Abstract

The aim of the research is to shed light on the importance of professional development for teachers in general and for school librarians in particular and its urgent necessity in this era where the knowledge explosion is accelerating. In Damietta Governorate, one of the goals of the school library is the goals of the school itself through the services and activities it provides to the beneficiaries, and by highlighting the school library and the library specialist, there are many obstacles that impede the work of the librarian to achieve professional development, because one of the most important goals of the school library is to work on Supporting and supporting the educational and pedagogical process in the school. The research relied on the field approach to collect and analyze data on the subject of research through a questionnaire addressed to school library workers. One of the most important findings of the research was that the library specialist is primarily responsible for providing information sources, which are the most important basic functions of the school library, where the library should provide basic information sources and organize them technically to facilitate their circulation, and this can only be done through a trained and professionally professional library specialist on indexing And classification of books and information sources, otherwise the efficiency of services in the school library would decrease, and the lack of vocational training for school librarians in Damietta governorate led to poor service provision in most school libraries in Damietta Governorate. The school library does its job. The research recommended the need to give more attention to the school library to play a greater role in the educational process and to increase the allocations of school libraries from the budget of the Ministry of Education or from the funds of academic activities, with the need to appoint a dedicated and full-time library specialist for each school library from the requirements of professional development for school librarians in Damietta Governorate. key words: Obstacles -professional development -library specialist -school libraries 



  


‫بعمل‬ ‫المكتبات‬ ‫إدارة‬ ‫تحرص‬ ‫منتظم‬ ‫بشكل‬ ‫تدرٌبٌة‬ ‫دورات‬ ‫مصادر‬ ‫على‬ ‫المكتبات‬ ‫ألخصائى‬ ‫التقنٌة‬ ‫المعلومات‬ 0.525 0.641 0.69 2.04 0.82 1.89 ‫حجم‬ ‫مع‬ ‫ٌتناسب‬ ‫المكتبة‬ ‫مبنى‬ ‫كاف‬ ‫والحٌز‬ ‫المعرفٌة‬ ‫األوعٌة‬ ‫األوعٌة‬ ‫تلك‬ ‫الستٌعاب‬

  
					( 37 ) ( 37 ) ( 37 ) ( 37 ) ( 37 ) ( 37 ) ( 37 ) ( 37 ) ( 37 ) ( 37 ) ( 37 ) ( 37 ) ( 37 ) ( 37 ) ( 37 ) ( 37 ) ( 37 ) ( 37 ) ( 37 ) ( 37 ) ( 37 ) ( 37 ) ( 37 ) ( 37 ) ( 37 ) ( 37 ) ( 37 ) ( 37 ) ( 37 ) ( 37 ) ( 37 ) ( 37 ) ( 37 ) ( 37 )	‫المجلد‬ ‫المجلد‬ ‫المجلد‬ ‫المجلد‬ ‫المجلد‬ ‫المجلد‬ ‫المجلد‬ ‫المجلد‬ ‫المجلد‬ ‫المجلد‬ ‫المجلد‬ ‫المجلد‬ ‫المجلد‬ ‫المجلد‬ ‫المجلد‬ ‫المجلد‬ ‫المجلد‬ ‫المجلد‬ ‫المجلد‬ ‫المجلد‬ ‫المجلد‬ ‫المجلد‬ ‫المجلد‬ ‫المجلد‬ ‫المجلد‬ ‫المجلد‬ ‫المجلد‬ ‫المجلد‬ ‫المجلد‬ ‫المجلد‬ ‫المجلد‬ ‫المجلد‬ ‫المجلد‬ ‫المجلد‬		
	‫الكلً%‬ ‫مستوى‬ ‫الداللة‬	‫قٌمة‬ ‫"ت"‬	‫الكلً‬ ‫الجدٌدة‬ ‫دمٌاط‬ ‫إدارة‬ ‫أخرى‬ ‫بكالورٌوس‬ ‫دمٌاط‬ ‫العلمً‬ ‫المؤهل‬ ‫إدارة‬ ‫(ن=‬ 62 ) ( ‫ن=‬ 62 ) ‫لٌسانس‬ ‫المكتبة‬ ‫أهداف‬ ‫تحقٌق‬ ‫معوقات‬ ‫المدارس‬ ‫اإلدارة‬ ‫إ‬ ‫المدرسٌة‬ ‫االنحراف‬ ‫المتوسط‬ ‫االنحراف‬ ‫المتوسط‬ ‫ناث‬ ‫ذكور‬ ‫إناث‬ ‫ذكور‬ ‫إناث‬ ‫ذكور‬ ‫إناث‬ ‫ذكور‬ ‫المعٌاري‬ ‫الحسابً‬ ‫المعٌاري‬ ‫الحسابً‬
	%40 %12.7 0.574 0.566 22 13 7 3 0.66 9	4	-2.04 1	1	-	11 1 0.64	7	2 2.14 3	1	1 ‫والمسئولٌات‬ ‫باألعمال‬ ‫القٌام‬ ‫حكومٌة‬ ‫دمٌاط‬ 1 ‫خاصة‬ ‫عملً‬ ‫مجال‬ ‫فً‬ ‫المرتبطة‬
	%25.4 %21.9 0.362 0.920 14 12	7 6 0.69	7 6	-1 1.65		1 2	5 4 0.69		6 4 1.48	2 1 ‫المالٌة‬ ‫والمخصصات‬ -‫حكومٌة‬ ‫دمٌاط‬ ‫الجدٌدة‬ -‫خاصة‬ ‫المٌزانٌة‬ ‫كافٌة‬ ‫للمكتبة‬ ‫المخصصة‬
	%100	55 29 26	2		4 21	20	6	2 ‫أخصائً‬ ‫مع‬ ‫المعلمٌن‬ ‫تعاون‬ ‫الكلً‬
	0.906 0.119	0.65		1.88			0.74		1.86	‫المكتبة‬ ‫دور‬ ‫إبراز‬ ‫فً‬ ‫المكتبة‬ ‫من‬ ‫واالستفادة‬ ‫المدرسٌة‬
											‫محتوٌاتها‬
											‫أنه‬ ‫على‬ ‫المكتبة‬ ‫نشاط‬ ‫إلى‬ ‫ٌنظر‬
	0.491 0.694	0.82		1.96			0.60		1.83	‫النشاط‬ ‫فً‬ ‫األولوٌات‬ ‫من‬
											‫المدرسً‬
											‫المدرسً‬ ‫المجتمع‬ ‫رؤٌة‬
	0.068 1.865	0.69		2.08			0.58		1.76	‫عضو‬ ‫بأنه‬ ‫المكتبة‬ ‫ألخصائً‬
											‫التعلٌمٌة‬ ‫العملٌة‬ ‫فً‬ ‫فعال‬
	0.293 1.063	0.64		1.50			0.88		1.72
	0.350 0.944	0.69		2.07			0.72		1.89	‫إلصالح‬ ‫دورٌة‬ ‫صٌانة‬ ‫توجد‬ ‫المدرسٌة‬ ‫المكتبة‬ ‫فً‬ ‫األعطال‬
	0.639 0.472	0.75		2.38			0.75		2.48	‫واضح‬ ‫للوظٌفة‬ ‫الترقً‬ ‫سلم‬ ‫ممتازة‬ ‫المادٌة‬ ‫والحوافز‬
											‫اإللكترونٌة‬ ‫الحواسٌب‬ ‫توفر‬
	0.638 0.473	0.80		2.00			0.82		1.89	‫بشكل‬ ‫باإلنترنت‬ ‫اتصال‬ ‫وشبكة‬
											‫دائم‬
	0.416 0.820	0.86		2.42			0.79		2.24	‫مع‬ ‫الدراسً‬ ‫المنهج‬ ‫تناسب‬ ‫المكتبة‬ ‫مصادر‬
							59 65