واقع التحفيز لدى المشرف التربوي في مرحلة التعليم الابتدائي

Abstract EN

The educational inspection or supervision is considered as the ones operations which support the educational process in all its levels and its dimension, because it roots the different operations of the pedagogical administration from planning to organization, follow-up, control and all these operations have a great importance .Because they guarantee the continuity of the teaching-learning process.

Due to this, the educational supervisor must be characterized by certain personal features, scientific competencies and professional experience, in addition to a motivation system which raises morals to teachers and directors and satisfying their needs for social appreciation and self realization.

Those are undeniable factors to achieve the success educational supervision process.

In this context, comes this study entitled: the reality of motivation of the educational supervisor in the stage of primary education ».

In order to discover the reality of educational motivation in the supervision into three main dimensions: moral, satisfying the needs and increasing performance.

For that, the researcher suggested that the pedagogical supervisor uses motivations methods which lead to: Raise moral, satisfying their needs and increasing pedagogical performance.

To reach the objectives of study, the researcher used a descriptive approach basing on gathering the information of the phenomenon, organized and analyzed them.

And he chooses (120) teachers to express the reality of practicing educational motivation which are divided into four (4) supervising subdivisions on division of Bourdj- Oukriss of Bouira county, and he represents a percentage of 45,11% from the research community.

In addition to that, the researcher used a questionnaire which composed by (40) paragraphs divided on tree (03) axes: Axe of motivation paragraph which relates for increasing moral (10 paragraphs).

Axe of motivation paragraph relates to satisfying needs (17 paragraphs) and axe of motivation paragraphs which related to increasing pedagogical performance (13 paragraphs).

In addition to that the researcher used the SPSS system to analyze graphs and he obtained the following results: -ء54,1% of teachers noticed that supervisors used a motivation methods to raise moral which confirms the validity of first hypothesis:« the motivation of the educational supervisor leads to raise moral teachers».

-54,06 % persons of teachers noticed that supervisors used motivations methods which leads to satisfying their needs as their different types; which confirms the validity of the second hypothesis:« the motivation of the educational supervisor leads to satisfying teacher's needs ».

-53, 17% persons of the teachers noticed that supervisors used motivation methods which lead to raise pedagogical performance; which confirms the validity of the third hypothesis: « the motivation of the educational supervisor leads to increasing pedagogical performances This means that the motivation is a methods, technical attitudes and a good governance which possessed the supervisor as a manager in order to exercise his functions and achieve objectives which are, also, derived from the objectives of educational system, in same time, it satisfies teacher's needs and increasing theirs morals as theirs performances and we arrive to realize the general hypothesis witch noted: «the educational supervisor for teachers leads to raise their moral and satisfying theirs needs as increasing their pedagogical performances.

» The final responses for the all paragraphs express the reality of this hypothesis with 53,77%.

Basing on these results, the researcher proposed: -Working to provide a motivating environment for teachers and directors assured by the educational supervisor, because as were interaction between teacher and his functions, as he raises his inventiveness and his creativity.

-The educational supervisor needs to appraise every effort supplied by teachers and directors, because to feel that they can arrive theirs best levels.

-Diversifying the motivation methods and widening the supervisor's prerogatives basing on the quality norms during the operation of educational supervision.

Keeping-up the evolutions occurring on the pedagogical domain by moving away from the classical supervision and all senses can be given to this word.

Meanwhile, we must link it to the basis human relationship and real sense of framing and orientation.