دور الإدارة المدرسية في تحقيق التكيف النفسي لدى طلبة اللجوء السوري من وجهة نظر المعلمين في محافظة إربد-الأردن

Abstract EN

The study aims to explore the role of school administration in achieving psychological coping for Syrian refugee students as perceived by their teachers in the governorate of Irbid, Jordan.

The study population consisted of all teachers (1528) from both genders in the Syrian refugees’ schools in the academic year of (2017-2018).

The study sample was selected using the availability method of selection and consisted of (427) teachers from different directorates of education in Irbid, Jordan.

A 43-item questionnaire was developed, divided into two fields; namely; school administration methods and practices towards achieving psychological coping of refugee students, and administration communication with students’ families.

The management information system (MIS) at the Ministry of Education together with (What’s App) mobile application were used to collect the data.

The results revealed that the overall role of school administration in achieving psychological adaptation for Syrian refugee students was “Great” (4.12).

Furthermore, results indicated that there were statistically significant differences between the statistical means of the teachers’ perceptions at (α= 0.05) related to the directorate of education in favor of the directorate of education in ’Koora’ region, whereas there were no significant statistical differences related to teacher’s gender or specialization.