الحاجات التدريبية لمشرفات رياض الأطفال التربويات

Abstract EN

The current research aims at identifying the training needs of the educational supervisors of kindergartens perspectives and to know the significance of the statistical differences in the estimates of the educational supervisors of the training needs required for them according to the variables of academic qualification (institute of teachers) (preparatory) (kindergarten department of the college of education or basic education) (higher certificate in kindergarten children) (other specialties) years of service and, the interaction between them, with achieve this purpose, the researcher constructed a scale consisting of six domains and (60) items (indicator) distributed equally among the fields as to set for each paragraph, (5) needs alternatives (very few, few, medium, large, very large) and grades are given (1,2,3,4,5) after verifying the validity and reliability scales, it was applied to all the educational supervisors of kindergartens, who are (62) educational supervisors.

to verify the research objectives which came to a large extent on all aspects of the scale, the general arithmetic mean reached was (42,118) and the standard deviation reached (4,202).

the field of activating learning and applying the curriculum ranked first, as the arithmetic mean reached was (44,206) and the standard deviation (4,281).

the field of human relations ranked second, as the arithmetic average reached (43,619) and the standard deviation was (4,619).

the field of planning and organizing supervisory activities ranked third as the arithmetic mean reached (42,444) and the standard deviation (4,521) and the field of professional knowledge ranked fourth, with the arithmetic mean (41,746) and the standard deviation (3,364) and the field of supervisory tasks ranked fifth, with the arithmetic average (40,777) and the standard deviation (3,820) the sixth dusty calendar, as it reached resulted the arithmetic mean (39,920) and the standard deviation (4,611) the existence of statistically significant differences between the arithmetic averages of the sample members ’estimates on the tool attributable to the variable (scientific qualification)of teachers preparation institutes and the presence of statistically significant differences attributable to the variable of service years (6 to 11 years) and the absence of statistically significant differences between the arithmetic averages of the sample members’ estimates on the tool is attributed to the variable of interaction between (academic qualification and years of service)