واقع الإشراف المتنوع في المدارس الثانوية بمنطقة جازان و دوره في تطوير أداء المعلمات

الملخص EN

This article aims to tackle the reality of the differentiated supervision at secondary schools in Jazan and its role in improving the performance of female teachers.

It detects the statistically significant differences between the averages of the secondary school teachers' assessment of the reality of their performance development that can be attributed to the variables of the taxonomic research, viz.

qualifications and years of experience in education.

The study employs the descriptive analytic approach.

The tool is a questionnaire consisting of (35) items.

It has been administered to a sample selected randomly.

The sample consists of (242) teachers, representing nearly (67%) of the size of the study population.

To answer the research questions, it was a must to use frequencies, percentages, averages, standard deviations, (K2 test), and Kruskal-Wallis test.

The study concludes with a number of findings, including: -The estimates of the areas of the first field (the effectiveness of the differentiated supervision) were medium.

The average area of the field was (2.19) and the standard deviation was (0.544).

The arithmetic averages for the fields ranged between.

(2.45 – 1.72).

-There were statistically significant differences at the level (0.05) among the average estimates of the effectiveness of the differentiated supervision due to the variable of qualifications for a certain category (Master / PhD), and to the variable: years of experience in education for the benefit of the category (10 years and over).

The study recommends the need to increase the attention of the offices of educational supervision for the differentiated supervision model through the provision of intensive training courses for educational supervisors.

It also recommends a good introduction to the importance of this supervisory model and its benefits, as well as to ensure that all the requirements for its success are met.