تطوير الأداء الإبداعي لمعلمي المرحلة الثانويه في ضوء متطلبات التميز المؤسسي

Abstract EN

The current study aimed to determine the reality of creative performance in secondary schools in the Arab republic of Egypt and to present aproposed assessment to develop the creative performance of secondary school teachers in the light of the requirements of institutional excellence.

the researcher used the descriptive approach with its methods and tools, which relied on the questionnaire and opinion poll as one of its tools, as it was applied to a sample of secondary school teachers in Qena governorate, which numbered (250).

the results of this study are, teachers lack of awareness of the concept of creative performance and institutional excellence in secondary school.

the shortcomings in encouraging teachers to change and develop creative performance.

lack of provision of an incentive system that motivates teachers to bring out their creative energies, and the ministry of education does not benefit from those energies.

weak provision of the appropriate school environment to develop the creative performance of secondary school teachers.

lack of resources and material and financial capabilities that help develop the creative performance of secondary school teachers and achieve institutional excellence.

the lack of training programs that develop the creative performance of the teachers and help him keep pace with everything new in light of the rapid technological development.

weak infrastructure for secondary schools, such as buildings, laboratories, internet networks, and computers, which hinders the development of the teacher's creative performance, increasing student density in classroom, which hinders the process of change and development.

inadequate development of the curriculum and its distance from the life environment surrounding the school environment.

parent's weak confidence in secondary school and their refusal to change and develop the teacher's performance.

the increase in the phenomenon of private tutoring in secondary education, which indicates the weakness of the secondary school's response to the requirements of students and parents.