التطرف الإداري لدى مديري المدارس الثانوية العامة و علاقته بالعنف الطلابي من وجهة نظر المعلمين بمحافظة المنيا

Abstract EN

The study aimed at determining the theoretical foundations of administrative extremism, the nature of students’ violence in secondary schools and the theories underpinning it.

In addition to that the international expertise to reduce students’ violence, the monitoring of the reality of administrative extremism in secondary schools and its relation to students’ violence in Minia governorate were taken into consideration.

Administrative extremism is operationally defined as: "the deviation of the school principal’s moderation behavior, either in the direction of intellectual stagnation or towards chaos".

The descriptive approach was used to achieve the objectives of the study employing a questionnaire as a means of data collection.

The questionnaire includes (54) statements categorized on three sections: the first section: the characteristics of the school principal (21 statements), the second section: student’s violence in schools (22 statements), the third section: the relation of the school’s principal to students’ violence.

The sample of the study consisted of 413 teachers (secondary schools) in all (9) educational directorates in Minia Governorate.

Conducting the present study led to the following conclusions: While the democratic pattern of managing schools’ affairs is not widely prevailing, the dictatorial pattern is widely prevailing followed by the chaotic pattern.

Students’ violence is not only directed to their schoolmates, but also towards teachers and principals, particularly if the chaotic pattern is the followed managerial pattern.

The principal’s manner of extremism and harshness in dealing with their students would only lead (as a means of reaction) to students’ violence.

As when students feel afraid of the school’s principal, their violence behavior will be directed towards their teachers or schoolmates.