المشكلات التي تواجه القيادة المدرسية في مدارس برامج الدمج بمنطقة الحدود الشمالية

الملخص EN

The study aimed to reveal the school leaderships' problems in the integration schools in the northern border region, which are related to the following axes (planning of integration programs, teaching staff, parents, students with special needs, ordinary students in schools of integration, and physical possibilities).

Also, find out the most statistically significant differences among the members of the study population' responses which attributed to these variables (sex, academic qualification, years of administrative experience, and the educational stage).

To achieve the aim of the study, the researcher used the analytical descriptive approach; and presented the instrument to a number of jurors and professors in the educational field to verify its validity.

Also, the validity of the internal consistency for the items was calculated and the stability of the instrument was verified using the Coefficient of Cronbaach's Alpha.

The study' instrument (questionnaire) was applied to the study community consisted of (29) leader of school integration in the northern border region.

The study concluded that: The overall average of the problems that face the school leaderships in the integration programs in the northern border region was (3.51) which is a high estimate.

There are statistical significant differences at the level which less than (0.05) in the sixth axis (the physical possibilities) of the sex variable for masculine; and there are no statistical significant differences at the level which less than (0.05) in any of the axes or the total score for the educational qualification variable.

There are statistical significant differences at the level which less than (0.05) in the fourt axis (problems that are relted to students with special needs) and the fifth axis (problems that are related to the ordinary students in schools of integration for the varible of educational experiences years for (5-10 years, and more than 10 years).

Also, there are no statistical significant differences at the level which less than (0.05) in any of the axes or the total score for the educational stage variable.