بيانات الباحث
باحث ماجستير، جامعة الملك عبدالعزيز، المملكة العربية السعودية
أستاذ مشارك بقسم الإدارة التربوية، جامعة الملك عبدالعزيز، المملكة العربية السعودية
مستخلص البحث
هدَفَتِ الدِّرَاسَةُ الحَالِيَّةُ إِلَى التَّعَرُّفِ عَلَى الذَّكاءِ العَاطِفِيِّ وَتَطْوِيرِ القُدَرَاتِ القِيَادِيَّةِ لَدَى مُدِيرِي المَدَارِسِ الثَّانَوِيَّةِ بِجِدَّةَ مِن وَجْهِةِ نَظَرِ المَعَلِّمِينَ. اسْتَخْدَمَ البَاحِثَانِ المَنْهَجَ الكَمِّيَّ المَسْحِيَّ الِارْتِبَاطِيَّ السَّبَبِيَّ المُقَارَنِ، وَجُمِعَتْ بَيَانَاتُ الدِّرَاسَةِ بِاستخدامِ استِبَانَةٍ تَكَوَّنَتْ مِنْ (59) عِبَارَةٍ، حَيْثُ وُزِّعَتْ عَلَى عَيِّنَةٍ مِنَ المُعَلِّمِينَ وَالمُعَلِّمَاتِ فِي المَرْحَلَةِ الثَّانَوِيَّةِ فِي مُحَافَظَةِ جِدَّةَ. بَلَغَ عَدَدُ المُشَارِكِينَ فِي الدِّرَاسَةِ (526) مُعَلِّمًا وَمُعَلِّمَةً، وَتَوَصَّلَتِ النَّتَائِجُ إِلَى أَنَّ دَرَجَةَ الذَّكاءِ العَاطِفِيِّ وَدَرَجَةَ القُدَرَاتِ القِيَادِيَّةِ جَاءَتْ بِدَرَجَةِ مُوَافَقَةٍ (عَالِيَةٍ). كَمَا وَجَدَتِ الدِّرَاسَةُ أَنَّ هُنَاكَ عَلاقَةً طَرْدِيَّةً (مُوجَبَةً) قَوِيَّةً جِدًّا ذَاتَ دِلَالَةٍ إِحْصَائِيَّةٍ لِدَرَجَةِ الذَّكاءِ العَاطِفِيِّ، وَدَرَجَةِ القُدَرَاتِ القِيَادِيَّةِ لَدَى مُدِيرِي المَدَارِسِ الثَّانَوِيَّةِ فِي جِدَّةَ. وَتَوَصَّلَتِ الدِّرَاسَةُ إِلَى وُجُودِ فُرُوقٍ ذَاتِ دِلَالَةٍ إِحْصَائِيَّةٍ لِدَرَجَةِ الذَّكاءِ العَاطِفِيِّ تُعْزَى إِلَى مُتَغَيِّرِ الجِنْسِ، وَكَانَتْ هَذِهِ الفُرُوقُ لِصَالِحِ المُعَلِّمَاتِ (الْإِنَاثِ). بَيْنَمَا تَوَصَّلَتِ الدِّرَاسَةُ إِلَى عَدَمِ وُجُودِ فُرُوقٍ ذَاتِ دِلَالَةٍ إِحْصَائِيَّةٍ نَحْوَ دَرَجَةِ القُدَرَاتِ القِيَادِيَّةِ تُعْزَى إِلَى مُتَغَيِّرِ الجِنْسِ. وَتَوَصَّلَتِ الدِّرَاسَةُ إِلَى عَدَمِ وُجُودِ فُرُوقٍ ذَاتِ دِلَالَةٍ إِحْصَائِيَّةٍ نَحْوَ دَرَجَةِ الذَّكاءِ العَاطِفِيِّ وَدَرَجَةِ القُدَرَاتِ القِيَادِيَّةِ تُعْزَى إِلَى مُتَغَيِّرَيْنِ: المُؤَهَّلِ التَّعْلِيمِيِّ وَعَدَدِ سَنَوَاتِ الخِبْرَةِ. وَبِناءً عَلَى تَحْلِيلِ نَتَائِجِ الدِّرَاسَةِ تَمَّ التَّوَصُّلُ إِلَى عَدَدٍ مِنَ المُقْتَرَحَاتِ وَالتَّوْصِيَاتِ، وَمِنْ أَهَمِّ هَذِهِ التَّوْصِيَاتِ: تَدْرِيبُ مُدِيرِي المَدَارِسِ عَلَى تَطْوِيرِ مَهَارَاتِ الذَّكاءِ العَاطِفِيِّ، وَكَيْفِيَّةِ تَطْبِيقِهَا فِي القِيَادَةِ التَّعْلِيمِيَّةِ، وَتَقْدِيمُ بَرَامِجِ تَثْقِيفِيَّةٍ وَتَوْعَوِيَّةٍ لِمُدِيرِي المَدَارِسِ حَوْلَ أَهَمِّيَّةِ الذَّكاءِ العَاطِفِيِّ فِي تَحْسِينِ الأَدَاءِ القِيَادِيِّ وَالتَّفَاعُلِ مَعَ الفَرِيقِ التَّعْلِيمِيِّ وَالطُّلَّابِ، وَتَبَنِّي استِرَاتِيجِيَّاتٍ وَأَدَوَاتِ تَقْوِيمٍ لِقِيَاسِ وَتَقييمِ مُسْتَوَى الذَّكاءِ العَاطِفِيِّ لَدَى مُدِيرِي المَدَارِسِ، وَتَقْدِيمُ الدَّعْمِ وَالتَّطْوِيرِ اللَّازِمِ لِتَحْسِينِهِ مِمَّا يُسَاهِمُ فِي تَحْقِيقِ التَّطْوِيرِ المِهَنِيِّ العَالِي وَتَحْسِينِ المَخْرَجَاتِ التَّعْلِيمِيَّةِ.
The purpose of this study was to determine the reality of the team’s the study aimed to identify emotional intelligence and its relationship to developing the leadership capabilities of secondary school principals in Jeddah from the teachers’ point of view. The researcher used the quantitative, causal, and comparative survey method, and the study data was collected using a questionnaire of 59 statements, which was distributed to a sample of male and female teachers at the secondary level in Jeddah Governorate. The number of participants in the study was 526 male and female teachers, and the results of the study concluded that the degree of emotional intelligence and the degree of leadership abilities came with a degree of agreement (high). The study also found that there is a very strong (positive) positive relationship with statistical significance to the degree of emotional intelligence and the degree of leadership abilities among secondary school principals in Jeddah Governorate. The study found that there were statistically significant differences in the degree of emotional intelligence attributed to the gender variable, and these differences were in Favor of (female) teachers. While the study found that there were no statistically significant differences regarding the degree of leadership abilities due to the gender variable. The study found that there were no statistically significant differences regarding the degree of emotional intelligence and the degree of leadership abilities due to the variables of academic qualification and years of experience. Based on the analysis of the results of the study, a number of proposals and recommendations were reached, the most important of which are training school principals to develop emotional intelligence skills and how to apply them in educational leadership, providing educational and awareness programs for school principals about the importance of emotional intelligence in improving leadership performance and interaction with the educational team and students, Adopting strategies and evaluation tools to measure and evaluate the level of emotional intelligence of school principals and providing the necessary support and development to improve it, which contributes to achieving high professional development and improving educational outcomes.