القيادةاملوزعةملديري املدارسوعالقتها بسلوكياتاملواطنةالتنظيميةللمعلمين بمدارسالتعليم األساس ي بسلطنة عمان.

Distributed Leadership of School Principals and its Relationship to the Organizational Citizenship Behaviors of Teachers in Basic Education Schools in the Sultanate of Oman.

The current study aimed to reveal the level of distributed leadership practice among the principals of basic education schools in the Sultanate of Oman and the extent of the impact of this leadership on organizational citizenship behaviors. There were 300 male and female teachers who were chosen in a random way. The study found a set of results that the degree of leadership practice distributed to school principals as a whole is very high, and it came after “school culture” as the most practiced dimension. The results also showed an increase in teachers’ practice of organizational citizenship behaviors, and it ranked first after “Civic Virtue” while “sportsmanship” was the least in terms of practice. On the other hand, the study revealed a positive impact of the leadership of the school principal distributed on organizational citizenship behaviors, and their differences between teachers’ responses in the leadership axis distributed as a whole according to gender, except in the “vision and mission” dimension. There were differences in favor of females. There were also no differences in the teachers’ organizational citizenship behavior axis, except in the “civilized behavior” dimension; the differences were in favor of males. In light of the previous results, the study came out with a set of recommendations, including: the need for school principals to focus on developing their leadership practices centered on educational issues, to provide the opportunity for teachers to participate in those issues as they are an essential part of those issues, and to provide the school principal with a participatory work environment between the teacher and parents. Things to ensure that there is effective communication between the school and parents aiming to improve the learning of students in the schools of the Sultanate of Oman, dealing with the professional learning of the teacher as part of the professional life within the schools in order to serve the renewed needs of the teacher and the educational process, the Educational Development Center conducting programs and courses for teachers to familiarize them with the importance of organizational citizenship behavior, and its positive role in advancing the educational process and introducing programs to develop leadership behavior skills directed to the teacher to enhance citizenship behavior organizational. [ABSTRACT FROM AUTHOR]

هدفت الدراسةالحاليةإلىالكشف عن مستوى القيادة املوزعةلدى مديري مدارسالتعليم األساس ي بسلطنة عمان ومدى تأثير هذه القيادة على سلوكيات املواطنة التنظيمية، ولتحقيق أهداف الدراسة، تم استخدام املنهج الوصفي، من خالل توزيع استبانة )القيادة املوزعة واستبانة سلوك املواطنة التنظيمية على عينة من املعلمين واملعلمات بلغ عددهم 300 معلم ومعلمةتم اختيارهم بالطريقةالعشوائيةالبسيطة،توصلتالدراسةمجموعةمن النتائج أن درجةممارسةالقيادةاملوزعة اوجاءبعد "ثقافةاملدرسة"كأكثراألبعادممارسة،وأظه ً ملديري املدارسككل عالية جد ً رت أيضا النتائج ارتفاع بممارسةاملعلمين لسلوكيات املواطنةالتنظيميةوجاء باملرتبة األولى بعد "السلوك الحضاري"، في حين كان بعد "الروح الرياضة" أقلها من حيث املمارسة، ومن جانب آخر كشفت الدراسة عن وجود تأثير إيجابي لقيادة مدير املدرسةاملوزعة علىسلوكيات املواطنة التنظيمية، ً ولم يكن هناكفروقبين استجاباتاملعلمين فيمحورالقيادةاملوزعةككل وفقا للجنسماعدا فيبعد "الرؤية والرسالة"كان هناكفروقلصالحاإلناث،كذلكلم تكن هناكفروق فيمحورسلوكياتاملواطنةالتنظيميةلدى املعلمين،ماعدا فيبعد "السلوكالحضاري"؛وكانت الفروقلصالحالذكور. وفيضوءالنتائج السابقة خرجتالدراسةبمجموعةمن التوصياتمنها:ضرورةتركيزمديري املدارسعلىتطوير ممارساتهم للقيادةاملتمركزة حول القضايا التعليميه،وإتاحةالفرصةملشاركةاملعلمين فيتلك القضايا، باعتبارهم جزء أساس يمن تلك القضايا، توفيرمدير املدرسةبيئة عمل تشاركيةبين كل من املعلم وأولياء األمور لضمان وجودتواصل فعال بين كل من املدرسةوأولياء األمور تهدف لالرتقاء بتعلم الطلبةبمدارسسلطنة عمان، التعامل مع التعلم املنهي للمعلم كجزءمن الحياة املهنيةداخل املدارس، بما يخدم االحتياجات املتجددة للمعلم والعملية التعليمية [ABSTRACT FROM AUTHOR]

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