المناخ المدرسي و علاقته بدافعية الإنجاز لدى المعلمين في المدارس التابعة لإدارة تعليم الطائف

Abstract EN

The aim of the research is to uncover the relationship between the school climate and the motivation of achievement of teachers in the schools of the Education Bureau by answering the following questions: 1) What is the level of the school climate prevailing in the schools of the Education Bureau in Ashayrah from the point of view of teachers?.

2) What is the level of achievement motivation for teachers in schools of the Education Office?.

3) Are there statistically significant differences at the level of significance (α = 0.05) for the grade of the members of the research sample for the level of school climate prevailing in the schools of the Education Bureau due to the variables (specialization, educational qualification and years of experience)?.

4) Are there statistically significant differences at the level of significance (α = 0.05) of the motivation level of achievement in the members of the research sample due to the variables (specialization, educational qualification, years of experience)?.

5) Is there a statistically significant correlation relationship at the level of significance (α = 0.05) between the school climate and the achievement motivation of teachers in the schools of the Education Bureau? The study sample consisted of (134) teachers from the general education schools of the Education Bureau of the tribe who were selected by random sampling method.

The researcher used the descriptive method.

Two questionnaires were used, namely: Determination of the school climate prepared by Abdulrahman Al-Ahmad and Muhammad Jamal Al-Din (1995) , And the teacher's motivation for achievement (prepared by the researcher).

The results reached: 1) a high level of positive school atmosphere from the point of view of the members of the research sample.

2) There is a level of motivation for achievement among the members of the research sample.

3) There are no statistically significant differences at the level of significance (α = 0.05) in the level of school climate and attributed to the variable specialization, educational qualification and years of experience.

4) There are no statistically significant differences at the level of significance (α = 0.05) in the level of achievement motivation due to the variables of specialization and educational qualification and years of experience.

5) The existence of positive correlations between the scores of the research sample on the identification of the school climate and its sub-axes and their grades on the achievement motivation and its subfields.