المشکلات التي تواجه القيادة المدرسية في مدارس برامج الدمج بمنطقة الحدود الشمالية The Problems Encountered by the School Leaders in the Inclusion Schools in the Northern Borders Area | ||||
| التربية (الأزهر): مجلة علمية محکمة للبحوث التربوية والنفسية والاجتماعية) | ||||
| Article 3, Volume 38, 181ج3, January 2019, Page 91-145 PDF (362.89 K) | ||||
| Document Type: بحوث فی مجال الإدارة التعلیمیة والتخطیط التربوی والدراسات المقارنة | ||||
| DOI: 10.21608/jsrep.2019.67401 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| نجلاء هاشم حريري | ||||
| أستاذ الإدارة والتخطيط التربوي المساعد، قسم القيادة والسياسات التربوية، کلية التربية والآداب، جامعة الحدود الشمالية، المملکة العربية السعودية. | ||||
| Abstract | ||||
| هدفت الدراسة إلى الکشف عن مشکلات القيادات المدرسية في مدارس الدمج بمنطقة الحدود الشمالية، والتي تتعلق بمحاور بـ (تخطيط برامج الدمج، والکادر التعليمي، وأولياء الأمور، والطلاب ذوي الاحتياجات الخاصة، والطلاب العاديين في مدارس الدمج، والإمکانيات المادية) ومعرفة أهم الفروق ذات الدلالة الإحصائية بين استجابات أفراد مجتمع الدراسة والتي تعزي لمتغيرات (الجنس، المؤهل العلمي، سنوات الخبرة الإدارية، المرحلة التعليمية). ولتحقيق هدف الدراسة استخدمت الباحثة المنهج الوصفي التحليلي، وللتحقق من صدق الأداة تم عرضها على عدد من المحکمين والأساتذة في الميدان التربوي کما تم حساب صدق الاتساق الداخلي أيضا للعبارات وتم التحقق من ثبات الأداة باستخدام معامل ألفا کرونباخ s Alpha) ’(Cronbaach وتم تطبيق أداة الدراسة (الاستبانة) على مجتمع الدراسة المکون من (29) قائد/ة مدرسة دمج في منطقة الحدود الشمالية. وتوصلت الدراسة في نتائجها إلى أن المتوسط العام للمشکلات التي تواجه القيادات المدرسية في برامج الدمج بمنطفة الحدود الشمالية بلغ (3.51)، أي بدرجة تقدير مرتفعة، کما وجدت فروق ذات دلالة إحصائية عند مستوى أقل من (0.05) في المحور السادس (الإمکانيات المدرسية) لمتغير الجنس تعزى لصالح الذکور، کما لم توجد فروق ذات دلالة إحصائية عند مستوى أقل من (0.05) في أي من المحاور أو الدرجة الکلية تعزى لمتغير المؤهل التعليمي. کما وجدت أن هناک فروق ذات دلالة إحصائية عند مستوى أقل من (0.05) في المحور الرابع (مشکلات تتعلق بالطلاب ذوي الاحتياجات الخاصة) والمحور الخامس (مشکلات تتعلق بالطلاب العاديين في مدارس برامج الدمج) لمتغير سنوات الخبرة التعليمية، تعزى لصالح (من 5-10 سنوات، أکثر من 10 سنوات)، کما لم توجد فروق ذات دلالة إحصائية عند مستوى أقل من (0.05) في أي من المحاور أو الدرجة الکلية تعزى لمتغير المرحلة التعليمية. The study aimed to reveal the school leaderships' problems in the integration schools in the northern border region, which are related to the following axes (planning of integration programs, teaching staff, parents, students with special needs, ordinary students in schools of integration, and physical possibilities). Also, find out the most statistically significant differences among the members of the study population' responses which attributed to these variables (sex, academic qualification, years of administrative experience, and the educational stage). To achieve the aim of the study, the researcher used the analytical descriptive approach; and presented the instrument to a number of jurors and professors in the educational field to verify its validity. Also, the validity of the internal consistency for the items was calculated and the stability of the instrument was verified using the Coefficient of Cronbaach's Alpha. The study' instrument (questionnaire) was applied to the study community consisted of (29) leader of school integration in the northern border region. The study concluded that: The overall average of the problems that face the school leaderships in the integration programs in the northern border region was (3.51) which is a high estimate. There are statistical significant differences at the level which less than (0.05) in the sixth axis (the physical possibilities) of the sex variable for masculine; and there are no statistical significant differences at the level which less than (0.05) in any of the axes or the total score for the educational qualification variable. There are statistical significant differences at the level which less than (0.05) in the fourt axis (problems that are relted to students with special needs) and the fifth axis (problems that are related to the ordinary students in schools of integration for the varible of educational experiences years for (5-10 years, and more than 10 years). Also, there are no statistical significant differences at the level which less than (0.05) in any of the axes or the total score for the educational stage variable. | ||||
| Keywords | ||||
| القيادة المدرسية; برامج الدمج; منطقة الحدود الشمالية. School leadership; integration programs; Northern border region | ||||
| References | ||||
Translaton of the Arabic References
Abu Al-Ela, A. (2008). The inclusion obstacles that kindergarten teachers face when teaching non-ordinary students from the viewpoints of supervisors, directors and teachers (Unpublished master's thesis). Department of Educational Administration and Planning, College of Education, Umm Al-Qura University.
Abu Fouda, A. (2008). Classroom teachers' problems in public schools in Gaza governorates and ways of reducing them (Unpublished master's thesis). The Islamic University.
Abu Qamar, B.; Mohammad, M.; & Abd al-Hadi, H. (2007). Attitudes of visually impaired students and their families towards the inclusion program followed in Gaza governorate schools. Journal of the Islamic University, Human Studies Series, 15 (1), 593-621.
Ibrahim, N. M. (2003). The problems facing the headmaster of the schools attached to the government integration schools in its three stages in Jeddah Governorate (Unpublished master's thesis). College of Education, Umm Al-Qura University.
Al-Harbi, M. Z. (2014). Administrative and educational problems in the integration programs in Al-Qassim schools from the viewpoints of special education teachers (Unpublished master's thesis). College of Education, Umm Al-Qura University.
Al-Hilu, M. W., & Fahjan, S. (2013). The problems facing private education teachers in Gaza governorate schools. The Journal of the Islamic University for Educational and Psychological Studies, 21, 3, 1-39.
Al-Khashrami, S. (2003). An evaluation of the individual educational programs for children in integration schools and intellectual education institutes in the southern regions of the Kingdom of Saudi Arabia. Arab Childhood Journal, (5), 9-25.
Al-Khatib, F. (2002). Organizing educational services for children with intellectual disabilities in day institutions and centers in Jordan (Unpublished doctoral thesis), Amman Arab University for Higher Studies.
Al-Khatib, J. & Al-Hadidi, M. (2003). Contemporary issues in special education. Special Education Academy.
Al-Khatib, G. & Al-Hadidi, M. (1998). Early intervention: An introduction to special education in early childhood. Dar A-fikr Al-Arabi.
Aal-Daraan, A. M.; Abu Al-Hassan, A. S. (2016). Management and supervision in the field of education for the Kingdom of Saudi Arabia (2nd ed). Scientific Khwarezm.
Al-Dawish, A. (2006). A proposed scenario for developing school administrations to which special education programs are attached in the light of some contemporary global trends (Unpublished doctoral dissertation). Imam Mohammad bin Saud Islamic University.
Al-Deeb, R. M. (2003). Problems facing the integration process of children with special needs. Journal of the Faculty of Education, Zagazig University, 4(2), 2-36.
Rousan, F. (1999). Psychology of abnormal children introduction to special education. Dar Al-Fikr.
Rousan, F. (1998). Issues and problems in special education. Dar Al-Fikr.
Al Rowley, M.; & Batayneh, O. (2015). Teachers’ attitudes toward inclusion of children with mobility disabilities in public schools in the North of the Kingdom of Saudi Arabia. The Jordanian Journal of Educational Sciences, 11 (2).
Al-Seef, M. S. (2005). The role of school administration in caring for gifted students between status-quo and expectations (Unpublished master's thesis). College of Education, King Saud University.
Al-Shakhs, A. A. (2004). Comprehensive inclusion for people with special needs. University Book House.
Al-Shaban, K. M. (2008). Comprehensive quality is an introduction to the development of school administration in the three stages of government integration schools in Jeddah Governorate (Unpublished master's thesis). College of Education, Umm Al-Qura University.
Al-Sabah, S.; Khamis, S. and Sheikha, S.; Awad, S. & Saeed, M. (2008). Difficulties facing the integration of students with disabilities from the viewpoint of those working in basic public schools in Palestine (Unpublished master's thesis). Gaza University.
Al-Samadi, A. M. A. (2010). Teachers’ attitudes about integrating students with disabilities in the first three grades with the normal students with special needs and some attitudes-related variables. King Saud University.
Al-Ayed, W.; Kamal, S.; Al-Sharbiny, E. K.& Akl, S. M. (2009). The obstacles that face teachers of special education institutes and integration programs in regular schools in Taif Governorate. Journal of the Faculty of Education, Al-Azhar University (164), 503-546.
Al-Ayed, W. (2003). The problems of teachers of primary school resource rooms (Unpublished master's thesis). Amman Arab University for Graduate Studies.
Al-Abd Al-Jabbar, A. (2002). Modifying the school buildings environment for students with mobility disabilities in light of some variables. Research presented to the Eighth Arab Conference of the Union of Special Groups and the Handicapped, Cairo.
Al-Enezi, N. (2004). The effectiveness of the Individual plan in teaching mathematical skills for the mentally handicapped in Saudi Arabia (Unpublished master's thesis). University of Jordan.
Al-Fawzan, I. (2002). Inclusion of female students with disabilities in general education programs in the Kingdom of Saudi Arabia. Research presented to the Eighth Arab Conference of the Union of Special Groups and the Handicapped, Cairo.
Al-Qahtani, A. S. (2007). The effectiveness of the response cost method in modifying aggressive behavior among children with mild mental retardation (Unpublished master's thesis). College of Social Sciences, Imam Mohammad bin Saud Islamic University.
Al-Qurni, A. (2012). The effectiveness of using the symbolic report and the cost of the response in reducing the aggressive behavior of the mentally retarded students in the primary integration schools: A field study on Asir region (Unpublished master's thesis). Umm Al Qura University.
Al-Qamish, M. & Sa`eedah, N. (2014). Contemporary issues and problems in special education. Dar Al Masirah for Publishing and Distribution.
Al-Maqid, A. (2009). Classroom management problems that face primary school teachers in UNRWA schools and ways to overcome them (Unpublished master's thesis). Faculty of Education, Islamic University.
Al-Musa, N. A. (1998). Inclusion of visually impaired children in regular schools: The nature of programs, and justifications. Educational Research Center, College of Education, King Saud University.
Al-Mossa, N. A. (2002). The experience of the Ministry of Education in the Kingdom of Saudi Arabia in integrating children with disabilities in regular schools. A paper presented to the Eighth National Conference “Together on the Road to Comprehensive Inclusion”, the Eighth Arab Conference of the Union of Special Groups and the Handicapped, Cairo.
Al Naji, M. A. (2005). Educational administration and school theories and practices in the Kingdom of Saudi Arabia.
Al-Nassar, A. H. (2005). The impact of integrating the visually impaired in public education with the comprehensive concept of the school curriculum. a paper presented at the symposium on “Special Education in the Kingdom of Saudi Arabia to Keep Up with Modernization and Future Challenges” in 1426 AH.
Bakhsh, A. T. (1999). Effectiveness of inclusion method on self-concept and adaptive behavior in mentally retarded children (Unpublished master's thesis). Faculty of Education, Umm Al-Qura University.
Turkestanai, M. H. (2008). A comparative study of some personal, cognitive and social variables among the impaired hearing: included and non-included students city of Riyadh with a vision for inclusion (Unpublished master's thesis). Faculty of Social Sciences and Psychology, Imam Mohammad bin Saud University.
Habib, A. & Abdullah, O. (2005). Attitudes of principals and teachers towards integrating the disabled in regular classes (Unpublished master's thesis). An-Najah University.
Salem, A. M. (2014). Management and supervision in special education. Al-Rushd Library.
Surati, Y. (2000). The problems of teachers in Sultanate Oman and their relationship to some variables. Journal of the Center for Educational Research, Qatar University, (18).
Saadi, I. A. (2015). An assessment of the status-quo of the special education classes attached to the world's education schools in Jeddah from the teachers' point of view. Journal of Scientific Research in Education, (16).
Abdul Jabbar, A. M. (1999). A study of the global validity of the scale of attitudes towards integrating children with special needs and some variables related to those attitudes (Unpublished master’s thesis). King Saud University.
Abdullah, Q. (2003). The extent of the importance of applying procedures for identifying students with mental retardation and their individual educational needs by intellectual education programs in the Kingdom of Saudi Arabia. The Educational Journal, University of Kuwait, (17).
Azazi, F. & Rabia, W. (2012). Management of private educational institutions.
Murad, M. H. I. (2002). Some of the problems that a student teacher faces in special education institutes and programs during field training in Riyadh: A field study. Academic Journal of Special Education, (1), 105-157.
Masoud, W. M. & Mohammad, A. M. (2009). Methods of teachers dealing with inappropriate behavior in inclusion classes (Unpublished master's thesis). King Saud University.
Moslehi, A. (2003). The adequacy of the equipment of the buildings for schools for the handicapped in achieving the goals of special education in Egypt: A field study.
المراجع الأجنبيةBradshaw, K., Tennant, L., & Lydiatt, S. (2004). Special education in the United Arab Emirates: Anxieties, attitudes and aspirations. International Journal of Special Education, 19(1), 49-55.
Estes, M. B. (2004). Choice for all? Charter schools and students with special needs. The Journal of Special Education, 37(4), 257-267.
Kelly, Á., Carey, S., McCarthy, S., & Coyle, C. (2007). Challenging behaviour: principals' experience of stress and perception of the effects of challenging behaviour on staff in special schools in Ireland. European Journal of Special Needs Education, 22(2), 161-181.
Mrazik, J. (2009). Teachers-problems-teachers' problems: What is considered as a problem, among the main teacher activities. Hungarian Teachers, Online Submission, 6(1), 58-67.
| ||||
|
Statistics Article View: 455 PDF Download: 557 |
||||
