Educational Administrators' Attitudes Toward Administrative Development in the Palestinian Ministry of Education

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Date
1999
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Eyad "Mohammed Tayseer" Ahmed Abu Hantash
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The purpose of this study was to investigate the state of administrative development in the Palestinian Ministry of Education as perceived by the educational administrators. The research administrative development domains: 1. Goals, policies and strategies. 2. Classification and job description. 3. Organizational hierarchy. 4. Organizational environment. 5. Leadership skills. 6. Individual administration (Personal Management). 7. Control, follow-up and evaluation. Furthermore, the study tried to investigate whether the educational administrators' attitudes differed according to the following variables: A. Academic qualification. B. Administrative experience. C. Teaching experience. Methodology: The population of the study consisted of all educational administrators in the ministry's offices it included 92 administrators. However, 88 respondents returned the questionnaire. The tool of the study was a questionnaire made up of 55 items constricted and distributed over 7 main domains. Reliability and validity measures were taken to ascertain its appropriateness for the use in the study, Cronbach-Alfa, the lower bound of reliability coefficient is 0.96, which implies that the reliability coefficient is greater or equal to 0.96. Validity was checked by having a group of experts review the instrument for content (face) value. The computer analyzed the collected data and the following statistical methods were used in testing the questions of the study: - Percentages. - Means. - Standard deviation. Findings The study has arrived at the following results: 1. The educational administrators' attitudes. Towards administrative development, was positive on all domains. Percentage of positive response was more than 60%. The percentages of all domains, in an ascending order, were as follows: The lowest percentage was in the domain of classification and job description (74.8%); organizational environment (75%); leadership skills (77.6%); individual administration (78%); control, follow up and evaluation (79.2%); organizational hierarchy (79.8%); goals, policies and strategies got the highest percentage (81.4%). 2. The classification and job description domain was not largely applied. There was no interest or concern to high degree. This might be attributed to the short history of the ministry and recent work in it. 3. There was no focus of interest by educational administrators on the subject of organizational environment. 4. There was no adequate interest in the leadership skills. There was a lot of focus on the centralization system in the decision-making process. 5. There was an average interest by the ministry in the field of individual administration. 6. The ministry places a lot of importance on control follow up and evaluation. It has set up and applied objective criteria and sound bases. measures were taken to ascertain its appropriateness for the use in the study, Cronbach-Alfa, the lower bound of reliability coefficient is 0.96, which implies that the reliability coefficient is greater or equal to 0.96. Validity was checked by having a group of experts review the instrument for content (face) value. The computer analyzed the collected data and the following statistical methods were used in testing the questions of the study: - Percentages. - Means. - Standard deviation. Findings The study has arrived at the following results: 1. The educational administrators' attitudes. Towards administrative development, was positive on all domains. Percentage of positive response was more than 60%. The percentages of all domains, in an ascending order, were as follows: The lowest percentage was in the domain of classification and job description (74.8%); organizational environment (75%); leadership skills (77.6%); individual administration (78%); control, follow up and evaluation (79.2%); organizational hierarchy (79.8%); goals, policies and strategies got the highest percentage (81.4%). 2. The classification and job description domain was not largely applied. There was no interest or concern to high degree. This might be attributed to the short history of the ministry and recent work in it. 3. There was no focus of interest by educational administrators on the subject of organizational environment. 4. There was no adequate interest in the leadership skills. There was a lot of focus on the centralization system in the decision-making process. 5. There was an average interest by the ministry in the field of individual administration. 6. The ministry places a lot of importance on control follow up and evaluation. It has set up and applied objective criteria and sound bases. 7. The ministry has an organizational hierarchy. This hierarchy is working and it divides work according to specialization, needs. The hierarchy is also flexible. 8. The ministry sets up goals, draws policies and determines and specifies appropriates strategies convenient for the ministry. The ministry staff does these things continuously and pays a high degree to them. 9. Educational administrators' attitudes, toward, development, differed according to the following variables: A. Academic qualification: The general attitudes towards administrative development were found to be higher among two-year diploma holders as opposed to B. A. and M. A. holders. B. Administrative experience: The general or total attitudes towards administrative development were better among those having average administrative experience compared with those having short or long experience. C. Teaching experience: The general or total attitude towards administrative development was better among those having teaching experience. Recommendations: Based upon the findings of the study, the researcher recommends the following: 1. There is a necessity to give a special importance to classification and job description. 2. There is a need to give organizational environment the interest it deserved. 3. There has to be a concentration on individual administration as well as an interest in using the accurate scientific empirical methods. 4. The ministry should employ the leadership skills more effectively and appropriately especially when it comes to both decision making and taking process. 5. The ministry should create a database and an information center so that educational administrators can depend on and resort to in the administrative decision making process. 6. There is a need for the ministry to establish a specialized administration or an administrative development center. 7. The ministry has to develop its controlling, follow up and evaluation system. 8. The ministry needs to work continuously in order to develop and modernize its organizational hierarchy by using technological data property in a way that suits the ministry's state of affairs. 9. The ministry should develop an administrative mechanism, which provides the educational administrators, in various centers, with an opportunity to participate or get involved in goal planning drawing policies and setting up sound strategies.
هدفت هذه الدراسة إلى معرفة واقع التطوير الاداري في وزارة التربية والتعليم في السلطة الوطنية الفلسطينية، وذلك لإعطاء المعنيين في تطوير الوزارة إدارياً صورة عن الواقع الحالي، بما يتلاءم مع الادارة الحديثة، مع مراعاة البيئة الفلسطينية. تهدف بالأخص إلى بيان اتجاهات الاداريين التربويين في وزارة التربية والتعليم نحو التطوير الاداري في المجالات التالية: الأهداف والسياسات والاستراتيجيات، التصنيف والتوصيف الوظيفي، الهيكل التنظيمي، البيئة التنظيمية، المهارات القيادية، إدارة الأفراد، الرقابة والمتابعة والتقييم. وتهدف أيضاً إلى بيان اذا ما كانت اتجاهات الاداريين التربويين تختلف تبعا للمتغيرات التالية: المؤهل العلمي، الخبرة الادارية، الخبرة التدريسية. وقد تكونت عينة الدراسة من جميع الاداريين التربويين في ديوان الوزارة كما حددتهم الدراسة، وعددهم (92)، أي جميع أفراد مجتمع الدراسة، حيث كان عدد الذين استجابوا (88)، وبالتالي اعتبروا هم مجتمع الدراسة وعينتها. واستخدم الباحث استبانة قام بإعدادها وبنائها معتمدا على الأدبيات في الادارة التربوية، والدراسات السابقة، وتأكد من صدقها بعرضها على لجنة محكمين، ومن ثباتها باستخدام معادلة كرونباخ ألفا للاتساق الداخلي وكان معامل الثبات الكلي (0.96)، وتتضمن الاستبانة (55) فقرة على مجالات الدراسة السابقة. وقد كانت أهم النتائج التي توصلت اليها الدراسة ما يلي: - أن اتجاهات الإداريين التربويين نحو التطوير الإداري كانت ايجابية على جميع المجالات، حيث كانت النسبة المئوية للاستجابة عليها أكثر من (60%) ، وكانت النسبة المئوية للمجالات جميعها مرتبة تنازليا كما يلي: - مجال الأهداف والسياسات والاستراتيجيات على أعلى نسبة مئوية مقدارها (81.4%)، يليها مجال الهيكل التنظيمي (79.8)، يليها مجال الرقابة والمتابعة والتقييم(79.2%)، فمجال إدارة الأفراد (78%)، يليها مجال المهارات القيادية (77.6%)، يليها مجال البيئة التنظيمية (75%)، وأخيرا حصل مجال التصنيف والتوصيف الوظيفي (74%)، وهي أقل نسبة. - تختلف اتجاهات الاداريين التربويين نحو التطوير تبعا للمتغيرات التالية: 1- المؤهل العلمي: الاتجاهات العامة نحو التطوير الاداري كانت أكبر عند حملة مؤهل الدبلوم مقارنة بحملة مؤهل البكالوريوس وحملة مؤهل الدراسات العليا. 2- الخبرة الإدارية: الاتجاهات العامة أو الكلية نحو التطوير الاداري كانت أفضل عند أصحاب الخبرة الإدارية المتوسطة من أصحاب الخبرة القصيرة والخبرة الطويلة. 3- الخبرة التدريسية: الاتجاهات العامة أو الكلية نحو التطوير الاداري كانت افضل عند اصحاب الخبرة التدريسية عنها ممن لا يمتلكون. وبناء على ما توصلت اليه الدراسة من نتائج أوصى الباحث بعدة توصيات من أهمها: 1- ضرورة إعطاء مجال التصنيف والتوصيف الوظيفي اهمية خاصة. 2- إيلاء موضوع البيئة التنظيمية الاهتمام الذي تستحقه. 3- التركيز على مجال إدارة الأفراد والاهتمام باستخدام الاساليب التنبؤية العلمية الدقيقة في هذا المجال. 4- العمل على توظيف مجال المهارات القيادية بالشكل الملائم وخاصة في عملية صياغة واتخاذ القرارات.
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