Search In this Thesis
   Search In this Thesis  
العنوان
الدعم الإداري و التَّهَكُّم التنظيمي بمدارس التعليم الأساسي في جمهورية مصر العربية/.
المؤلف
عثمان، محمد الأمير عبدالدايم محمد.
هيئة الاعداد
باحث / محمد الأمير عبدالدايم محمد عثمان
مشرف / عادل عبد الفتاح سلامة
مشرف / أماني محمد محمد حسن
مناقش / آمال عرباوي مهدي عباس
تاريخ النشر
2023
عدد الصفحات
315ص. :
اللغة
العربية
الدرجة
الدكتوراه
التخصص
الإدارة العامة
تاريخ الإجازة
1/1/2023
مكان الإجازة
جامعة عين شمس - كلية التربية - قسم التربية المقارنة والإدارة التعليمية
الفهرس
يوجد فقط 14 صفحة متاحة للعرض العام

from 315

from 315

المستخلص

This study aimed to identify the theoretical foundations of administrative support, and organizational cynicism in basic education schools, and how can activate the role of administrative support in reducing organizational cynicism in basic education schools in the Arab Republic of Egypt? While the study sample was (600) teachers from basic education schools, in the governorates of: (Cairo, Giza, Menoufia, and Minya). To achieve the objectives of the study, the descriptive approach was used, and the study tools included a questionnaire that included (59) phrases distributed on three axes, namely: (organizational justice, leadership support, and motivation of teachers); to measure administrative support in basic education schools in Egypt. The validity and stability of the questionnaire was confirmed by distributing it to a number of arbitrators, and applying it to an exploratory sample, and after applying it to the actual sample, and conducting the necessary statistical analyzes, the following results were reached:
1-The level of organizational justice is average, which indicates that organizational justice practices in basic education schools are inadequate and do not meet the expectations of teachers.
2-The level of leadership support from the point of view of the research sample average, and this indicates that teachers in basic education schools see that school leaders provide an unsatisfactory level of leadership support, and insufficiently.
3-A large percentage of teachers expressed poor satisfaction with leadership support, and that leaders are not interested in their humanitarian needs.
4-Educational supervisors are negligent in their supervisory support, whether inside or outside the classroom.
5-The level of motivation of teachers is low, as the arithmetic average reached (1.51) by a percentage of (50.33%). There is agreement among all members of the research sample - with different qualifications, and their governorates - that the mechanisms of motivation for teachers are weak, do not raise the status of the teacher, and do not meet his requirements.
6-There were no statistically significant differences between the research groups in their evaluation of administrative support according to the governorate - (Cairo / Giza / Menoufia / Minya) - in the levels of administrative support.
7- There are differences between the scores of the male and female groups in assessing organizational justice in its three dimensions:( distributive, procedural, and interactive), where the differences were in favor of females - the highest in the sense of organizational fairness, in basic education schools - than male teachers.
8- There are differences in the degree of assessment of organizational Fairness, and leadership support between research groups according to the qualification in favor of holders of intermediate qualifications (less than university), while there are no differences in the motivation of teachers according to the qualification.
9- There are differences in the degree of evaluation of distributive justice, between the research sample according to experience in favor of those with less experience.