النموذج البنائي في الاستعداد للقيادة و دلالته التنبؤية بالانتماء المدرسي لدى المشاركين في الأنشطة المدرسية الحرة وغير المشاركين من تلاميذ المرحلة الابتدائية

الملخص EN

This research aimed to verify the structural model that is supposed to be prepared for the leadership of the sixth graders at the primary stage in the Egyptian environment.

It also aimed to identify the contribution of the students' readiness for leadership and their school belonging, in addition to identify the role that can played by free school activities and the gender on their school belonging in primary schools.

Participants of the research are composed of (266) male and female students from the sixth grade in the primary stage in Giza Governorate, ranging age between 11 and 13 years, with an average age (11.98) years, and the SD.

(0.56).

Three measurements for leadership readiness were used, self-efficacy leadership scale (prepared by current researcher), motivation to lead scale (Chan, & Drasgow, 2001, translated by current researcher) and leadership skills scale.

In addition, school belonging scale (Anderman, 2002, translated by current researcher) all applied for Participants.

The statistical analysis results showed validity of the structural model assumed to measure the leadership readiness.

The results showed statistically significant differences in the total score of leadership readiness and its dimensions among participating in free school activities students and nonparticipating in favor of participating students, and between males and females in favor of males in the total degree of readiness for leadership and after leadership skills.

The results showed the predictability of school belonging through: self-efficacy leadership, and leadership skills, while not revealing motivation to lead in predicting school Belonging.

The results also showed statistically significant differences in school belonging between participants and non-participants in favor of the participants, and in favor of the leadership readiness levels.

In addition, the results did not show a statistically significant interaction between the variables of research (participation in activities, gender, and level of leadership readiness) in their common impact to students' school belonging