ملخص الدراسة:

هدفت الدراسة الکشف عن درجة ممارسة قادة مدارس محافظة ميسان للقيادة التشارکية وعلاقتها بمدى استخدامهم لأسلوب التفکير الإبداعي لمواجهة المشکلات المدرسية من وجهة نظر المعلمين، وقد استخدم الباحث المنهج الوصفي الارتباطي، وتکون مجتمع الدراسة من (844) معلماً، وعينة الدراسة من (270) معلماً، بنسبة (31. 99%)، طبقت عليهم استبانة مکونة من (50) فقرة لجمع البيانات بعد التأکد من صدقها وثباتها، وأظهرت النتائج أن درجة ممارسة قادة مدارس محافظة ميسان للقيادة التشارکية من وجهة نظر المعلمين جاءت بدرجة کبيرةوبمتوسط حسابي بلغ( 3. 58)، وانحراف معياري(0. 94)، ووجود فروق ذات دلالة إحصائية عند مستوى الدلالة (0. 05≥α)، في درجة الممارسة تبعاً لمتغير المؤهل العلمي لصالح فئة بکالوريوسفأقل، ولمتغير المکتب لصالح مکتب ميسان، ولحجم المدرسة لصالح فئة 13 فصلاً فأکثر، وعدم جود فروق ذات دلالة إحصائية عند مستوى الدلالة (0. 05≥α) في درجة الممارسة تبعاً لمتغيري المرحلة التعليمية وسنوات الخبرة، وأظهرت النتائج أن درجة استخدام أسلوب التفکير الإبداعيلمواجهة المشکلات المدرسية جاءت کبيرة وبمتوسط حسابي بلغ(3. 61)، وإنحراف معياري(1. 06)، وأشارت النتائج إلى وجود فروق ذات دلالة إحصائية عند مستوى الدلالة (0. 05≥α) على محور استخدام أسلوب التفکير الإبداعيلمواجهة المشکلات المدرسية تبعاًلمتغير المؤهل العلمي لصالح فئة بکالوريوس فأقل ولمتغير المکتب لصالح مکتب ميسان، ولحجم المدرسة لصالح فئة 13 فصلاً فأکثر، ولمتغير المرحلة التعليمية لصالح فئة المرحلة الابتدائية، وعدم جود فروق ذات دلالة إحصائية عند مستوى الدلالة (0. 05≥α ) تبعاً لمتغير سنوات الخبرة، وأشارت النتائج أيضاً إلى وجود علاقة ارتباطية موجبة وقوية ودالة إحصائياً عند مستوى الدلالة(0. 01) بين درجة ممارسة القيادة التشارکية ودرجة استخدام أسلوب التفکير الإبداعي لمواجهة المشکلات المدرسية لدى قادة مدارس محافظة ميسان.

Abstract:

The study aimed to revealing the degree of the leaders of Maysan schools practicing the participatory leadership and its relation to methods of confronting school problems from the point of view of teachers. The researcher used the Coraltioon descriptive approach. The study population consisted of (844) teachers،and the sample of the study was (270) teachers،applied a questionnaire consisting of (78) items to collect the data after chekded the validity and relbility. The results showed that the degree of practice the participatory leadership from the point of view of teachers was high،with mean of (3. 59)،and a standard deviation (0. 94). There were statistically significant differences at the level of significance (α≤0. 05) in the degree of practice due to the variable of the qualification in favor of the lower bachelor class،and the variable of office in favor of of Maysan's office،And for the size of the school in favor of 13class and more. And there were no statistically significant differences at the level of significance (α≤0. 05) in the degree of practice due to the variables of the educational level،and experience. Also the results showed that the degree of methods of confronting school problems from the point of view of teachers was high with mean of (3. 58) and a standard deviation (1. 01). T he results indicated that there were statistically significant differences at the level of (α≤0. 05) on the domains of using the methods of facing school problems due to the variable of the c qualification for the BA category and less ،for the office variable in favor of Maysan office، and for the size of the school for more than 13class. and to varible of educationallevel in favor of the primary level. And there were no statistically significant differences at the level of significance ((α≤0. 05) due to the variable of experience. The results also indicated a positive and strong correlation and statistical significance at the level of (0. 01) between the degree of participatory leadership practice and the degree of use of methods to confront school problems among the leaders of schools in Maysan province.
Abstract:
The study aimed to revealing the degree of the leaders of Maysan schools practicing the participatory leadership and its relation to methods of confronting school problems from the point of view of teachers. The researcher used the Coraltioon descriptive approach. The study population consisted of (844) teachers،and the sample of the study was (270) teachers،applied a questionnaire consisting of (78) items to collect the data after chekded the validity and relbility. The results showed that the degree of practice the participatory leadership from the point of view of teachers was high،with mean of (3. 59)،and a standard deviation (0. 94). There were statistically significant differences at the level of significance (α≤0. 05) in the degree of practice due to the variable of the qualification in favor of the lower bachelor class،and the variable of office in favor of of Maysan's office،And for the size of the school in favor of 13class and more. And there were no statistically significant differences at the level of significance (α≤0. 05) in the degree of practice due to the variables of the educational level،and experience. Also the results showed that the degree of methods of confronting school problems from the point of view of teachers was high with mean of (3. 58) and a standard deviation (1. 01). T he results indicated that there were statistically significant differences at the level of (α≤0. 05) on the domains of using the methods of facing school problems due to the variable of the c qualification for the BA category and less ،for the office variable in favor of Maysan office، and for the size of the school for more than 13class. and to varible of educationallevel in favor of the primary level. And there were no statistically significant differences at the level of significance ((α≤0. 05) due to the variable of experience. The results also indicated a positive and strong correlation and statistical significance at the level of (0. 01) between the degree of participatory leadership practice and the degree of use of methods to confront school problems among the leaders of schools in Maysan province.