تطوير كفايات المشرف التربوي بمدارس التعليم الأساسي في مصر على ضوء الأنماط الإشرافية المعاصرة

Abstract EN

The problem of the current research was represented in the presence of some shortcomings in educational supervisor in Egypt in its current form, such as the weak interest of some supervisors in joining professional development programs, and the lack of objectivity, integrity, and democracy for some of them, and the inconsistency in the role of educational supervision between the director, vic-director , guider and first teacher, weak diversity in the use of patterns contemporary supervision that will improve the practices of supervision and technical guidance in schools.

the aim of the research was to identify the supervisory competencies for technical guidance, and some patterns of contemporary educational supervision (evolutionary-diversified) from the perspective of the literature of contemporary educational administrative thought, and to analyze the reality of technical guidance in Egypt through some laws, ministerial decisions and periodic publications.

the research was guided by the descriptive / analytical method, and data was collected from a sample of (886) teachers of basic education in the governorates of (Cairo-Dakahlia-Fayoum).

the results of the field study revealed the availability of supervisory competencies in general to a weak degree ; where the weighted average of the total tool was (2.46), while at the level of dimensions, professional communication competencies and human relations competencies were available at a medium degree, while the planning, organizational, training, development, administrative and leadership competencies were available to a weak degree among educational supervisors in the basic education stage in Egypt from the teachers' point of view.

the research found suggested procedures for developing the supervisory competencies for technical guidance in the basic education stage in Egypt, which were represented in the developmental supervision models (direct-cooperative-participatory-indirect), and diverse supervision models (intensive development model-cooperative professional growth-self-professional growth).

also, the research suggested a procedural plan for implementing these proposed models, and monitoring the difficulties that may face the practice of these proposed models and the procedures to overcome them.