كفاياث المشاركة المجتمعية الازمة لمدري المدارس الثانوية في محافظات غزة وسبل تنميتها

ابو صبحة, اسامة (2015) كفاياث المشاركة المجتمعية الازمة لمدري المدارس الثانوية في محافظات غزة وسبل تنميتها. Masters thesis, الاكاديمية.

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Abstract

The study aimed to identify how much secondary school head teachers in Gaza governorates practice their Activating Societal Participation. It also aimed to reveal the obstacles which impede secondary school head teachers to practice their role in activating the societal participation, and look for ways to improve the role of those principals to make the societal participation energetic and active. The researcher utilized a questionnaire to achieve the objectives of the study. It comprises (79) items divided into two main sections; each section contained a number of domains. These would identify the administrative competences to make active the societal participation and the obstacles secondary school head teachers face to practice their roles in activating the societal participation The population of the study consisted of all secondary school head teachers in the Gaza Strip; the number reached (145), of them (66) male principals and (79) female headmasters, based on the Ministry of Education and Higher Education statistics (2013- 2014). While the sampling which participated in the study reached (91) male and female secondary schools head teachers. The most important findings of the study were: - The practice level of secondary school headmasters in the Gaza Strip for the administrative competences required in making active the societal participation was (69.32%), which is considered high. The second domain, religious contribution competences, which is seen as the highest, scored (78.57%). The first domain: Parents participation competences, which came second, scored (76.21%). The sixth domain, health participation competences, came third with a percentage of (73.15%). The seventh domain, Security-National participation competences, came fourth (70.91). The fifth domain, Social participation Competences, was placed fifth (68.53). The third domain, Cultural Contribution Competences, which came sixth, scored (68.19%). The eighth domain, Economic Contribution Competences was placed the seventh (60.22%). The fourth domain, which represents Political Contribution Competences, came seventh (58.79%). - The level of barriers which hold back the secondary schools head teachers in the Gaza Strip governorates form doing their role in activating the societal contribution reached (60.01%), which is considered moderate. It is clear that the domain, which scored the highest, is related to educational obstacles, scored (70.48%); while the domain which was placed second is related to school’s administration barriers, reached (58.57%). The domain which came third is related to society barriers reached (58.57%). - There were no statistically significant differences at the level of significance (   0.05) between the mean of the study sample estimates of the degree of secondary schools in Gaza Governorates managers for their role in the activation of community participation due to the variable sex (male, female). - There were no statistically significant differences at the level of significance (   0.05) between the mean of the study sample estimates of the degree of secondary schools in Gaza Governorates managers for their role in the activation of community participation due to the variable qualification (Diploma, Bachelor, Higher Studies). - There were no significant statistical differences in the (parental involvement, religious participation, political participation, health participation, economic participation) at a level ذ of significance (   0.05) between the mean principals’ estimates for their role in the activation of community participation due to the variable years of service (less than 5 years, from 5 years to 10 years, more than 10 years). - There were no significant statistical differences in the (parental involvement, religious participation, political participation, health participation, economic participation) at a level of significance (   0.05) between the mean principals’ estimates for their role in the activation of community participation due to the variable years of service (less than 5 years, from 5 years to 10 years, more than 10 years). - There are significant differences in the (cultural participation, social participation, national security involved, and the degree college for identification), that is, when the level of significance (   0.05) between the mean principals estimates for their role in the activation of community participation due to the variable years of service (less than 5 years, from 5 years to 10 years, more than 10 years) in favor of the service more than 10 years. - There were no statistically significant differences at the level of significance (   0.05) between the average secondary school principals estimates for their role in the activation of community participation is due to the school district variable (the northern Gaza Strip, west of Gaza, east of Gaza, Central Area, west of Khan Yunis, east of Khan Yunis and Rafah ). - One of the most important ways proposed to improve the role of secondary school principals in the Gaza Strip for activating the societal participation from the perspective of managers is "cooperation from all local society institutions with school principals," which has received increased by 95.4%, which is a very high percentage, as well as "the participation of parents in seminars that serve the educational process, "which received a proportion of 57.1%, a moderate rate. The most important recommendations that the study reached are : 1. The local community should support school in general and parents in particular, to and they should show a significant response and support plans and programs, school activities and establish channels of communication between the administration and the community. 2. The school must provide purposeful programs to serve the local community such as seminars, lectures and the local community need to benefit from the school’s sports facilities. 3. The school should encourage reciprocal visits between one Directorate schools and between schools districts. 4. The concept of volunteer work among the students should be planted and well as the contribution of the school from which the local community and community participation in its activities and activities hosted by

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