واقع ممارسة المشرف التربوي في تحسين المناخ التنظيمي بمدارس التعليم العام بمدينة الدمام : دراسة ميدانية

الملخص EN

The study aimed to identify practice degree of the educational supervisor to his roles in improving the organizational climate in the general education schools in Dammam city, in addition to identify the obstacles that prevent the educational supervisor from practice these roles, In order to achieve the objectives of the study, the descriptive (survey) method was used, a questionnaire was used as a tool for collecting data, and the final study sample included (108) male principals of the general education schools in Dammam City, which representing (87.

8%) of total study population.

The results of the study showed that: 1) The degree of study sample appreciation for the practice of educational supervisor to his roles in improving the organizational climate in the general education schools in Dammam city from perspectives of the general education schools male principals was with a (neutral) degree, with an average of (3.

32 from 5) and with a percentage of (66.

4%), where the dimensions (descending) order were as follows: the second dimension (the communication) was first with an average of (3.

72), then the fifth dimension (the human relations) with an average of (3.

70), then the fourth dimension (the technology) with an average of 3.

29, then the first dimension (the participation in decision-making) with an average of (3.

17), and the third dimension (the incentives) in last rank with an average of (2.

75).

2) The degree of study sample appreciation for the presence of obstacles that prevent the educational supervisor from practice his roles in improving the organizational climate in the general education schools in Dammam city from perspectives of the general education schools male principals was with a (agree) degree, with an average of (3.

88 from 5) and with a percentage of (77.

6%), where the most prominent obstacles were: assignment of the distinguished educational supervisor to administrative work, the large number of schools supervised by the educational supervisor, and the lack of participation of the educational supervisor in the planning and construction of the curriculum.