واقع التكيف التنظيمي للمعامين الجدد في المدارس الحكومية بمحافظة غزة وسبل تطويره

أبو علوان, هناء حسن (2020) واقع التكيف التنظيمي للمعامين الجدد في المدارس الحكومية بمحافظة غزة وسبل تطويره. Masters thesis, جامعة الاقصي.

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Abstract

This study aimed to determine the grades of the organizational adjustment of new teachers in government schools in Gaza governorates, and ways of developing this reality, and the study followed the descriptive curriculum in its analytical field, and the sample of the study consisted of (205) teachers of new teachers working in government schools in Gaza governorates for the academic year 2019/2020, which constitutes 42% of the percentage of the study community, the questionnaire was a data collection tool, and one of the most important results of the study was: 1. The relative weight of the study sample estimate of the level of organizational adjustment for new teachers in government schools in Gaza governorates; largely, the order of the resolution dimensions according to their relative weights was as follows: "Adjust To Colleagues", ranked first with a relative weight (74.20%) significantly, followed by "adjust to objectives and organizational values", second place with relative weight (73.84%) significantly, after "career adjustment - working conditions and burdens", came in third place with a relative weight (73.08%) significantly, followed by "employment adjustment – working condition and workload", in fourth place with relative weight (73.08%) significantly, he ranked fifth and last after "professional adjustment", in fifth place with a relative weight (72.16%) significantly. 2. There are no statistically significant differences at the level of significance (α ≤0.05) between the average specimens of the study sample for the level of organizational adjustment of new teachers in public schools attributable to the variables: (sex, the educational stage of the school), while differences were found attributable to the change of scientific qualification, in favor of new teachers with bachelor's qualifications. 3. There are no statistically significant differences at the level of significance (α ≤0.05) between the average specimen scoring for the level of organizational adjustment of new teachers in public schools due to the change of specialization, except after the "adjustment to colleagues", where differences in the level of adjustment with colleagues for new teachers in public schools were found due to the change of specialization, and for the benefit of new teachers who specialize in human science. 4. There are statistically significant differences at the level of significance (α ≤0.05) between the average estimates of the category of new teachers who follow the Khan Younis directorate on the one hand and those who follow the directorates of northern Gaza and western Gaza on the other hand to ج their level of organizational adjustment, and for the benefit of the teachers who follow the Khan Younis Directorate. 5. The researcher has devised ways to develop the reality of organizational adjustment of new teachers in government schools in Gaza governorates, by drawing focused responses to the study sample through an open question in this regard, and it was referred to in the folds of chapter 5. One of the most important recommendations of the study was: 1. Invite the school administration to new teachers to participate in setting priorities and making the necessary decisions to perform the tasks. 2. The Directorate held a training course to train educational counselors to have the necessary support mechanisms for the new teacher to help him adapt to co-workers. 3. The school administration adopts the consultative leadership to encourage new teachers to express their opinions and ideas freely. 4. Organizing the educational department of workshops to develop the skills of school principals to employ effective communication and communication methods to positively influence the behavior of the new teacher

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