anwar
This study aims to identify the effectiveness of the digital storytelling tool as one of the Contemporary Public Relations tools in Non-Profit Palestinian organizations. It also aims to figure out the usage of this tool in Taghyeer and Palestinian organization. For achieving the goals of the study, the researcher used the Descriptive Qualitative Approach. She used the focus groups and In-depth interviews tools. The focus groups included both control group and experimental groups to figure out the effectiveness of the digital storytelling tool as one of the Contemporary Public Relations tools. The study was also based on the theory of uses and gratifications and two way communication model to answer the questions of the study and reach the results to answer the main research question. The study concluded that the Palestinian non-profit organization, Taghyeer, adopts a clear approach in using the digital storytelling tool, as it studies the needs of the audience and uses the appropriate tool, in addition to carrying out the evaluation process.. It was also found that the employees in Tagyeer have a good knowledge about the use of digital storytelling tool. The study also found that there are some challenges facing the organization. One of the challenges is finding skillful employees who have knowledge in the digital storytelling tool as it is a new tool, in addition to the community's lack of acceptance for some stories that are published or not accepting their stories to be shared and, the high costs of using this tool is considered as a challenge. Regarding the audience and the effectiveness of the digital storytelling tool during the study, it was found that the digital storytelling tool contributed in convincing the audience in the organization’s work, and it formed a clear and positive image about the organization in the respondents’ minds, in addition to the respondents’ interaction with the videos of the stories and sharing them. Depending on the theory used in the study, which is the theory of uses and gratifications, which is based on the fact that the audience is an active recipient and s/he is the one who controls the media content, institutions should pay attention to what satisfies the needs of the audience and fulfills their desires. Hence, it was shown that the digital storytelling tool achieves the desires and satisfies the cognitive and social needs of the audience in a funny and entertaining way and that affects their minds and behaviors towards the institution. The study comes out to some recommendations, the most important are: • To work on training a larger number of employees on the skill of using the digital storytelling tool according to systematic plans • To diversify the persuasion techniques used by the institutions. • To transform the skill of using the digital storytelling tool in other institutions due to its importance and necessity. • To pay attention to the quality and duration of videos. • To conduct specialized research and studies on the digital storytelling tool and its role in the institutions.
TRANSITIONAL JUSTICE AND ITS IMPACT ON THE DRAFTING OF THE INTERIM CONSTITUTION IN PALESTINE
(An-Najah National University, 2022-01-18) Abu Shams, Sameer
Palestinian division and the resulting deadly rivalry between factions led to the loss of many lives, undermined the Palestinian cause both nationally and internationally, and set the scene to further deterioration in the Palestinian circumstances. The current status quo dictates an end to the political rivalry between the factions in order to overcome the crisis afflicting Palestinian society, which, in turn, necessitates transitional justice to guide the way out of deterioration into such a state of affairs where it is possible to achieve progress and development, and to reinstate the status of the Palestinian cause, all while restoring democracy and tolerance between different factions of the Palestinian people. In order to rewrite the constitution in a way that prevents misinterpretation and underdetermination; It is necessary for all Palestinians to unite and end the internal division that swept the Palestinian political scene. This can be achieved by bringing ‘justice to’ all victims of internal division, and also bringing ‘to justice’ all the violators of human rights. In line with the former, a national dialogue needs to be initiated between all the components of the Palestinian society including but not limited to organizations, political parties, and civil society entities, in which, the mechanisms of transitional justice can be applied. Transitional justice is deployed as a potential tool to help overcome the hurdles on the path of unity and national reconciliation on the one hand, and to gain common grounds to formulate a constitution and basic laws that secure unanimity. The researcher looks to achieve this by reviewing different case studies of applying transitional justice, its development, different styles of constitutions, and the development stages of the constitution in any given state. The researcher concludes by proposing a mechanism for implementing transitional justice that befits the Palestinian people and their crisis, and reach an accord that results in a constitution suitable for the Palestinian case. The dissertation reviews international cases of transitional justice and holds comparisons between different cases and their applications according to the differing circumstances. The dissertation also addresses the processes implemented in proposing and developing laws and legislations to maintain public order and to pre-emptively eliminate the seeds of future conflict. One of the areas addressed in the dissertation is the behavioral conduct of the Palestinian legislator and whether and how such behavior could impact on the level of impartiality, all while considering external factors as well as internal conflicts. Several laws are analyzed to account for their context, content, and the objective to be achieved by implementing them while highlighting the potential ulterior motives. The dissertation also uncovers the long-lasting ramifications of so many laws that impacted on the political and legal landscape; such laws especially the irreversible ones, since reversing the law will cost more than addressing their ramifications. The researcher formulates a proposition that the population affected by the impartial laws and legal underdetermination, will champion transitional justice as a means of addressing the negative status quo. The dissertation makes recommendations to lead the way out of the legal limbo and into a temporary constitution that is precise, concise and capable of addressing all points of conflict and proposing solutions. Hence, the researcher’s assertion that the legal and legislative underdetermination negatively impacted on the outcome of different factions’ disparate interpretation of named laws and as a result were used to justify mutual hostilities.

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