دراسة لبعض أنماط الإشراف التربوي الحديثة كما يدركها المعلمون وعلاقتها بالدافعية الذاتية لديهم

Abstract EN

The study aimsatdiscovering the relationship between somepatternsof educational supervisionas perceived byteachers and the dimension oftheir selfmotivation.

It also looks into the relationship of these patterns withthedifferences in the average response of the sample to the patterns ofsupervision, andthe dimensions of the teacher's self-motivation.Thedifferences in the average response of the sample are attributedtothe variables ofstageand section, and to the prediction of the dimensions ofself-motivation by the patterns ofeducational supervision, and tothe pattern of educational supervision which contributes mostto theprediction of self-motivation.

The sample consistsof(289) teachers in the city of `Ar`ar.

The tworesearchers usethe questionnaire of the patternsof educational supervision, together withthe self-motivation scale.

Theresults indicate the existence of a relationshipbetween thepattern of supervision by goals and the pattern of clinical supervision, and between the dimension of liking one's work and the dimension of self-confidence, and the overall degree of self-motivation.

Norelationship is found between the pattern of supervision by goals and the pattern of clinical supervision,and between the dimension ofperseverance.

Moreover, a relationship is found between thepattern of developmental supervision andboth dimensions ofselfmotivation( perseverance, liking one's work, self-confidence), and the total grade.

The results also indicate the existence of differencesinthe three patternsofeducational supervisionin favor ofsecondary school teachers, and teachers of thescientific section.

In addition, there are differencesin favor ofthe dimension ofself-confidence and the total degree ofself-motivation in favor ofsecondary school teachers.

Nodifferences are found in thedimensions ofperseverance and liking one's work.

On the other hand, there are differences in favor of the dimensions of perseverance and the total degree of self-motivation in favor of teachers of theliterary section.

Nonetheless, no differences are found in the dimensions of liking one's work and self-confidence.

The effectiveness ofthe patternsof educational supervisionin predicting self-motivation and its dimensionsinteachers shows that the pattern of developmental supervision contributes the most to the predictionofself-motivation educational supervisor, teacher.