مدى استعداد المدارس الثانوية وقيادتها في المملکة العربية السعودية للتحول نحو القيادة التحويلية: دراسة ميدانية من وجهة نظر المعلمين Saudi Arabian Secondary School Leaders and Subordinates’ Preparedness for Change into Transformational Leadership: an exploratory study of the teachers’ perceptions

الجهني, ياسين سليم

doi:10.21608/jsrep.2019.70198

مدى استعداد المدارس الثانوية وقيادتها في المملکة العربية السعودية للتحول نحو القيادة التحويلية: دراسة ميدانية من وجهة نظر المعلمين Saudi Arabian Secondary School Leaders and Subordinates’ Preparedness for Change into Transformational Leadership: an exploratory study of the teachers’ perceptions

نوع المستند : بحوث فی مجال الإدارة التعلیمیة والتخطیط التربوی والدراسات المقارنة

المؤلف

ياسين سليم الجهني

قسم الإدارة التربوية، کلية التربية، جامعة طيبة، المدينة المنورة، المملکة العربية السعودية.

10.21608/jsrep.2019.70198

المستخلص

تهدف هذه الدراسه الى الکشف عن جاهزية المدارس الثانوية السعودية للانتقال الى اسلوب القيادة التحويلية للمدارس. لتحقيق هذا الهدف قامت الدراسة باستطلاع افکار وآراء المدرسين عن مدى ما يتمتع به ويمتلکه مدراء المدارس من مواصفات القيادة التحويلية.کما تهتم الدراسة بالکشف عن العلاقة بين الحاجة للتغيير في المدارس و مدى تقبل القائمين على المدارس لهذا التغيير. وأخيرا تقوم الدراسة بتقييم تأثير بعض المتغيرات الشخصية (السن، المؤهل العلمي، سنوات الخبرة، المنصب الذي يشغله)على آراء المرؤوسين في مدراء مدارسهم حول ما يتصفون به من مواصفات القيادة التحويلية. ولجمع المعلومات اللازمة للدراسة تم استخدام نموذج استبانة تم تطبيقها على عينة عشوائية مکونة من (#100) مدرسا من (#12) مدرسة مختلفة في المدينة المنورة (مرکزها وريفها)،المملکة العربية السعودية.وأظهر تحليل المعلومات المتعلقة بـ الحاجة الى التغيير‘ النتائج التالية: أن 44% ممن اجابوا على الاستبانة رافضون للتغيير؛ أن 36% بالکاد يتقبلوا التغيير. فقط 16% من المشارکين في تطبيق الاستبانة يتقبلون بقوة أو بشکل متوسط فکرة التغيير؛ و لا توجد اية علاقة دالة احصائيا بين مفاهيم المشارکين حول حاجة مدارسهم للتغيير ومدى تقبل وترحيب هؤلاء بمبادرة التغيير. کما أظهر تحليل اجابات المشارکين على أن مدراءهم يمتلکون قدرا کبيرا من مواصفات القيادة المدرسية التحويلية.ولا توجد أية علاقة دالة إحصائيا بين مفاهيم المشارکين حول مدى ما يمتلک مدراؤهم من مواصفات القيادة المدرسية التحويلية وکل من متغيرات السن و المؤهل العلمي و المنصب الذي يشغله. وکذلک کان شأن سنوات الخبرة باستثناء ما يتعلق ببند واحد من مفاهيم القيادة التحويلية. وأوصت الدراسة بالمزيد من البحث حول الادارة المدرسية في المدارس السعودية.
This study aims mainly to explore Saudi secondary schools’ preparedness for transition into the ‘transformational’ style of school leadership. As school preparedness is reflected in the extent of the transformational school leaders’ characteristics possess, and the school teachers’ views concerning the need for and acceptability of change, the study gauged teachers' perceptions on those two issues. The study is also concerned with exploring whether the need for change at the secondary schools correlate with acceptability of change expressed by the staff. The study assessed the impact of some demographic variables (age, qualifications, years of experience, and job position) on their views about the characteristics of transformational school leaders their school principals possess. A questionnaire was adapted to achieve such aims. This was responded by a sample # 100 school teachers randomly selected from different (Madinanah-centred and rural) secondary schools in the Al-Madinah Al-Munawwarah, KSA. Analysis of the overall responses of participants indicated that their principals have got a great deal of the characteristics of transformational school leaders. The vast majority (88%) of participants feel necessity of change in their schools. Findings concerning the participants' perceptions of the extent of change acceptability have shown a variety of perceptions: that is change would be rejected or humbly accepted (44% and 36% of the participants respectively). Only 16% of the respondents thought that change attempts would be moderately or greatly accepted. No significant correlation was found between participants' feeling about their schools' need for change, and the level of change acceptability/welcome by staff. No significant differences were found between the participants’ perceptions of the extent of transformational school leaders characteristics the school principals possess on the one hand, and variables of age, qualifications, or teachers’ position at school, on the other hand. ‘Years of experience’ also indicated no significant difference, with one exception related to one band of the four transformational leadership concepts. The findings carried implications and posed suggestions for further research in school leadership / administration in Saudi Arabia.

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