إطار كفايات قادة مدارس التعليم العام بالمملكة العربية السعودية في ضوء تجربة كندا: نموذج مُقْتَرَح
DOI:
https://doi.org/10.59759/educational.v5i2.1992الكلمات المفتاحية:
إطار مرجعي، القيادة المدرسية، التعليم العام، المملكة العربية السعودية، تجربة كنداالملخص
هدفت الدراسة إلى التَّعَرُّف على الكفايات اللازمة لقادة مدارس التعليم العام بالمملكة العربية السعودية، والتَّعَرُّف على مضمون تجربة أونتاريو – كندا في تأهيل قادة المدراس وإعدادهم؛ وبناءً على ذلك، سعت الدراسة إلى اقتراح إطار يتضمّن الكفايات اللازمة لقادة مدارس التعليم العام بالمملكة في ضوء تجربة أونتاريو- كندا. ولتحقيق أهداف الدراسة، استُخدام المنهج الوثائقي التحليلي لبناء النموذج، اعتمادًا على تحليل أدبيات الدراسة وعدد من الوثائق المختارة. وتوصَّلت الدراسة إلى إطار مُقْتَرَح لكفايات قادة مدارس التعليم العام، تكوّن من أربعة مجالات من الكفايات؛ وهي: القيادة الإستراتيجية، وبناء ثقافة مدرسية إيجابية وتعاونية، وتطوير الكادر التعليمي وتعلّم الطلاب، والتقييم والـمُسَاءَلَة. وأوصت الدراسة باعتماد مرجع موحّد لكفايات قادة المدارس يُرتكز عليه في عمليات: تعيينهم واستقطابهم وإعدادهم وتأهيلهم وتدريبهم، والاستفادة من التجارب العالمية المُميّزة في مجال كفايات قادة المدرسة.
التنزيلات
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