‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﺠﻭﺩﺓ‬ ‫ﻭﺘﺤﺴﻴﻥ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﺘﺄﺜﻴﺭ‬ ‫ﺭﺯﻕ‬ ‫ﺇﺒﺭﺍﻫﻴﻡ‬ ‫ﺼﻼﺡ‬ ‫ﺇﻴﻤﺎﻥ‬ ١ ١ ‫ﻭﺍﻟﻁﻔﻭﻟﺔ‬ ‫ﺍﻷﺴﺭﺓ‬ ‫ﻤﺅﺴﺴﺎﺕ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﻤﺩﺭﺱ‬ -‫ﺍﻟﻤﻨﺯﻟﻰ‬ ‫ﺍﻻﻗﺘﺼﺎﺩ‬ ‫ﻜﻠﻴﺔ‬ -‫ﺍﻷﺯﻫﺭ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﺴﺘﻼ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻡ‬ ٢١ ‫ﺍﻏﺴﻁﺱ‬ ٢٠١٤ ‫ﻓﻲ‬ ‫ﺍﻟﻨﺸﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﻭﺍﻓﻘﺔ‬ ، ٣٠ ‫ﺩﻴﺴﻤﺒﺭ‬ ٢٠١٤ ‫ﺍﻟﻌﺭﺒﻰ‬ ‫ﺍﻟﻤﻠﺨﺹ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻕ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺭﺌﻴﺴﻴﺔ‬ ‫ﺒﺼﻔﺔ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺇﺴﺘﻬﺩﻑ‬ ‫ﻭﻨﻅﺎﺌﺭﻫﻡ‬ ‫ﺘﺩﺭﻴﺒﻴﺔ‬ ‫ﺩﻭﺭﺍﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺤﺼﻠﻭﺍ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺍﻟﻘﺩﺭﺍ‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﻓﻰ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﻴﺤﺼﻠﻭﺍ‬ ‫ﻟﻡ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﻭﺠﻭﺩﺓ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺕ‬


) ‫ﺒﺸﺩﺓ‬ ‫ﻤﻭﺍﻓﻕ‬ - ‫ﻤﻭﺍﻓﻕ‬ - ‫ﻤﺎ‬ ‫ﺤﺩ‬ ‫ﺇﻟﻰ‬ ‫ﻤﻭﺍﻓﻕ‬ - ‫ﻤﻭ‬ ‫ﻏﻴﺭ‬ ‫ﺍﻓﻕ‬ - ‫ﺒﺸﺩﺓ‬ ‫ﻤﻭﺍﻓﻕ‬ ‫ﻏﻴﺭ‬ ( ‫ﻋﻠﻰ‬ ‫ﻤﻴﺯﺍﻥ‬ ) ٥ - ٤ - ٣ - ٢ - ١ ( ‫ﺍﻹﻴﺠﺎﺒﻴﺔ‬ ‫ﻟﻠﻌﺒﺎﺭﺍﺕ‬ ، ) ١ - ٢ - ٣ - ٤ - ٥ (
‫ﻟﻠﺘﻘﺩﻴﺭ‬ ) ‫ﺒﺸﺩﺓ‬ ‫ﻤﻭﺍﻓﻕ‬ - ‫ﻤﻭﺍ‬ ‫ﻓﻕ‬ - ‫ﻤﺎ‬ ‫ﺤﺩ‬ ‫ﺇﻟﻰ‬ ‫ﻤﻭﺍﻓﻕ‬ - ‫ﻤﻭﺍﻓﻕ‬ ‫ﻏﻴﺭ‬ - ‫ﻤﻭﺍﻓﻕ‬ ‫ﻏﻴﺭ‬ ‫ﺒﺸﺩﺓ‬ ( ‫ﻤﻴﺯﺍﻥ‬ ‫ﻋﻠﻰ‬ ) ٥ - ٤ - ٣ - ٢ - ١ ( ‫ﺍﻹﻴﺠﺎﺒﻴﺔ،‬ ‫ﻟﻠﻌﺒﺎﺭﺍﺕ‬ ) ١ - ٢ - ٣ - ٤ - ٥ ( ‫ﺍﻟﺴﻠﺒﻴﺔ‬
‫ﺒﻠﻐﺕ‬ ٤٤.٧ % ‫ﺍﻟﻌﻤﺭﻴﺔ‬ ‫ﺍﻟﻔﺌﺔ‬ ‫ﻴﻠﻴﻬﺎ‬ ، ‫ﻤﻥ‬ ٤٢ - ‫ﺃﻗل‬ ‫ﺇﻟﻰ‬ ‫ﻤﻥ‬ ٥١ ‫ﻨﺴﺒﺘﻬﻡ‬ ‫ﺒﻠﻐﺕ‬ ‫ﺤﻴﺙ‬ ٤٢.١ % ‫ﻓﻜﺎﻨـﺕ‬ ‫ﻨﺴـﺒﺔ‬ ‫ﺃﻗل‬ ‫ﺃﻤﺎ‬ ، ‫ﻤﻥ‬ ‫ﺍﻟﻌﻤﺭﻴﺔ‬ ‫ﻟﻠﻔﺌﺔ‬ ٥١ - ٦٠ ‫ﻨﺴﺒﺘﻬﻡ‬ ‫ﺒﻠﻐﺕ‬ ‫ﺤﻴﺙ‬ ١٣.٢ % ‫ﻭﻗﺩ‬ ، ‫ﺍﻟﺩﺭﺍﺴـﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﺘﺯﻭﺠﻭﻥ‬ ‫ﻨﺴﺒﺔ‬ ‫ﺒﻠﻐﺕ‬ ٨٦.٨ % ‫ﺒﻴﻨﻤـﺎ‬ ، ‫ﺍﻟﻤﺘﺯﻭﺠﻴﻥ‬ ‫ﻏﻴﺭ‬ ‫ﻨﺴﺒﺔ‬ ‫ﺒﻠﻐﺕ‬ ١٣.٢ % ‫ﺍﻷﺴﺘﺎﺫ‬ ‫ﺩﺭﺠﺔ‬ ‫ﻭﻤﺜﻠﺕ‬ ، ‫ﻨﺴـﺒﺘﻬﻡ‬ ‫ﺒﻠﻐـﺕ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻓﻰ‬ ‫ﻨﺴﺒﺔ‬ ‫ﺃﻋﻠﻰ‬ ‫ﺍﻟﻤﺴﺎﻋﺩ‬ ٥٥.٣ % ‫ﻨﺴﺒﺘﻬﻡ‬ ‫ﺒﻠﻐﺕ‬ ‫ﺤﻴﺙ‬ ‫ﻤﺩﺭﺱ‬ ‫ﺩﺭﺠﺔ‬ ‫ﻴﻠﻴﻬﺎ‬ ، ٣٦.٨ % ، ‫ﺒﻠﻐﺕ‬ ‫ﻭﺍﻟﺘﻰ‬ ‫ﺃﺴﺘﺎﺫ‬ ‫ﻟﺩﺭﺠﺔ‬ ‫ﻓﻜﺎﻨﺕ‬ ‫ﻨﺴﺒﺔ‬ ‫ﺃﻗل‬ ‫ﺃﻤﺎ‬ ٧.٩ % ‫ﺃﻤـﺎ‬ ، ‫ﺍﻟﻌﻤ‬ ‫ﺍﻟﻜﻠﻴـﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﻤﻨﺎﺼﻔﺔ‬ ‫ﺍﻟﻌﻴﻨﺔ‬ ‫ﻓﻜﺎﻨﺕ‬ ‫ﺍﻟﺘﺨﺼﺹ‬ ‫ﻋﻥ‬ ‫ﻠﻴـﺔ‬ ‫ﻭﺍﻟﻨﻅﺭﻴﺔ‬ . ‫ﺠﺩﻭل‬ ‫ﻤﻥ‬ ‫ﻴﺘﻀﺢ‬ ) ٦ ( ‫ﻨﺴﺒﺔ‬ ‫ﺃﻥ‬ ‫ﺍﻟﺘـﺩﺭﻴﺱ‬ ‫ﻫﻴﺌـﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﺤﺼﻠﻭ‬ ‫ﺍﺍﻟﺫﻴﻥ‬ ‫ﺒﻠﻐـﺕ‬ ‫ﺘﺩﺭﻴﺒﻴﺔ‬ ‫ﺩﻭﺭﺍﺕ‬ ‫ﻋﻠﻰ‬ ٦٣.٢ % ‫ﺒﻴﻨﻤـﺎ‬ ، ‫ﻨﺴﺒﺔ‬ ‫ﺒﻠﻐﺕ‬ ‫ﻋﻠـﻰ‬ ‫ﻴﺤﺼـﻠﻭ‬ ‫ﻟﻡ‬ ‫ﺍﺍﻟﺫﻴﻥ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﺘﺩﺭﻴﺒﻴﺔ‬ ‫ﺩﻭﺭﺍﺕ‬ ٣٦.٨ .% ‫ﺠﺩﻭل‬ ‫ﻤﻥ‬ ‫ﻴﺘﻀﺢ‬ ) ٧ ( ‫ﻨﺴﺒﺔ‬ ‫ﺃﻥ‬ ‫ﺍﻟﺘـﺩﺭﻴﺱ‬ ‫ﻫﻴﺌـﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﺒﻠﻐﺕ‬ ‫ﺍﻹﻨﺎﺙ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ٦٦.٧ % ‫ﺜﻠﺜﻰ‬ ‫ﺃﻯ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ،‬ ‫ﻋﻴﻨﺔ‬ ‫ﻓﺒﻠﻐﺕ‬ ‫ﺍﻟﺫﻜﻭﺭ‬ ‫ﻤﻥ‬ ‫ﻨﺴﺒﺘﻬﻡ‬ ‫ﺒﻠﻐﺕ‬ ‫ﺒﻴﻨﻤﺎ‬ ٣٣.٣ % ‫ﺃﻋﻠﻰ‬ ‫ﻭﻜﺎﻨﺕ‬ ، ‫ﺍﻟﻤﺘﺩﺭﺒﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻤﻥ‬ ‫ﻨﺴﺒﺔ‬ ‫ﺍﻟﻌﻤﺭﻴﺔ‬ ‫ﺍﻟﻔﺌﺔ‬ ‫ﻓﻰ‬ ‫ﻤـﻥ‬ ٣٣ - ‫ﻤﻥ‬ ‫ﺃﻗل‬ ‫ﺇﻟﻰ‬ ٤٢ ‫ﻨﺴﺒﺘﻬﻡ‬ ‫ﺒﻠﻐﺕ‬ ‫ﺤﻴﺙ‬ ٤٥.٨ % ‫ﺍﻟﻔﺌـﺔ‬ ‫ﻴﻠﻴﻬـﺎ‬ ، ‫ـﺔ‬ ‫ﺍﻟﻌﻤﺭﻴـ‬ ‫ـﻥ‬ ‫ﻤـ‬ ٤٢ - ‫ـﻥ‬ ‫ﻤـ‬ ‫ـل‬ ‫ﺃﻗـ‬ ‫ـﻰ‬ ‫ﺇﻟـ‬ ٥١ ‫ـﺕ‬ ‫ﺒﻠﻐـ‬ ‫ـﺙ‬ ‫ﺤﻴـ‬ ‫ﻨﺴﺒﺘﻬﻡ‬ ٣٧.٥ % ‫ﻤﻥ‬ ‫ﺍﻟﻌﻤﺭﻴﺔ‬ ‫ﻟﻠﻔﺌﺔ‬ ‫ﻓﻜﺎﻨﺕ‬ ‫ﻨﺴﺒﺔ‬ ‫ﺃﻗل‬ ‫ﺃﻤﺎ‬ ، ٥١ - ٦٠ ‫ﻨﺴﺒﺘﻬﻡ‬ ‫ﺒﻠﻐﺕ‬ ‫ﺤﻴﺙ‬ ١٦.٧ % ‫ﺍﻟﻤﺘﺯﻭﺠﻭﻥ‬ ‫ﻨﺴﺒﺔ‬ ‫ﺒﻠﻐﺕ‬ ‫ﻭﻗﺩ‬ ، ‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻓﻰ‬ ٨٣.٣ % ‫ﻏﻴـﺭ‬ ‫ﻨﺴـﺒﺔ‬ ‫ﺒﻠﻐـﺕ‬ ‫ﺒﻴﻨﻤـﺎ‬ ، ‫ﺍﻟﻤﺘﺯﻭﺠﻴﻥ‬ ١٦.٧ % ‫ﺃﻋﻠـﻰ‬ ‫ﺍﻟﻤﺴﺎﻋﺩ‬ ‫ﺍﻷﺴﺘﺎﺫ‬ ‫ﺩﺭﺠﺔ‬ ‫ﻭﻤﺜﻠﺕ‬ ، ‫ﺒﻠﻐﺕ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻓﻰ‬ ‫ﻨﺴﺒﺔ‬ ٥٨.٣ % ‫ﺩﺭﺠـﺔ‬ ‫ﻴﻠﻴﻬﺎ‬ ، ‫ﻨﺴﺒﺘﻬﻡ‬ ‫ﺒﻠﻐﺕ‬ ‫ﺤﻴﺙ‬ ‫ﻤﺩﺭﺱ‬ ٢٩.٢ % ‫ﻓﻜﺎﻨـﺕ‬ ‫ﻨﺴﺒﺔ‬ ‫ﺃﻗل‬ ‫ﺃﻤﺎ‬ ، ‫ﻭﺍﻟ‬ ‫ﺃﺴﺘﺎﺫ‬ ‫ﻟﺩﺭﺠﺔ‬ ‫ﺒﻠﻐﺕ‬ ‫ﺘﻰ‬ ١٢.٥ % ، ‫ﺠﺩﻭل‬ ٥ . ‫ﻟﺨﺼﺎﺌﺼﻬﺎ‬ ‫ﹰ‬ ‫ﺘﺒﻌﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻟﻌﻴﻨﺔ‬ ‫ﺍﻟﻨﺴﺒﻰ‬ ‫ﺍﻟﺘﻭﺯﻴﻊ‬ ‫ﻥ‬ = ١١٤ ‫ﺍﻟﺒﻴﺎﻥ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻟﻨﺴﺒﺔ‬ ‫ﺍﻟﻤﺌﻭﻴﺔ‬ ‫ﺍﻟﺠﻨﺱ‬ ‫ﺫﻜﺭ‬ ٥٤ ٤٧.٤ ‫ﺃﻨﺜﻰ‬ ٦٠ ٥٢.٦ ‫ﺍﻟﻤـــــــــــــﺠــــــــــــــﻤـــــــــــﻭﻉ‬ ١١٤ ١٠٠ ‫ﺍﻟﻌﻤﺭ‬ ) ‫ﻤﻥ‬ ٣٣ - ‫ﻤﻥ‬ ‫ﺃﻗل‬ ‫ﺇﻟﻰ‬ ٤٢ ( ٥١ ٤٤.٧ ) ‫ﻤﻥ‬ ٤٢ - ‫ﻤﻥ‬ ‫ﺃﻗل‬ ‫ﺇﻟﻰ‬ ٥١ ( ٤٨ ٤٢.١ ) ‫ﻤﻥ‬ ٥١ - ٦٠ ( ١٥ ١٣.٢ ‫ﺍﻟﻤـــــــــــــﺠــــــــــــــﻤـــــــــــﻭﻉ‬ ١١٤ ١٠٠ ‫ﺍﻟﺤﺎﻟﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻤﺘﺯﻭﺝ‬ ٩٩ ٨٦.٨ ‫ﻤﺘﺯﻭﺝ‬ ‫ﻏﻴﺭ‬ ١٥ ١٣.٢ ‫ﺍﻟﻤـــــــــــــﺠــــــــــــــﻤـــــــــــﻭﻉ‬ ١١٤ ١٠٠ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺩﺭﺠﺔ‬ ‫ﻤﺩﺭﺱ‬ ٤٢ ٣٦.٨ ‫ﻤﺴﺎﻋﺩ‬ ‫ﺃﺴﺘﺎﺫ‬ ٦٣ ٥٥.٣ ‫ﺃﺴ‬ ‫ﺘﺎﺫ‬ ٩ ٧.٩ ‫ﺍﻟﻤـــــــــــــﺠــــــــــــــﻤـــــــــــﻭﻉ‬ ١١٤ ١٠٠ ‫ﺍﻟﺘﺨﺼﺹ‬ ‫ﻨﻅﺭﻯ‬ ٥٧ ٥٠.٠ ‫ﻋﻤﻠﻰ‬ ٥٧ ٥٠.٠ ‫ﺍﻟﻤـــــــــــــﺠــــــــــــــﻤـــــــــــﻭﻉ‬ ١١٤ ١٠٠ ‫ﺠﺩﻭل‬ ٦ . ‫ﺘﺩﺭﻴﺒﻴﺔ‬ ‫ﺩﻭﺭﺍﺕ‬ ‫ﻋﻠﻰ‬ ‫ﻟﺤﺼﻭﻟﻬﺎ‬ ‫ﹰ‬ ‫ﺘﺒﻌﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻟﻌﻴﻨﺔ‬ ‫ﺍﻟﻨﺴﺒﻰ‬ ‫ﺍﻟﺘﻭﺯﻴﻊ‬ ‫ﻥ‬ = ١١٤ ‫ﺍﻟﺒﻴﺎﻥ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻟﻨﺴﺒ‬ ‫ﺍﻟﻤﺌﻭﻴﺔ‬ ‫ﺔ‬ ‫ﺍﻟﻌﻠﻤﻰ‬ ‫ﻟﻠﺘﺒﺎﺩل‬ ‫ﺍﻹﺴﻜﻨﺩﺭﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ - ) ‫ﻤﺠﻠﺩ‬ ٣٥ ‫ﺍﻟﻌﺩﺩ‬ ٣ ( ‫ﻴﻭﻟﻴﻭ‬ - ‫ﺴﺒﺘﻤﺒﺭ‬ ٢٠١٤ 350 ‫ﺘﺩﺭﻴﺒﻴﺔ‬ ‫ﺩﻭﺭﺍﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺤﺎﺼﻠﻭﻥ‬ ‫ﺃﻋﻀﺎﺀ‬ ٧٢ ٦٣.٢ ‫ﺘﺩﺭﻴﺒﻴﺔ‬ ‫ﺩﻭﺭﺍﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺤﺎﺼﻠﻴﻥ‬ ‫ﻏﻴﺭ‬ ‫ﺃﻋﻀﺎﺀ‬ ٤٢ ٣٦.٨ ‫ﺍﻟﻤﺠﻤﻭﻉ‬ ١١٤ ١٠٠ ‫ﺠﺩﻭل‬ ٧ . ‫ﻟﺨﺼﺎﺌﺼﻬﺎ‬ ‫ﹰ‬ ‫ﺘﺒﻌﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻤﻥ‬ ‫ﻟﻠﻤﺘﺩﺭﺒﻴﻥ‬ ‫ﺍﻟﻨﺴﺒﻰ‬ ‫ﺍﻟﺘﻭﺯﻴﻊ‬ ‫ﻥ‬ = ٧٢ ‫ﺍﻟﺒﻴﺎﻥ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻟﻨﺴﺒﺔ‬ ‫ﺍﻟﻤﺌﻭﻴﺔ‬ ‫ﺍﻟﺠﻨﺱ‬ ‫ﺫﻜﺭ‬ ٢٤ ٣٣.٣ ‫ﺃﻨﺜﻰ‬ ٤٨ ٦٦.٧ ‫ﺍﻟﻤـــــ‬ ‫ــﺠـــــــــــــــــﻤـــــــــــــﻭﻉ‬ ٧٢ ١٠٠ ‫ﺍﻟﻌﻤﺭ‬ ) ‫ﻤﻥ‬ ٣٣ - ‫ﻤﻥ‬ ‫ﺃﻗل‬ ‫ﺇﻟﻰ‬ ٤٢ ( ٣٣ ٤٥.٨ ) ‫ﻤﻥ‬ ٤٢ - ‫ﻤﻥ‬ ‫ﺃﻗل‬ ‫ﺇﻟﻰ‬ ٥١ ( ٢٧ ٣٧.٥ ) ‫ﻤﻥ‬ ٥١ - ٦٠ ( ١٢ ١٦.٧ ‫ﺍﻟﻤـــــــــﺠـــــــــــــﻤـــــــــــــــــــﻭﻉ‬ ٧٢ ١٠٠ ‫ﺍﻟﺤﺎﻟﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻤﺘﺯﻭﺝ‬ ٦٠ ٨٣.٣ ‫ﻤﺘﺯﻭﺝ‬ ‫ﻏﻴﺭ‬ ١٢ ١٦.٧ ‫ﺍﻟﻤـــ‬ ‫ـــﺠــــــــــــــــــــ‬ ‫ﻤ‬ ‫ــــــــــﻭﻉ‬ ٧٢ ١٠٠ ‫ﺍﻟﺩﺭﺠﺔ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﻤﺩﺭﺱ‬ ٢١ ٢٩.٢ ‫ﻤﺴﺎﻋﺩ‬ ‫ﺃﺴﺘﺎﺫ‬ ٤٢ ٥٨.٣ ‫ﺃﺴﺘﺎﺫ‬ ٩ ١٢.٥ ‫ﺍﻟﻤــــــــﺠــــــــــــــــــــ‬ ‫ﻤ‬ ‫ــــــــــﻭﻉ‬ ٧٢ ١٠٠ ‫ﺍﻟﺘﺨﺼﺹ‬ ‫ﻨﻅﺭﻯ‬ ٣٦ ٥٠ ‫ﻋﻤﻠﻰ‬ ٣٦ ٥٠ ‫ﺍﻟﻤــــــﺠــــــــــــــــــــ‬ ‫ﻤ‬ ‫ــــــــــﻭﻉ‬ ٧٢ ١٠٠ ‫ﻤﺠﺎل‬ ‫ﺍﻟﺩﻭﺭﺍﺕ‬ ‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬ ‫ﻤﻬﻨﻴﺔ‬ ٣ ٤.٢ ‫ﺇﺩﺍﺭﻴﺔ‬ ٢١ ٢٩.٢ ‫ﺘﻜﻨﻭﻟﻭﺠﻴﺔ‬ ٠ ٠.٠ ‫ﻤﺠﺎل‬ ‫ﻤﻥ‬ ‫ﺃﻜﺜﺭ‬ ٤٨ ٦٦.٧ ‫ﺍﻟﻤـــــــﺠــــــــــــــــــــ‬ ‫ﻤ‬ ‫ــــــــــﻭﻉ‬ ٧٢ ١٠٠
- ٤.٢ ٣ ١٦.٧ ١٢ ٣٧.٥ ٢٧ ٤١.٧ ٣٠ ‫ﺍﻟﻬﺩﻑ‬ ‫ﻟﺘﺤﻘﻴﻕ‬ ‫ﺍﻟﻼﺯﻡ‬ ‫ﺍﻟﻭﻗﺕ‬ ‫ﺃﺤﺩﺩ‬ - - ٤.٢ ٣ ٤.٢ ٣ ٤٥.٨ ٣٣ ٤٥.٨ ٣٣ ‫ﺍﻟﻬﺩﻑ‬ ‫ﻤﻊ‬ ‫ﺘﺘﻨﺎﺴﺏ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﺘﻨﻔﻴﺫ‬ ‫ﺃﻟﻴﺎﺕ‬ ‫ﺃﺘﺨﻴﺭ‬ - - ٤.٢ ٣ ٨.٣ ٦ ٤١.٧ ٣٠ ٤٥.٨ ٣٣ ‫ﻤﺘﺘﺎﺒﻌﺔ‬ ‫ﺍﻟﺘﻨﻔﻴﺫ‬ ‫ﺨﻁﻭﺍﺕ‬ ‫ﺃﺼﻴﻎ‬ ٣٧.٥ ٢٧ ٤١.٧ ٣٠ ٢٠.٨ ١٥ - - - -‫ﻟﻜل‬ ‫ﻭﻗﺕ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﺩﻭﻥ‬ ‫ﺍﻟﻜﻠﻰ‬ ‫ﻟﻠﺘﻨﻔﻴﺫ‬ ‫ﻭﻗﺕ‬ ‫ﺃﺨﺼﺹ‬ ‫ﻤﺭﺤﻠﺔ‬ - - - - ٢٠.٨ ١٥ ٥٤.٢ ٣٩ ٢٥.٠ ١٨ ‫ﺍﻟﺘﻨﻔﻴﺫ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻤﺴﺅﻟﺔ‬ ‫ﺍﻷﺸﺨﺎﺹ‬ ‫ﺍﺨﺘﻴﺎﺭ‬ ‫ﺃﺤﺴﻥ‬ - - ٤.٢ ٣ ٢٠.٨ ١٥ ٤٥.٨ ٣٣ ٢٩.٢ ٢١ ‫ﺍﻟﻤﺩﻯ‬ ‫ﺒﻌﻴﺩﺓ‬ ‫ﻤﺴﺘﻘﺒﻠﻴﺔ‬ ‫ﺨﻁﻁ‬ ‫ﻭﻀﻊ‬ ‫ﻤﻥ‬ ‫ﺃﺘﻤﻜﻥ‬ - - ٤.٢ ٣ ٨.٣ ٦ ٤١.٧ ٣٠ ٤٥.٨ ٣٣ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻓﻰ‬ ‫ﺘﻭﺍﺠﻬﻨﻰ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺃﺤﺩﺩ‬ ‫ﺍﻟﻘﺭﺍﺭ‬ ‫ﺍﺘﺨﺎﺫ‬ - - - - ٢٠.٨ ١٥ ٣٧.٥ ٢٧ ٤١.٧ ٣٠ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻫﺫﻩ‬ ‫ﻤﺴﺒﺒﺎﺕ‬ ‫ﺇﻟﻰ‬ ‫ﺃﺘﻭﺼل‬ - - - - ٢٠.٨ ١٥ ٥٤.٢ ٣٩ ٢٥.٠ ١٨ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻟﺤل‬ ‫ﺍﻟﻤﻨﺎﺴﺏ‬ ‫ﺍﻟﻭﻗﺕ‬ ‫ﺃﺘﺨﻴﺭ‬ - - ٤.٢ ٣ ٢٠.٨ ١٥ ٤٥.٨ ٣٣ ٢٩.٢ ٢١ ‫ﺒﺎﻟﻤﺸﻜﻠﺔ‬ ‫ﺍﻟﺼﻠﺔ‬ ‫ﺫﻭ‬ ‫ﺍﻷﺸﺨﺎﺹ‬ ‫ﺃﻋﻴﻥ‬ ٥٨.٣ ٤٢ ٣٣.٣ ٢٤ ٨.٣ ٦ - - - -‫ﺍﻟﻤﺸﻜﻠﺔ‬ ‫ﻟﺤل‬ ‫ﺍﻟﺒﺩﺍﺌل‬ ‫ﻤﻥ‬ ‫ﻗﻠﻴل‬ ‫ﻋﺩﺩ‬ ‫ﺇﻟﻰ‬ ‫ﺃﺘﻭﺼل‬ ‫ﺍﻟﻭﺍﺤﺩﺓ‬ - - ٤.٢ ٣ ٨.٣ ٦ ٥٠.٠ ٣٦ ٣٧.٥ ٢٧ ‫ﻟﻠﻤﺸﻜﻠﺔ‬ ‫ﻤﻤﻜﻥ‬ ‫ﺤل‬ ‫ﻜل‬ ‫ﻭﻤﺜﺎﻟﺏ‬ ‫ﻤﺯﺍﻴﺎ‬ ‫ﺒﻌﻤﻕ‬ ‫ﺃﺩﺭﺱ‬ - - - - ١٢.٥ ٩ ٤٥.٨ ٣٣ ٤١.٧ ٣٠ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺒﻌﺩ‬ ‫ﻟﻠﻤﺸﻜﻠﺔ‬ ‫ﺍﻷﻤﺜل‬ ‫ﺍﻟﺤل‬ ‫ﺃﺴﺘﺨﻠﺹ‬ - - - - ١٦.٧ ١٢ ٤١.٧ ٣٠ ٤١.٧ ٣٠ ‫ﺍﻟﻤﺸﻜﻠﺔ‬ ‫ﻟﺤل‬ ‫ﺍﺨﺘﻴﺎﺭﻯ‬ ‫ﻤﺴﺅﻟﻴﺔ‬ ‫ﺃﺘﺤﻤل‬ - - - - ٨.٣ ٦ ٥٨.٣ ٤٢ ٣٣.٣ ٢٤ ‫ﺘﻘ‬ ‫ﻤﻥ‬ ‫ﺃﺘﻤﻜﻥ‬ ‫ﻤﺭﺍﺤل‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻭﺍﺤﺩ‬ ‫ﺍﻟﻌﻤل‬ ‫ﺴﻴﻡ‬ ‫ﺍﻟﺘﻨﻅﻴﻡ‬ - - ٤.٢ ٣ ٨.٣ ٦ ٥٠.٠ ٣٦ ٣٧.٥ ٢٧ ‫ﻗﺩﺭﺍﺘﻬﻡ‬ ‫ﻤﻊ‬ ‫ﻴﺘﻨﺎﺴﺏ‬ ‫ﺒﻤﺎ‬ ‫ﺍﻷﻓﺭﺍﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺃﻭﺯﻉ‬ ٤٥.٨ ٣٣ ٤١.٧ ٣٠ ١٢.٥ ٩ - - - -‫ﺘﻭﺯﻴﻊ‬ ‫ﻓﻰ‬ ‫ﻤﻌﻴﺎﺭ‬ ‫ﻟﻴﺴﺕ‬ ‫ﺍﻷﻓﺭﺍﺩ‬ ‫ﻭﺭﻏﺒﺎﺕ‬ ‫ﺍﺘﺠﺎﻫﺎﺕ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺎﺕ‬ - - - - ١٦.٧ ١٢ ٤١.٧ ٣٠ 
‫ﻙ‬ ٤.٢ ٣ ٢٠.٨ ١٥ ٤٥.٨ ٣٣ ١٦.٧ ١٢ ١٢.٥ ٩ ‫ﺒﺎﻟ‬ ‫ﺃﺸﻌﺭ‬ ‫ﺍﻟﻭﻗﺕ‬ ‫ﺃﻏﻠﺏ‬ ‫ﺘﻌﺏ‬ ‫ﻭﺍﻟﺒﺩﻨﻴﺔ‬ ‫ﺍﻟﺠﺴﻤﻴﺔ‬ ‫ﺍﻟﻤﺅﺸﺭﺍﺕ‬ - - ٤.٢ ٣ ٥٠.٠ ٣٦ ٤١.٧ ٣٠ ٤.٢ ٣ ‫ﻭﻤﺘﻭﺍﺯﻥ‬ ‫ﺼﺤﻰ‬ ‫ﻏﺫﺍﺀ‬ ‫ﺃﺘﻨﺎﻭل‬ - -٢٠.٨ ١٥ ٦٢.٥ ٤٥ ١٦.٧ ١٢ - - ‫ﻟﻴﻼ‬ ‫ﺍﻟﻨﻭﻡ‬ ‫ﻓﻰ‬ ‫ﺃﺴﺘﻐﺭﻕ‬ ٤.٢ ٣ ٢٥.٠ ١٨ ٤٥.٨ ٣٣ ١٦.٧ ١٢ ٨.٣ ٦ ‫ﻤﺜﺎﻟﻰ‬ ‫ﺒﻭﺯﻥ‬ ‫ﺃﺘﻤﺘﻊ‬ ٢٥.٠ ١٨ ١٢.٥ ٩ ٣٧.٥ ٢٧ ١٢.٥ ٩ ١٢.٥ ٩ ‫ﻤﻥ‬ ‫ﺃﻋﺎﻨﻰ‬ ‫ﺍﻟﻬﻀﻤﻰ‬ ‫ﺍﻟﺠﻬﺎﺯ‬ ‫ﻓﻰ‬ ‫ﺍﻀﻁﺭﺍﺒﺎﺕ‬ ١٢.٥ ٩ ٣٧.٥ ٢٧ ٣٣.٣ ٢٤ ٤.٢ ٣ ١٢.٥ ٩ ‫ﺒﺎﻨﺘﻅﺎﻡ‬ ‫ﺍﻟﺭﻴﺎﻀﺔ‬ ‫ﺃﻤﺎﺭﺱ‬ ١٢.٥ ٩ ٢٥.٠ ١٨ ٣٧.٥ ٢٧ ٢٠.٨ ١٥ ٤.٢ ٣ ‫ﺍﻟﻤﻔﺎﺼل‬ ‫ﻓﻰ‬ ‫ﺒﺂﻻﻡ‬ ‫ﺃﺸﻌﺭ‬ - - - -٢٠.٨ ١٥ ٥٤.٢ ٣٩ ٢٥.٠ ١٨ ‫ﺒﻜﻔﺎﺀﺓ‬ ‫ﺍﻟﻴﻭﻤﻴﺔ‬ ‫ﻤﻬﺎﻤﻰ‬ ‫ﺍﺩﺍﺀ‬ ‫ﺃﺴﺘﻁﻴﻊ‬ ٤.٢ ٣ ٤.٢ ٣ ٢٩.٢ ٢١ ٣٧.٥ ٢٧ ٢٥.٠ ١٨ ‫ﺃﺘﻨﺎ‬ ‫ﺍﻟﻤﺭﺽ‬ ‫ﺤﺎﻟﺔ‬ ‫ﻓﻰ‬ ‫ﺒﻌﻨﺎﻴﺔ‬ ‫ﺍﻷﺩﻭﻴﺔ‬ ‫ﻭل‬ - - ٤.٢ ٣ ٣٣.٣ ٢٤ ٥٠.٠ ٣٦ ١٢.٥ ٩ ‫ﻟﻠﻁﻌﺎﻡ‬ ‫ﺠﻴﺩﺓ‬ ‫ﺒﺸﻬﻴﺔ‬ ‫ﺃﺴﺘﻤﺘﻊ‬ - - ٤.٢ ٣ ٨.٣ ٦ ٤٥.٨ ٣٣ 

‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻕ‬ ‫ﻤﺎ‬ ‫ﻭﻨﻅﺎﺌﺭﻫﻡ‬ ‫ﺘﺩﺭﻴﺒﻴﺔ‬ ‫ﺩﻭﺭﺍﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺤﺼﻠﻭﺍ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﻓﻰ‬ ‫ﺘﺩﺭﻴﺒﻴﺔ‬ ‫ﺩﻭﺭﺍﺕ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺤﺼﻠﻭﺍ‬ ‫ﻟﻡ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫؟‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻭﺠﻭﺩﺓ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬

  

	340 342 344	٢٠١٤ ٢٠١٤ ٢٠١٤	-‫ﺴﺒﺘﻤﺒﺭ‬ -‫ﺴﺒﺘﻤﺒﺭ‬ -‫ﺴﺒﺘﻤﺒﺭ‬	‫ﻴﻭﻟﻴﻭ‬ ‫ﻴﻭﻟﻴﻭ‬ ‫ﻴﻭﻟﻴﻭ‬	‫ﺍﻟﻌﺩﺩ‬ ٣ ( ‫ﺍﻟﻌﺩﺩ‬ ٣ ( ‫ﺍﻟﻌﺩﺩ‬ ٣ (	٣٥ ٣٥ ٣٥	‫ﻤﺠﻠﺩ‬ ‫ﻤﺠﻠﺩ‬ ‫ﻤﺠﻠﺩ‬	) ) )	---	‫ﺍﻟﻌﻠﻤﻰ‬ ‫ﻟﻠﺘﺒﺎﺩل‬ ‫ﺍﻹﺴﻜﻨﺩﺭﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ‫ﺍﻟﻌﻠﻤﻰ‬ ‫ﻟﻠﺘﺒﺎﺩل‬ ‫ﺍﻹﺴﻜﻨﺩﺭﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ‫ﺍﻟﻌﻠﻤﻰ‬ ‫ﻟﻠﺘﺒﺎﺩل‬ ‫ﺍﻹﺴﻜﻨﺩﺭﻴﺔ‬ ‫ﻤﺠﻠﺔ‬
	‫ﺍﻟ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﺍﻫﺘﻤﺕ‬ ‫ﻭﻟﻘﺩ‬ ‫ﻋﻀﻭ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﺒﺒﺭﺍﻤﺞ‬ ‫ﺩﺭﺍﺴﺎﺕ‬ ‫ﺍﻟﻤﻨﺯ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﻓﻰ‬ ‫ﺍﻷﺴﺭﺓ‬ ‫ﺭﺒﺔ‬ ‫ﻜﻔﺎﺀﺓ‬ ‫ﻭﺒﻴﻥ‬ ‫ﺍﻟﺤﺩﻴﺜﺔ‬ ‫ﻭﺩﺭﺍﺴﺔ‬ ‫ل،‬ ‫ﻭﺩﺭﺍﺴﺔ‬ Altinok,V.(2011) ‫ﺍﻟﻭﻅﻴﻔﻴﺔ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﺠﻭﺩﺓ‬ ‫ﻋﻥ‬ ٧ -‫ﻷﻋﻀﺎﺀ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬		‫ﺘﺴﻌﻰ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻤﻠﺤﺔ‬ ‫ﺍﻟﺤﺎﺠﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻭﻟﻌل‬ ‫ﺍﻟﻤﺠﺎﻻﺕ،‬ ‫ﺠﻤﻴﻊ‬ ‫ﺇﻟﻴﻪ‬ ‫ﻴﺴﻌﻰ‬ ‫ﻤﻤﺎ‬ ‫ﻭﺃﺴﻤﻰ‬ ‫ﺃﻜﺜﺭ‬ ‫ﺃﻫﺩﺍﻑ‬ . ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﻭﺘﻀﻡ‬ ‫ﺍﻟﺤ‬ ‫ﻭﻟﺠﻭﺩﺓ‬ ‫ﻭﻴﺘﻀﻤﻥ‬ ‫ﺍﻟﺠﺴﻤﻰ‬ ‫ﺍﻟﺒﻌﺩ‬ ‫ﻤﻨﻬﺎ‬ ‫ﻋﺩﻴﺩﺓ‬ ‫ﺃﺒﻌﺎﺩ‬ ‫ﻴﺎﺓ‬ ٦ -‫ﻜل‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﺒﺎﻴﻥ‬ ‫ﻤﺎ‬ ٢ -‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﺒﻴﻥ‬ ‫ﺍﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬
	‫ﺍﻫﺘﻡ‬ ‫ﻤﺎ‬ ‫ﻓﻤﻨﻬﺎ‬ ‫ﻋﺩﻴﺩﺓ،‬ ‫ﺯﻭﺍﻴﺎ‬ ‫ﻤﻥ‬ ‫ﺘﻨﺎﻭﻟﺘﻬﺎ‬ ‫ﻭﺍﻟﺘﻰ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﻨﻭﻓل‬ ‫ﻭﺭﺒﻴﻊ‬ ‫ﺭﻗﺒﺎﻥ‬ ‫ﻨﻌﻤﺔ‬ ) ٢٠٠١ ( ‫ﻭﻋﻰ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﻋﻥ‬ ‫ﻋﻼﻡ‬ ‫ﺴﺤﺭ‬ ‫ﻭﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ،‬ ‫ﻫﻴﺌﺔ‬ ‫ﻷﻋﻀﺎﺀ‬ ) ٢٠١٢ ( ‫ﻋﻥ‬ ‫ﻟﺩﻴﻬﻡ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻭﺠﻭﺩﺓ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ .		‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﻟﻌﻀﻭ‬ ‫ﺍﻟﻤﺴﺘﺩﺍﻤﺔ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﻟﺘﺤﻘﻴﻘﻬﺎ‬ ‫ﺍﻟﺠﺎﻤﻌﺔ‬ ‫ﻭﺍﻟﻘﺩﺭﺓ‬ ‫ﺍﻟﻘﺭﺍﺭ،‬ ‫ﺍﺘﺨﺎﺫ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﻘﺩﺭﺓ‬ ‫ﺍﻟﺘﺨﻁﻴﻁ،‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ) ‫ﺍﻟﺤﺴﻴﺔ‬ ‫ﻭﺍﻟﻭﻅﺎﺌﻑ‬ ‫ﺍﻟﻨﻭﻡ‬ ‫ﺍﻟﺭﺍﺤﺔ،‬ ‫ﻭﺍﻟﺘﻌﺏ،‬ ‫ﺍﻟﻨﺸﺎﻁ‬ ‫ﺍﻷﻟﻡ،‬ ( ، ‫ﻟﻤﺠﺎل‬ ‫ﺘﺒﻌﺎ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻭﺠﻭﺩﺓ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻭﺠﻭﺩﺓ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬
	‫ﻟﻠﻤﻁﺎﻟﺏ‬ ‫ﺘﺠﺎﺒﺔ‬ ‫ﺍﻟﺫﻯ‬ ‫ﺍﻷﻤﺭ‬ ‫ﻭﺍﻟﻼﻨﻬﺎﺌﻴﺔ،‬ ‫ﺍﻟﻤﺘﺴﺎﺭﻋﺔ‬ ‫ﺍﻟﻤﺠﺘﻤﻌﻴﺔ‬ ‫ﻭﺍﻟﺘﻭﻗﻌﺎﺕ‬ ‫ﺘﺘﻌﻠﻕ‬ ‫ﻀﺨﻤﺔ،‬ ‫ﺘﺤﺩﻴﺎﺕ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﻋﻠﻰ‬ ‫ﻴﻔﺭﺽ‬ ‫ﻭﺍﻟﺘﻌﻘﻴﺩ‬ ‫ﺍﻟﺘﺴﺎﺭﻉ‬ ‫ﻫﺫﺍ‬ ‫ﻟﻤﻼﺤﻘﺔ‬ ‫ﺃﻨﻔﺴﻬﻡ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﺒﻀﺭﻭﺭﺓ‬ ‫ﻜﻠﻤﺎ‬ ‫ﻭﻤﺴﺘﻤﺭ‬ ‫ﺩﺍﺌﻡ‬ ‫ﺒﺸﻜل‬ ‫ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺘﻠﻙ‬ ‫ﺘﺘﻡ‬ ‫ﻭﺃﻥ‬ ‫ﻭﺍﻟﺘﺭﻜﻴﺏ،‬ ‫ﺒﺎﺴﺘ‬ ‫ﺘﻨﺘﻬﻰ‬ ‫ﻭﻟﻥ‬ ‫ﻻ‬ ‫ﻭﻫﻰ‬ ‫ﺇﻟﻴﻬﺎ‬ ‫ﺍﻟﺤﺎﺠﺔ‬ ‫ﺘﺘﺠﺩﺩ‬ ‫ﻋﻀﻭ‬ ‫ﺤﻴﺎﺓ‬ ‫ﻤﺭﺍﺭ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ) ‫ﺍﻟﺴﺩﺓ،‬ ‫ﺇﺒﺭﺍﻫﻴﻡ‬ ٢٠١٣ .( ‫ﻟﺫﺍ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ،‬ ‫ﻓﻰ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﻗﺎﻁﺭﺓ‬ ‫ﻫﻰ‬ ‫ﺍﻟﺠﺎﻤﻌﺔ‬ ‫ﻜﺎﻨﺕ‬ ‫ﻭﻟﻤﺎ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﻓﻰ‬ ‫ﺩﻭﺭﻫﺎ‬ ‫ﺃﺩﺍﺀ‬ ‫ﺇﻟﻰ‬ ‫ﺠﺎﻫﺩﺓ‬ ‫ﺘﺴﻌﻰ‬ ‫ﻓﻬﻰ‬ ‫ﻭﺩﻋﻡ‬ ‫ﻟﻪ،‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﻋﻀﻭ‬ ‫ﻭﺤﺎﺠﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﺒﺄﻫﻤﻴﺔ‬ ‫ﻟﻬﺫ‬ ‫ﻫﺎﺌﻠﺔ‬ ‫ﻤﻴﺯﺍﻨﻴﺎﺕ‬ ‫ﻭﺘﺨﺼﻴﺹ‬ ‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬ ‫ﻟﻠﺒﺭﺍﻤﺞ‬ ‫ﺍﻟﺠﺎﻤﻌﺎﺕ‬ ‫ﺍ‬ ‫ﺴﻨﺒل‬ ‫ﻓﺎﺌﻘﺔ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻓﻰ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﺸﺄﻥ‬ ) ٢٠١١ ( ‫ﺃﻭﺼﺕ‬ ‫ﻜﻤﺎ‬ ، ‫ﺍ‬ ‫ﺒﺄﻫﻤﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﺴﺘﻤﺭﺍﺭﻴﺔ‬ ‫ﻭﺘﺤﺩﻴﺜﻬﺎ‬ ‫ﻭﺘﻘﻴﻴﻤﻬﺎ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ،‬ ‫ﻫﻴﺌﺔ‬ ‫ﻷﻋﻀﺎﺀ‬ ‫ﻭﺍﻟﺘﻁﻭﻴﺭ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﻜﻔﺎﺀﺍﺕ‬ ‫ﻟﺘﻁﻭﻴﺭ‬ ‫ﻤﺘﺨﺼﺼﺔ‬ ‫ﻤﺭﺍﻜﺯ‬ ‫ﻭﺇﻨﺸﺎﺀ‬ ‫ﻭﺘﻨﻭﻋﻬﺎ،‬ ‫ﺍﻟﻌﻤل،‬ ‫ﺒﻴﺌﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻨﻘل‬ ‫ﻭﻀﺭﻭﺭﺓ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ،‬ ‫ﻫﻴﺌﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻟﻤﺤﺘﻭﻯ‬ ‫ﺍﻟﺘﺨﻁﻴﻁ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﻭﺇﺸﺭﺍﻙ‬ ‫ﺍﻟﺒﺭﺍﻤﺞ‬ . ‫ﻋﻠﻰ‬ ‫ﻋﻠﻰ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻭﻤﻨﻬﺎ‬ ) ٢٠٠٥ ( ‫ﺍﺒﺭﺍﻫﻴﻡ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﻌﻭﻴﻠﻰ‬ ) ٢٠٠٩ ( ‫ﻭﺩﺭﺍﺴﺔ‬ Catherine, D.(2012) ‫ﺍﻫﺘﻤﺕ‬ ‫ﻜﻤﺎ‬ ، ‫ﻷﻋﻀﺎﺀ‬ ‫ﺍﻟﻤﻘﺩﻤﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﺒﺘﻘﻴﻴﻡ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﺍﻟﻘﺒﺎﻁﻰ‬ ‫ﻋﺒﺩﺍﷲ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻭﻤﻨﻬﺎ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ) ٢٠١١ ( ‫ﻭﺩﺭﺍﺴﺔ‬ ‫ﻭﺃﺨﺭﻭﻥ‬ ‫ﺍﻟﻜﻨﺎﻨﻰ‬ ‫ﺃﺤﻤﺩ‬ ) ٢٠١١ ( ‫ﺇﺒﺭﺍﻫﻴﻡ‬ ‫ﻭﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﺯﻋﻴﺒﺭ‬ ) ٢٠١٢ ( ‫ﺍﻟﺘ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﺃﻥ‬ ‫ﺃﻭﻀﺤﺕ‬ ‫ﻭﺍﻟﺘﻰ‬ ‫ﺃﺜﺭﺕ‬ ‫ﺩﺭﻴﺏ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﻷﻋﻀﺎﺀ‬ ‫ﺍﻟﻤﻬﻨﻰ‬ ‫ﺍﻟﻨﻤﻭ‬ ‫ﻓﻰ‬ ‫ﺍﻴﺠﺎﺒﻴﺎ‬ ‫ﺘﺄﺜﻴﺭﺍ‬ . ‫ﻜﻤﺎ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺒﺭﺍﻤﺞ‬ ‫ﻫﺫﻩ‬ ‫ﺩﻭﺭ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺒﻌﺽ‬ ‫ﺃﺠﺭﻴﺕ‬ ‫ﺤﺠﺎﺝ‬ ‫ﺭﻴﻬﺎﻡ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻭﻤﻨﻬﺎ‬ ‫ﺍﻟﻘﺭﺍﺭ‬ ‫ﺍﺘﺨﺎﺫ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ) ٢٠١٣ ( ‫ﻋﻠﻰ‬ ‫ﺍﻟﺸﺒﺎﺏ‬ ‫ﺒﻘﺩﺭﺓ‬ ‫ﻭﻋﻼﻗﺘﻬﺎ‬ ‫ﺍﻟﺒﺸﺭﻴﺔ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻘﺭﺍﺭ‬ ‫ﺍﺘﺨﺎﺫ‬ . ‫ﺍﻟﺩﺭﺍ‬ ‫ﺘﻨﻭﻉ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺭﻏﻡ‬ ‫ﻭﻋﻠﻰ‬ ‫ﺘﻨﺎﻭﻟﺕ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺴﺎﺕ‬ ‫ﻗﻠﺔ‬ ‫ﻫﻨﺎﻙ‬ ‫ﺃﻥ‬ ‫ﺇﻻ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﻷﻋﻀﺎﺀ‬ ‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﺒﺭﺍﻤﺞ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺒﺭﺍﻤﺞ‬ ‫ﻫﺫﻩ‬ ‫ﺒﺩﻭﺭ‬ ‫ﺍﻫﺘﻤﺕ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﻟﻌﻀﻭ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ _ ‫ﻋﻠﻡ‬ ‫ﺤﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ _ ‫ﺍﻟﺘﺤﺩﻴﺎﺕ‬ ‫ﻟﻤﻭﺍﺠﻬﺔ‬ ‫ﺃﺴﺎﺴﻴﺎ‬ ‫ﻤﻁﻠﺒﺎ‬ ‫ﺘﻌﺩ‬ ‫ﻭﺍﻟﺘﻰ‬ ‫ﻓﻰ‬ ‫ﺴﻭﺍﺀ‬ ‫ﺘﻭﺍﺠﻬﻪ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻤﺘﻼﺤﻘﺔ‬ ‫ﻭﺍﻟﺘﻁﻭﺭﺍﺕ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﺍﻟﺸﺨﺼﻴﺔ‬ ‫ﺃﻭ‬ . ‫ﺍ‬ ‫ﺍﻟﺴﺒﻴل‬ ‫ﻫﻰ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﻓﺎﻟﻘﺩﺭﺍﺕ‬ ‫ﻫﺫﻩ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﺘﻐﻠﺏ‬ ‫ﻟﻭﺤﻴﺩ‬ ‫ﻭ‬ ‫ﺍﻟﺘﺤﺩﻴﺎﺕ‬ ‫ﺃﻓﻀل،‬ ‫ﺒﻤﺴﺘﻭﻯ‬ ‫ﻭﺍﻟﻤﺘﺩﺍﺨﻠﺔ‬ ‫ﺍﻟﻤﺘﻌﺩﺩﺓ‬ ‫ﺍﻷﺩﻭﺍﺭ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻫﻴﺌﺔ‬ ‫ﻭﻋﻀﻭ‬ ‫ﻋﺎﻤﻪ‬ ‫ﺒﺼﻔﺔ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺘﻨﻤﻴﺘﻬﺎ‬ ‫ﺃﻥ‬ ‫ﻋﻥ‬ ‫ﻓﻀﻼ‬ ‫ﺒﻤﺴﺘﻭﻯ‬ ‫ﺍﻟﻤﺭﺠﻭﺓ‬ ‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﻤﻥ‬ ‫ﺨﺎﺼﺔ‬ ‫ﺒﺼﻔﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﺍﻀﺎﻓﺔ‬ ‫ﻴﻨﺸﺩﺓ،‬ ‫ﻤﻤﺎ‬ ‫ﺃﻋﻠﻰ‬ ‫ﻟﺘﺤﻘﻴﻕ‬ ‫ﻟﻠﻤﻭﺍﺭﺩ‬ ‫ﺍﻟﻤﺘﻤﻴﺯ‬ ‫ﺍﻟﺘﺭﺸﻴﺩ‬ ‫ﺇﻟﻰ‬ ‫ﺭﺒﺎﺕ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﻓﻰ‬ ‫ﻭﻜﻔﺎﺀﺘﻬﻥ‬ ‫ﺍﻟﻤﻨﺯﻟﻴﺔ‬ ‫ﺍﻷﻋﻤﺎل‬ ‫ﺒﺘﺒﺴﻴﻁ‬ ‫ﺍﻷﺴﺭ‬ ‫ﺃﺤﻤﺩ‬ ‫ﺇﻴﻤﺎﻥ‬ ‫ﻭﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﻤﻨﺯل،‬ ‫ﺸﺌﻭﻥ‬ ) ٢٠٠٢ ( ‫ﺩﺍﻓﻌﻴﺔ‬ ‫ﻋﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺫﻟﻙ‬ ‫ﻭﺃﺜﺭ‬ ‫ﺍﻟﻤﻨﺯﻟﻴﺔ‬ ‫ﻤﺴﺌﻭﻟﻴﺘﻬﺎ‬ ‫ﺇﻨﺠﺎﺯ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻟﺯﻭﺠﺔ‬ ‫ﺼﻴﺭﻯ‬ ‫ﺃﺒﻭ‬ ‫ﺤﻨﺎﻥ‬ ‫ﻭﺩﺭﺍﺴﺔ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ،‬ ‫ﻜﻔﺎﺀﺘﻬﺎ‬ ) ٢٠٠٢ ( ‫ﻋﻥ‬ ‫ﻭﺃﺜﺭﻩ‬ ‫ﺍﻟﺠﺩﻴﺩﺓ‬ ‫ﺍﻟﻌﻤﺭﺍﻨﻴﺔ‬ ‫ﺒﺎﻟﻤﺠﺘﻤﻌﺎﺕ‬ ‫ﻟﻸﺴﺭﺓ‬ ‫ﺍﻹﺩﺍﺭﻯ‬ ‫ﺍﻟﺴﻠﻭﻙ‬ ‫ﺍﻗ‬ ‫ﻋﻠﻰ‬ ‫ﺘ‬ ‫ﺍﻟﺼﻡ‬ ‫ﻋﺒﺩ‬ ‫ﺯﻴﻨﺏ‬ ‫ﻭﺩﺭﺍﺴﺔ‬ ‫ﺼﺎﺩﻴﺎﺘﻬﺎ،‬ ) ٢٠٠٧ ( ‫ﻋﻥ‬ ‫ﺍﻹﺩﺨﺎﺭﻯ‬ ‫ﺍﻟﺴﻠﻭﻙ‬ ‫ﺒﺄﻨﻤﺎﻁ‬ ‫ﻭﻋﻼﻗﺘﻬﺎ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻜﻔﺎﺀﺓ‬ ‫ﻤﻘﻭﻤﺎﺕ‬ ‫ﺍﻟﺯﻭﺠ‬ ‫ﻟﺩﻯ‬ ‫ﺭﺯﻕ‬ ‫ﺇﻴﻤﺎﻥ‬ ‫ﻭﺩﺭﺍﺴﺔ‬ ‫ﺠﺩﺓ،‬ ‫ﺒﻤﺩﻴﻨﺔ‬ ‫ﺎﺕ‬ ) ٢٠٠٧ ( ‫ﻋﻥ‬ ‫ﻭﺍﻟﺴﻨﺔ‬ ‫ﺍﻟﻘﺭﺁﻥ‬ ‫ﻅﻼل‬ ‫ﻓﻰ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻤﺒﺎﺩﺉ‬ ‫ﻭﺩﺍﻓﻌﻴﺔ‬ ‫ﺍﻟﻨﺒﻭﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﻯ‬ ‫ﺍﻟﺴﻠﻭﻙ‬ ‫ﺍﻟﺨﻭﻟﻰ‬ ‫ﻫﻨﺎﺀ‬ ‫ﻭﺩﺭﺍﺴﺔ‬ ، ) ٢٠١١ ( ‫ﺍﻟﻜﻔﺎﺀﺓ‬ ‫ﻋﻥ‬ ‫ﺍﻹ‬ ‫ﻓﻰ‬ ‫ﻟﻸﺒﻨﺎﺀ‬ ‫ﺍﻟﻘﺭﺍﺭ‬ ‫ﺍﺘﺨﺎﺫ‬ ‫ﺒﺠﻭﺩﺓ‬ ‫ﻭﻋﻼﻗﺘﻬﺎ‬ ‫ﻟﻸﻡ‬ ‫ﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻁ‬ ‫ﺭﺯﻕ‬ ‫ﺇﻴﻤﺎﻥ‬ ‫ﻭﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﻤﺘﺄﺨﺭﺓ،‬ ‫ﻔﻭﻟﺔ‬ ) ٢٠١٣ ( ‫ﺍﻟﻜﻔﺎﺀﺓ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻌﻤل‬ ‫ﻓﻰ‬ ‫ﺒﻤﺸﺎﺭﻜﺘﻬﺎ‬ ‫ﻭﻋﻼﻗﺘﻬﺎ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﻟﻠﻤﺭﺃﺓ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﻓﻰ‬ ‫ﺃﺠﺭﻯ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻏﺯﻴﺭ‬ ‫ﻋﺩﺩ‬ ‫ﻋﻥ‬ ‫ﻓﻀﻼ‬ ‫ﺍﻟﺘﻁﻭﻋﻰ،‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﺒﺤﻭﺙ‬ ‫ﻓﻰ‬ ‫ﻗﻠﺔ‬ ‫ﻫﻨﺎﻙ‬ ‫ﺃﻥ‬ ‫ﺇﻻ‬ ‫ﺍﻟﻤﻭﺍﺭﺩ،‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﻤﺠﺎل‬ ‫ﺘﻨﺎ‬ ‫ﻭﺠﻪ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﻷﻋﻀﺎﺀ‬ ‫ﺍﻷﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﻭﻟﺕ‬ ‫ﺍﻟﺨﺼﻭﺹ‬ -‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﻋﻠﻡ‬ ‫ﺤﺩ‬ ‫ﻋﻠﻰ‬ . ‫ﻜل‬ ‫ﺘﺤﻘﻴﻘﻪ‬ ‫ﺇﻟﻰ‬ ‫ﺘﺴﻌﻰ‬ ‫ﻫﺩﻓﺎ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﺠﻭﺩﺓ‬ ‫ﻜﺎﻨﺕ‬ ‫ﻭﻟﻤﺎ‬ ‫ﻓﻘﺩ‬ ‫ﺍﻹﻨﺴﺎﻥ،‬ ‫ﺤﻴﺎﺓ‬ ‫ﻓﻰ‬ ‫ﺍﻷﺜﺭ‬ ‫ﻋﻅﻴﻡ‬ ‫ﻤﻥ‬ ‫ﻟﻬﺎ‬ ‫ﻟﻤﺎ‬ ‫ﺍﻟﻤﺠﺘﻤﻌﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺒﺎﺤﺜﻴﻥ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﺍﻫﺘﻤﺎﻡ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﺠﻭﺩﺓ‬ ‫ﻤﻔﻬﻭﻡ‬ ‫ﺍﺴﺘﺭﻋﻰ‬ ‫ﻭ‬ ‫ﺃﻥ‬ ‫ﺇﻻ‬ ‫ﺘﺨﺼﺼﺎﺘﻬﻡ،‬ ‫ﺍﺨﺘﻼﻑ‬ ‫ﺠﻭﺩﺓ‬ ‫ﻟﻤﻔﻬﻭﻡ‬ ‫ﺘﻌﺭﻴﻔﺎ‬ ‫ﻀﻊ‬ ‫ﺯﻭﺍﻴﺎﻩ‬ ‫ﻟﺘﻌﺩﺩ‬ ‫ﻨﻅﺭﺍ‬ ‫ﺍﻟﺼﻌﻭﺒﺔ،‬ ‫ﺒﺎﻟﻎ‬ ‫ﺃﻤﺭﺍ‬ ‫ﻜﺎﻥ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﺍﻟﻤﻬﺘﻤﻴﻥ‬ ‫ﺍﻟﺨﺒﺭﺍﺀ‬ ‫ﻤﻥ‬ ‫ﺩﻭﻟﻴﺔ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﻓﺈﻥ‬ ‫ﻟﺫﺍ‬ ‫ﻭﻤﺅﺸﺭﺍﺘﻪ،‬ ‫ﻋﺭﻓﻭﺍ‬ ‫ﺍﻟﻌﺎﻟﻤﻴﺔ‬ ‫ﺍﻟﺼﺤﺔ‬ ‫ﻟﻤﻨﻅﻤﺔ‬ ‫ﻭﺍﻟﺘﺎﺒﻌﺔ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﺠﻭﺩﺓ‬ ‫ﺒﺒﺤﻭﺙ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻓﻰ‬ ‫ﻟﻤﺭﻜﺯﻫﻡ‬ ‫ﺍﻷﻓﺭﺍﺩ‬ ‫ﺇﺩﺭﺍﻙ‬ ‫ﺒﺄﻨﻬﺎ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﺠﻭﺩﺓ‬ ‫ﺍﻟ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﻭﻨﺴﻕ‬ ‫ﺍﻟﺜﻘﺎﻓﺔ،‬ ‫ﺴﻴﺎﻕ‬ ‫ﺫﻟﻙ‬ ‫ﻋﻼﻗﺔ‬ ‫ﻭﻓﻰ‬ ‫ﻓﻴﻪ،‬ ‫ﻴﻌﻴﺸﻭﻥ‬ ‫ﺫﻯ‬ ‫ﻤﻔﻬﻭﻡ‬ ‫ﻓﻬﻭ‬ ‫ﻭﺍﻫﺘﻤﺎﻤﺎﺘﻬﻡ،‬ ‫ﻭﻤﺴﺘﻭﻴﺎﺘﻬﻡ،‬ ‫ﻭﺘﻭﻗﻌﺎﺘﻬﻡ،‬ ‫ﺒﺄﻫﺩﺍﻓﻬﻡ،‬ ‫ﻭﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﺍﻟﺠﺴﻤﻴﺔ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﺒﺼﺤﺔ‬ ‫ﻤﻌﻘﺩﺓ‬ ‫ﺒﻁﺭﻴﻘﺔ‬ ‫ﻴﺘﺄﺜﺭ‬ ‫ﻭﺍﺴﻊ‬ ‫ﺒﺎﻟﺠﻭﺍﻨﺏ‬ ‫ﻭﻋﻼﻗﺘﻪ‬ ‫ﺍﺴﺘﻘﻼﻟﻪ‬ ‫ﻭﻤﺴﺘﻭﻯ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ،‬ ‫ﻭﻋﻼﻗﺎﺘﻪ‬ ‫ﻓﻴﻬﺎ‬ ‫ﻴﻌﻴﺵ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﻬﻤﺔ‬ ) ‫ﺍﻟﺨﺎﻟﻕ،‬ ‫ﻋﺒﺩ‬ ‫ﺃﺤﻤﺩ‬ ٢٠٠٨ .( ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻭﻅﻴﻔﻰ‬ ‫ﺒﺎﻟﺭﻀﺎ‬ ‫ﻭﻋﻼﻗﺘﻬﺎ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﺠﻭﺩﺓ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ،‬ ‫ﺍﻟﺯﻋﻴﺒﺭ‬ ‫ﺇﺒﺭﺍﻫﻴﻡ‬ ‫ﻭﺩﺭﺍﺴﺔ‬ ) ٢٠١٢ ( ‫ﻓﺎﻋﻠﻴﺔ‬ ‫ﻋﻥ‬ ‫ﺍﻻﻴﺯﻭ‬ ‫ﺘﻁﺒﻴﻘﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﻗﺎﺌﻡ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﻓﻰ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻭﻅﻴﻔﻴﺔ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﺠﻭﺩﺓ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺒﺎﻟﻤﺅﺴﺴﺎﺕ‬ ‫ﺼﺎﻟﺢ‬ ‫ﺃﻤﺎﻨﻰ‬ ‫ﻭﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ،‬ ‫ﻫﻴﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ) ٢٠١٣ ( ‫ﻋﻥ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻌﻤل‬ ‫ﺤﻴﺎﺓ‬ ‫ﺠﻭﺩﺓ‬ ‫ﻭﺍﻗﻊ‬ . ‫ﺍﻻﻫﺘ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺭﻏﻡ‬ ‫ﻭﻋﻠﻰ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﺒﺒﺤﻭﺙ‬ ‫ﻤﺎﻡ‬ ‫ﺃﻥ‬ ‫ﺇﻻ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻰ‬ ‫ﻭﺩﻭﺭﻫﺎ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﺃﺜﺭ‬ ‫ﺘﻨﺎﻭﻟﺕ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﺒﺤﻭﺙ‬ ‫ﻓﻰ‬ ‫ﻨﺩﺭﺓ‬ ‫ﻫﻨﺎﻙ‬ ‫ﺠﻭﺩﺓ‬ ‫ﻭﺘﺤﺴﻴﻥ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﻗﺩﺭﺍﺘﻬﻡ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺍﻟﺒﺤﻭﺙ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺯﻴﺩ‬ ‫ﺇﺠﺭﺍﺀ‬ ‫ﻴﺘﻁﻠﺏ‬ ‫ﺍﻟﺫﻯ‬ ‫ﺍﻷﻤﺭ‬ ‫ﻟﺩﻴﻬﻡ،‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﺍﻟﺼﺩﺩ‬ ‫ﻫﺫﺍ‬ ‫ﻓﻰ‬ . ‫ﻟ‬ ‫ﻓﻰ‬ ‫ﺘﻜﻤﻥ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻫﺫﺍ‬ ‫ﻤﺸﻜﻠﺔ‬ ‫ﻓﺈﻥ‬ ‫ﺫﻟﻙ‬ ‫ﻭﻫﻭ‬ ‫ﺍﻟﺭﺌﻴﺴﻰ‬ ‫ﺍﻟﺘﺴﺎﺅل‬ ‫ﻋﻠﻰ‬ ‫ﺍﻹﺠﺎﺒﺔ‬ : ‫ﺃﻋﻀﺎﺀ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﻭﺍﻟﺘﺴﺎﺅﻻﺕ‬ : ١ -‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻕ‬ ‫ﻤﺎ‬ ‫ﻜل‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﻟﻠﺠﻨﺱ‬ ‫ﺘﺒﻌﺎ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻭﺠﻭﺩﺓ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﻤﻥ‬ ) ‫ﺫﻜﺭ‬ -‫ﺃﻨﺜﻰ‬ ( ‫؟‬ ٢ -‫ﻜل‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﺒﺎﻴﻥ‬ ‫ﻤﺎ‬ ‫؟‬ ‫ﺍﻟﻌﻤﺭﻴﺔ‬ ‫ﻟﻠﻔﺌﺔ‬ ‫ﺘﺒﻌﺎ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻭﺠﻭﺩﺓ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﻤﻥ‬ ٣ -‫ﻜل‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻕ‬ ‫ﻤﺎ‬ ‫ﺍﻟﻘ‬ ‫ﻤﻥ‬ ‫ﻟﺤﺎﻟﺘﻬﻡ‬ ‫ﺘﺒﻌﺎ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻭﺠﻭﺩﺓ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺩﺭﺍﺕ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ؟‬ ٤ -‫ﻜل‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﺒﺎﻴﻥ‬ ‫ﻤﺎ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ؟‬ ‫ﻟﻠﺩﺭﺠﺔ‬ ‫ﺘﺒﻌﺎ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻭﺠﻭﺩﺓ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﻤﻥ‬ ٥ -‫ﻜل‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻕ‬ ‫ﻤﺎ‬ ‫ﻟﻠﺘﺨﺼﺹ؟‬ ‫ﺘﺒﻌﺎ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻭﺠﻭﺩﺓ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻴﻠﻰ‬ ‫ﻓﻴﻤﺎ‬ ‫ﺍﻟﺤﺎﻟﻰ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﺘﻜﻤﻥ‬ : : ١ -‫ﺃﻫ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﻓﺌﺔ‬ ‫ﻭﻫﻰ‬ ‫ﻴﺴﺘﻬﺩﻓﻬﺎ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻔﺌﺔ‬ ‫ﻤﻴﺔ‬ ‫ﻭﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺘﻘﺩﻡ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﻓﻰ‬ ‫ﺍﻷﻜﺒﺭ‬ ‫ﺍﻟﻌﺏﺀ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﻴﻘﻊ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺠﺎﻨﺏ‬ ‫ﻤﻥ‬ ‫ﺒﺎﻻﻫﺘﻤﺎﻡ‬ ‫ﺘﺤﺎﻁ‬ ‫ﺃﻥ‬ ‫ﻴﺠﺏ‬ ‫ﻟﺫﺍ‬ ‫ﺍﻟﻤﺠﺘﻤﻌﻴﺔ،‬ ‫ﺍﻟﺒﺎﺤﺜﻴﻥ‬ . ٢ -‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﺃﻓﺭﺍﺩ‬ ‫ﻟﺠﻤﻴﻊ‬ ‫ﺍﻟﺸﺎﻏل‬ ‫ﺍﻟﺸﻐل‬ ‫ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﺘﻌﺩ‬ ‫ﻴ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻷﻭﻨﺔ‬ ‫ﻓﻰ‬ ‫ﺨﺼﺎﺌﺼﻬﻡ‬ ‫ﺇﺨﺘﻼﻑ‬ ‫ﻋﻠﻰ‬ ‫ﺴﻌﻰ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﻨﺤﻭ‬ ‫ﻭﺜﺎﺒﺘﻪ‬ ‫ﺴﺭﻴﻌﺔ‬ ‫ﺒﺨﻁﻰ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺒﺭﺍﻤﺞ‬ ‫ﻫﺫﻩ‬ ‫ﺃﺜﺭ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻓﺈﻥ‬ ‫ﻟﺫﺍ‬ ‫ﻭﺍﻟﺘﻘﺩﻡ،‬ ‫ﺠﺩﻴﺭ‬ ‫ﺃﻤﺭ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﺠﻭﺩﺓ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﻭﻓﻰ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺒﺎﻻﻫﺘﻤﺎﻡ‬ . ٣ -‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﺒﺠﻭﺩﺓ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﻴﻌﺩ‬ ‫ﻴﻨ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻤﺠﺎﻻﺕ‬ ‫ﺃﻫﻡ‬ ‫ﻤﻥ‬ ‫ﻤﻥ‬ ‫ﻟﻪ‬ ‫ﻟﻤﺎ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﺍﻟﺘﺭﻜﻴﺯ‬ ‫ﺒﻐﻰ‬ ‫ﻓﻰ‬ ‫ﻓﺎﻋﻠﻴﺘﻪ‬ ‫ﻭﺯﻴﺎﺩﺓ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﻓﻰ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﺒﻬﺎ‬ ‫ﻴﻘﻭﻤﻭﻥ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻷﺩﻭﺍﺭ‬ ‫ﻤﺨﺘﻠﻑ‬ . ٤ -‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﻤﻭﻀﻭﻋﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺘﻌﺩ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻭﺠﻭﺩﺓ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ . ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﻓﻰ‬ ‫ﺘﺩﺭﻴﺒﻴﺔ‬ ‫ﺩﻭﺭﺍﺕ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺤﺼﻠﻭﺍ‬ ‫ﻟﻡ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﻭﻨﻅﺎﺌﺭﻫﻡ‬ ‫ﺘﺩﺭﻴﺒﻴﺔ‬ ‫ﺩﻭﺭﺍﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺤﺼﻠﻭﺍ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ١ -‫ﺍﺤﺼ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﺒﻴﻥ‬ ‫ﺎﺌﻴﺔ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻓﺭﻭﺽ‬ : ‫ﺍﻟﺘﺎﻟﻰ‬ ‫ﺍﻟﻨﺤﻭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻔﺭﻭﺽ‬ ‫ﺼﻴﺎﻏﺔ‬ ‫ﺘﻡ‬ : ‫ﺍﻷﺩﻭﺍﺭ‬ ‫ﻫﺫﻩ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻤﻥ‬ ‫ﻟﻴﺘﻤﻜﻥ‬ ‫ﺴﻠﻴﻡ‬ ‫ﺇﺩﺍﺭﻯ‬ ‫ﺃﺴﻠﻭﺏ‬ . ‫ﺍﺘﺒﺎﻉ‬ ‫ﻴﺴﺘﻠﺯﻡ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻓﻰ‬ ‫ﺃﺩﻭﺍﺭﻩ‬ ‫ﺘﻌﺩﺩ‬ ‫ﻓﺈﻥ‬ ‫ﺍﻟﺸﺨﺼﻴﺔ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻠﻰ‬ ‫ﺃﻤﺎ‬ ‫ﺍﻟﺠﺎﻤﻌﻰ،‬ ‫ﺍﻟﻌﻤل‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻠﻰ‬ ‫ﺫﻟﻙ‬ ‫ﻫﻴﺌﺔ‬ ‫ﻷﻋﻀﺎﺀ‬ ‫ﻭﺒﺎﻟﻨﺴﺒﺔ‬ ‫ﺠﺎﻨﺏ،‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺨﺼﺹ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻰ‬ ‫ﺠﺎﻨﺏ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﺃﺨﺭ‬ ‫ﻴﻘﻭﻡ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻷﺩﻭﺍﺭ‬ ‫ﻤﻥ‬ ‫ﺃﻥ‬ ‫ﺤﻴﺙ‬ ، ‫ﻋ‬ ‫ﺒﻬﺎ‬ ‫ﻭﻗﻴﺎﺩﻴﺔ‬ ‫ﺇﺩﺍﺭﻴﺔ‬ ‫ﻤﻨﺎﺼﺏ‬ ‫ﺘﻭﻟﻰ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﻀﻭ‬		) ‫ﺇﻋﺩﺍﺩﺍ‬ ‫ﺇﻋﺩﺍﺩﻩ‬ ‫ﻓﺈﻥ‬ ‫ﻟﺫﺍ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ،‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺭﺌﻴﺴﻰ‬ ‫ﺍﻟﻤﻜﻭﻥ‬ ‫ﺍﻟﻌﺯﻴﺯ،‬ ‫ﻋﺒﺩ‬ ‫ﻭﺤﻤﺩﻯ‬ ‫ﺯﻏﻠﻭل‬ ‫ﺒﺭﻫﺎﻤﻰ‬ ٢٠٠٧ ( ‫ﻴﻌﺩ‬ ‫ﺍﻟﺫﻯ‬ ، ‫ﺘﺒﺫل‬ ‫ﻭﻟﺫﻟﻙ‬ ‫ﻜﻜل،‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﻋﻠﻰ‬ ‫ﺇﻴﺠﺎﺒﻴﺎ‬ ‫ﻴﻨﻌﻜﺱ‬ ‫ﻤﺘﻤﻴﺯﺍ‬ ‫ﺠﻬﻭﺩﺍ‬ ‫ﺍﻟﺠﺎﻤﻌﺎﺕ‬ ‫ﻫﻴﺌﺔ‬ ‫ﻋﻀﻭ‬ ‫ﻹﻋﺩﺍﺩ‬ ‫ﻫﺎﺌﻠﺔ‬ ‫ﻭﻨﻔﻘﺎﺕ‬ ‫ﻜﺒﻴﺭﺓ‬ ‫ﻭﺍﻟﺒﺤﺜ‬ ‫ﺍﻟﺘﺩﺭﻴﺴﻴﺔ‬ ‫ﺃﺩﻭﺍﺭﻩ‬ ‫ﻤﻤﺎﺭﺴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻗﺎﺩﺭ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻴﺔ،‬ ‫ﻭﺍﻹﺩﺍﺭﻴﺔ‬ ) ‫ﻤﺨﻠﻭﻑ،‬ ‫ﺴﻤﻴﺤﺔ‬ ٢٠١٠ ( ‫ﺒﺠﻤﻴﻊ‬ ‫ﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﻭﻴﻌﺩ‬ ، ‫ﺍﻟﺒﺸﺭﻴﺔ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﻤﺼﺎﺩﺭ‬ ‫ﻤﻥ‬ ‫ﺭﺌﻴﺴﻴﺎ‬ ‫ﻤﺼﺩﺭﺍ‬ ‫ﻭﻤﺠﺎﻻﺘﻪ‬ ‫ﺃﻨﻭﺍﻋﻪ‬ ‫ﺍﻷﺩﺍﺓ‬ ‫ﻓﻬﻭ‬ ‫ﺍﻷﺩﺍﺀ،‬ ‫ﻋﻠﻰ‬ ‫ﻗﺩﺭﺍﺘﻬﺎ‬ ‫ﻭﺘﺤﺴﻴﻥ‬ ‫ﻤﻬﻤﺎﺘﻬﺎ‬ ‫ﻭﺼﻘل‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﺃﻤﻜﻨﻨﺎ‬ ‫ﺍﺴﺘﺜﻤﺎﺭﻫﺎ‬ ‫ﺃﺤﺴﻨﺎ‬ ‫ﻤﺎ‬ ‫ﺇﺫﺍ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻁﺒﻴﻌﻴﺔ‬ ‫ﺒﺎﻟﻐ‬ ‫ﻋﻨﺎﻴﺔ‬ ‫ﺘﻭﻟﻰ‬ ‫ﺍﻟﺠﺎﻤﻌﺔ‬ ‫ﻓﺈﻥ‬ ‫ﻟﺫﺍ‬ ‫ﺍﻷﻓﻀل،‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﺒﺘﺩﺭﻴﺏ‬ ‫ﺔ‬ ‫ﻟﺘﻨﻤﻴﺔ‬ ‫ﻤﺭﺍﻜﺯ‬ ‫ﺍﻟﺠﺎﻤﻌﺎﺕ‬ ‫ﻤﻌﻅﻡ‬ ‫ﻭﺃﺴﺴﺕ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ،‬ ‫ﻫﻴﺌﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﻗﺩﺭﺍﺕ‬ . ‫ﺃﻋﻀﺎﺀ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﻭﺘﻬﺩﻑ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﺭﻑ‬ ‫ﻭﺘﺤﺩﻴﺙ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺎ،‬ ‫ﻤﻊ‬ ‫ﺍﻟﺘﻌﺎﻤل‬ ‫ﻭﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﺘﺩﺭﻴﺴﻴﺔ،‬ ‫ﻭﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﺘﺨﻁﻴﻁ‬ ‫ﻭﻤﻬﺎﺭﺍﺕ‬ ) ‫ﺍﻟﺴﺩﺓ،‬ ‫ﺇﺒﺭﺍﻫﻴﻡ‬ ٢٠١٣ ( ‫ﻭﺘﻨ‬ ، ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﻤﻴﺔ‬ ‫ﺒﻴﻥ‬ ‫ﻭﺍﻻﺘﺼﺎل‬ ‫ﺍﻟﺘﻭﺍﺼل‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻭﺘﻨﻤﻴﺔ‬ ‫ﻭﺍﻟﻘﻴﺎﺩﻴﺔ،‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﻭﺘﻐﻴﻴﺭ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﻭﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﻭﺍﻟﻁﻼﺏ،‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﻭﺍﻻﺘﺠﺎﻫﺎﺕ‬ ‫ﻭﺍﻵﺭﺍﺀ‬ ‫ﺍﻷﻓﻜﺎﺭ‬ ) ‫ﻤﺨﻠﻭﻑ،‬ ‫ﺴﻤﻴﺤﺔ‬ ٢٠١٠ ( ، ‫ﻓﻰ‬ ‫ﺍﻟﺭﻏﺒﺔ‬ ‫ﺯﻴﺎﺩﺓ‬ ‫ﻋﻠﻰ‬ ‫ﺘﺴﺎﻋﺩ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻹﻴﺠﺎﺒﻴﺔ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﻭﻏﺭﺱ‬ ‫ﺍﻷﻓﻀل،‬ ‫ﻨﺤﻭ‬ ‫ﺍﻟﻤﻬﻨﻰ‬ ‫ﺍﻟﺴﻠﻭﻙ‬ ‫ﻭﺘﻐﻴﻴﺭ‬ ‫ﺍﻟﻌﻤل‬ ‫ﺃﻟﺯﻤﺕ‬ ‫ﻟﺫﺍ‬ ‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﺩﻭﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﺒﺎﻟﻌﺩﻴﺩ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﺍﻟﺠﺎﻤﻌﺔ‬ ‫ﻭﻟﻀﻤﺎﻥ‬ ‫ﻭﺜﻘﺎﻓﻴﺎ،‬ ‫ﻭﺘﻘﻨﻴﺎ‬ ‫ﻭﺘﺭﺒﻭﻴﺎ‬ ‫ﻭﻤﻬﻨﻴﺎ‬ ‫ﺃﻜﺎﺩﻴﻤﻴﺎ‬ ‫ﻹﻋﺩﺍﺩﻫﻡ‬ ‫ﻭﻟﺘﺤ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻰ‬ ‫ﺃﺩﺍﺌﻬﻡ‬ ‫ﺘﻁﻭﻴﺭ‬ ‫ﺨﺩﻤﺔ‬ ‫ﻓﻰ‬ ‫ﺇﻨﺘﺎﺠﻴﺘﻬﻡ‬ ‫ﺴﻴﻥ‬ ‫ﺍﻟﺠﺎﻤﻌﺔ‬ ) ‫ﺍﻟﻘﺒﺎﻁﻰ،‬ ‫ﺍﷲ‬ ‫ﻋﺒﺩ‬ ٢٠١١ ( ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﻭﻟﺘﻨﻤﻴﺔ‬ ، ‫ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﻤﻨﻬﺎ‬ ‫ﻤﺠﺎﻻﺕ‬ ‫ﻋﺩﺓ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ،‬ ‫ﻤﺠﺎل‬ ‫ﻓﻰ‬ ‫ﺨﺩﻤﺔ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻰ‬ ‫ﻭﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﻌﻠﻤﻰ،‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻰ‬ ‫ﻭﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﻯ‬ ‫ﺍﻟﻤﺠﺎل‬ ‫ﻓﻰ‬ ‫ﻭﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ،‬ ) ‫ﺇﺒﺭﺍﻫﻴﻡ‬ ‫ﺍﻟﺴﺩﺓ،‬ ٢٠١٣ ( ‫ﻷﻋﻀﺎﺀ‬ ‫ﺍﻟﺠﺎﻤﻌﺔ‬ ‫ﺘﻘﺩﻤﻬﺎ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﺒﺭﺍﻤﺞ‬ ‫ﻭﺘﻌﺩ‬ ، ‫ﺍﻹﺩﺍﺭﻯ‬ ‫ﺒﺎﻟﻤﺴﺘﻭﻯ‬ ‫ﻟﻼﺭﺘﻘﺎﺀ‬ ‫ﺤﻘﻴﻘﻴﺔ‬ ‫ﻓﺭﺹ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﻟﻬﻡ‬ ‫ﻭﺍﻷﻜﺎﺩﻴﻤﻰ‬ . ‫ﺍﻟﺘﻘﻴﻴﻡ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﻘﺩﺭﺓ‬ ‫ﺍﻟﺘﻨﻔﻴﺫ،‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﻘﺩﺭﺓ‬ ‫ﺍﻟﺘﻨﻅﻴﻡ،‬ ‫ﻋﻠﻰ‬ . ‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﺘﻤﻜﻥ‬ ‫ﺍﻟﺠﻴﺩ‬ ‫ﺍﻟﺘﺨﻁﻴﻁ‬ ‫ﻋﻠﻰ‬ ‫ﻓﺎﻟﻘﺩﺭﺓ‬ ‫ﺍﻟﺭﺌ‬ ‫ﺍﻟﻤﻭﺍﺭﺩ،‬ ‫ﻭﺘﺭﺸﻴﺩ‬ ‫ﺍﻟﺘﻜﺎﻟﻴﻑ،‬ ‫ﻭﺘﺨﻔﻴﺽ‬ ‫ﻭﺍﻟﻔﺭﻋﻴﺔ،‬ ‫ﻴﺴﻴﺔ‬ ‫ﻟﻠﺘﻬﺩ‬ ‫ﺍﻟﻤﺒﻜﺭ‬ ‫ﺍﻟﺘﺸﺨﻴﺹ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺘﺴﺎﻋﺩ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻤﺘﻭﻗﻌﺔ‬ ‫ﻴﺩﺍﺕ‬ ‫ﺍﻟﻤﺘﺎﺤﺔ‬ ‫ﺍﻟﻔﺭﺹ‬ ) ‫ﺍﻟﻤﺼﺭﻯ،‬ ‫ﺃﺤﻤﺩ‬ ٢٠٠٤ ( ‫ﺍﻟﺘﺨﻁﻴﻁ‬ ‫ﺃﻥ‬ ‫ﻜﻤﺎ‬ ، ‫ﻭﻴﻭﺠﻪ‬ ‫ﺍﻟﻬﺩﻑ،‬ ‫ﻟﺘﺤﻘﻴﻕ‬ ‫ﺍﻟﻤﻨﻁﻘﻴﺔ‬ ‫ﺍﻟﻭﺴﺎﺌل‬ ‫ﻴﻭﻀﺢ‬ ‫ﺍﻟﺠﻴﺩ‬ ‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﻋﻥ‬ ‫ﺘﺤﻴﺩ‬ ‫ﻻ‬ ‫ﺤﺘﻰ‬ ‫ﺍﻟﻤﺴﺘﻘﺒﻠﻴﺔ‬ ‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬ ) ‫ﻜﻭﺜﺭ‬ ‫ﻜﻭﺠﻙ،‬ ٢٠٠٥ .( ‫ﺒﺄﺴﻠﻭﺏ‬ ‫ﺍﻟﻘﺭﺍﺭ‬ ‫ﺍﺘﺨﺎﺫ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺃﻥ‬ ‫ﻜﻤﺎ‬ ‫ﻭﺤﺼﺭ‬ ‫ﺍﻟﻘﺭﺍﺭ،‬ ‫ﻟﻤﻭﻀﻭﻉ‬ ‫ﺍﻟﻤﺘﻜﺎﻤﻠﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺘﻀﻤﻥ‬ ‫ﻋﻠﻤﻰ‬ ‫ﺒﺩﻴل‬ ‫ﻜل‬ ‫ﻭﻤﺜﺎﻟﺏ‬ ‫ﻤﻤﻴﺯﺍﺕ‬ ‫ﻭﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﺒﺩﺍﺌل،‬ ‫ﻤﻥ‬ ‫ﻻﻨﻬﺎﺌﻰ‬ ‫ﻋﺩﺩ‬ ‫ﻤﺴﺅﻟﻴﺔ‬ ‫ﻭﺘﺤﻤل‬ ‫ﺍﻟﺒﺩﺍﺌل‬ ‫ﺃﻓﻀل‬ ‫ﺍﺨﺘﻴﺎﺭ‬ ‫ﺜﻡ‬ ‫ﻭﻤﻥ‬ ‫ﺒﻤﻭﻀﻭﻋﻴﺔ،‬ ‫ﺍﻻﺨﺘﻴﺎﺭ‬ ‫ﻫﺫﺍ‬ ) ‫ﺭﺯﻕ،‬ ‫ﺇﻴﻤﺎﻥ‬ ‫ﺩﻭﺍﻡ،‬ ‫ﺃﻤﻴﺭﺓ‬ ٢٠١٣ .( ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺃﻤﺎ‬ ‫ﺍﻟﺘﻨ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﺘﻁﻠﺒﺎﺕ‬ ‫ﻤﻭﺍﺠﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﺘﻤﻜﻥ‬ ‫ﻓﻬﻰ‬ ‫ﺍﻟﺠﻴﺩ‬ ‫ﻅﻴﻡ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺨﺎﺭﺠﺔ‬ ‫ﺍﻟﻅﺭﻭﻑ‬ ‫ﻋﻥ‬ ‫ﻭﺍﻟﻨﺎﺠﻤﺔ‬ ‫ﻭﺍﻟﻤﺘﻐﻴﺭﺓ‬ ‫ﺍﻟﻴﻭﻤﻴﺔ‬ ‫ﺃﻨﻬﺎ‬ ‫ﻜﻤﺎ‬ ‫ﻟﻠﻤﻭﺍﺭﺩ،‬ ‫ﺍﺴﺘﺨﺩﺍﻤﻪ‬ ‫ﺃﺴﻠﻭﺏ‬ ‫ﻋﻠﻰ‬ ‫ﺘﺅﺜﺭ‬ ‫ﻭﺍﻟﺘﻰ‬ ‫ﺇﺭﺍﺩﺘﺔ‬ ‫ﻤﻥ‬ ‫ﻴﻤﻜﻥ‬ ‫ﻤﻤﺎ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻷﻨﺸﻁﺔ‬ ‫ﺒﻴﻥ‬ ‫ﻭﺍﻟﺘﻭﺍﺯﻥ‬ ‫ﺍﻟﺘﻨﺴﻴﻕ‬ ‫ﺘﺤﻘﻕ‬ ‫ﺍﻷﻜﻤل‬ ‫ﺍﻟﻭﺠﻪ‬ ‫ﻋﻠﻰ‬ ‫ﺃﺩﺍﺌﻬﺎ‬ ) ‫ﻭﺃﺨﺭﻭﻥ،‬ ‫ﺸﻠﺒﻰ‬ ‫ﻭﻓﺎﺀ‬ ٢٠١٠ ( ‫ﻜﻤﺎ‬ ، ‫ﺃ‬ ‫ﺘﻨﻤﻴﺘﻬﺎ،‬ ‫ﻭﻀﺭﻭﺭﺓ‬ ‫ﺍﻟﺒﺸﺭﻴﺔ‬ ‫ﺍﻟﻤﻭﺍﺭﺩ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺅﻜﺩ‬ ‫ﻨﻪ‬ ‫ﻋﺎﻤﺔ‬ ‫ﺒﺼﻔﺔ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻰ‬ ‫ﻜﺒﻴﺭﺓ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﻭﻴﺴﻬﻡ‬ ) ‫ﺍﻟﻤﺼﺭﻯ،‬ ‫ﺃﺤﻤﺩ‬ ٢٠٠٤ .( ‫ﺘﻤﻜﻥ‬ ‫ﺍﻟﺘﻨﻔﻴﺫ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺠﻴﺩﺓ‬ ‫ﻭﺍﻟﻘﺩﺭﺓ‬ ‫ﺍﻟﺨﻁﺔ‬ ‫ﺘﻨﻔﻴﺫ‬ ‫ﺩﻭﻥ‬ ‫ﻴﺤﻭل‬ ‫ﺨﻠل‬ ‫ﻷﻯ‬ ‫ﺍﻟﻤﺒﻜﺭ‬ ‫ﺍﻻﻜﺘﺸﺎﻑ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﻭﻜﺫ‬ ‫ﻭﺍﻻﺸﺭﺍﻑ،‬ ‫ﺍﻟﺭﻗﺎﺒﺔ‬ ‫ﻋﻤﻠﻴﺎﺕ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻭﻀﻭﻋﻪ‬ ‫ﻟﻙ‬ ‫ﻭﻀﻤﺎﻥ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﻭﺘﺤﺴﻴﻥ‬ ‫ﺍﻟﺨﻠل‬ ‫ﻟﻤﻌﺎﻟﺠﺔ‬ ‫ﻋﺎﺠﻠﺔ‬ ‫ﺨﻁﻁ‬ ‫ﻭﻀﻊ‬ ‫ﺍﻟﻬﺩﻑ‬ ‫ﺘﺤﻘﻴﻕ‬ ) ‫ﻓﺘﺤﻰ،‬ ‫ﻤﺤﻤﺩ‬ ٢٠٠٠ .( ‫ﻭﺃﺨﻴﺭﺍ‬ " ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻓﺈﻥ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻰ‬ ‫ﺒﻔﺎﻋﻠﻴﺔ‬ ‫ﺘﺴﻬﻡ‬ ‫ﺍﻟﺘﻘﻴﻴﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺠﻴﺩﺓ‬ ‫ﻤﻭﺍﻁﻥ‬ ‫ﻭﺘﻼﻓﻰ‬ ‫ﺍﻟﻘﻭﺓ‬ ‫ﻤﻭﺍﻁﻥ‬ ‫ﺘﻌﺯﻴﺯ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﺘﻤﻜﻥ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻟﻀ‬ ‫ﺍﻟﻤﻘﺒﻠﺔ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﺩﻭﺭﺍﺕ‬ ‫ﻓﻰ‬ ‫ﻌﻑ‬ ) ‫ﻜﻭﺠﻙ،‬ ‫ﻜﻭﺜﺭ‬ ٢٠٠٥ .( ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﺒﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﺍﻫﺘﻤﺕ‬ ‫ﻭﻟﻘﺩ‬ ‫ﻭﻤﻨﻬﺎ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﺩﻴﻥ‬ ‫ﺼﻼﺡ‬ ‫ﻭﺠﻴﻼﻥ‬ ‫ﺸﻠﺒﻰ‬ ‫ﻭﻓﺎﺀ‬ ‫ﺩﺭﺍﺴﺔ‬ ) ١٩٩٢ ( ‫ﺍﻟﻤﻨﺯﻟﻴﺔ‬ ‫ﻭﺍﻷﺠﻬﺯﺓ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﻋﻥ‬ ‫ﻭﻴﺘﻀﻤﻥ‬ ‫ﺍﻟﻨﻔﺴﻰ‬ ‫ﻭﺍﻟﺒﻌﺩ‬ ) ‫ﺍﻟﺘﻌﻠﻡ،‬ ‫ﺍﻟﺘﻔﻜﻴﺭ،‬ ‫ﺍﻹﻴﺠﺎﺒﻴﺔ،‬ ‫ﺍﻟﻤﺸﺎﻋﺭ‬ ‫ﻭﺍﻟﻤﺸﺎﻋﺭ‬ ‫ﺍﻟﺠﺴﻡ،‬ ‫ﺼﻭﺭﺓ‬ ‫ﺍﻟﺫﺍﺕ،‬ ‫ﺘﻘﺩﻴﺭ‬ ‫ﺍﻟﺘﺭﻜﻴﺯ،‬ ‫ﺍﻟﺘﺫﻜﺭ،‬ ‫ﺍﻟﺴﻠﺒﻴﺔ‬ ( ‫ﻭﻴﺘﻀﻤﻥ‬ ‫ﺍﻻﺴﺘﻘﻼﻟﻴﺔ‬ ‫ﻭﻤﺴﺘﻭﻯ‬ ، ) ‫ﻭﻨﺸﺎﻁﺎﺕ‬ ‫ﺍﻟﺤﺭﻜﺔ‬ ‫ﺍﻟﺩﻭﺍﺌﻴﺔ،‬ ‫ﻭﻏﻴﺭ‬ ‫ﺍﻟﺩﻭﺍﺌﻴﺔ‬ ‫ﺍﻟﻤﻭﺍﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﻋﺘﻤﺎﺩ‬ ‫ﺍﻟﻴﻭﻤﻴﺔ،‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﺍﻟﻌﻤل‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﻘﺩﺭﺓ‬ ‫ﺍﻟﺘﻭﺍﺼل،‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ( ‫ﺍﻟﻌﻼﻗﺎﺕ‬ ‫ﻭﺒﻌﺩ‬ ، ‫ﻭﻴﺘﻀﻤﻥ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ) ‫ﺍﻟﻤﺴﺎﻨﺩﺓ‬ ‫ﺍﻟﺸﺨﺼﻴﺔ،‬ ‫ﺍﻟﻌﻼﻗﺎﺕ‬ ‫ﻭﺍﻟﺩﻋﻡ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﺘﻘﺩﻴﻡ‬ ‫ﻭﻨﺸﺎﻁﺎﺕ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ،‬ ( ‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﻭﺒﻌﺩ‬ ، ‫ﻭﻴﺘﻀﻤﻥ‬ ) ‫ﺍ‬ ‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﺍﻟﺒﺩﻨﻴﺔ،‬ ‫ﺍﻟﺴﻼﻤﺔ‬ ‫ﺍﻟﺤﺭﻴﺔ،‬ ‫ﺍﻟﺭﻀﺎ‬ ‫ﻟﻤﻨﺯﻟﻴﺔ،‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ،‬ ‫ﻭﺍﻟﺭﻋﺎﻴﺔ‬ ‫ﺍﻟﺼﺤﺔ‬ ‫ﺍﻟﻤﺎﻟﻴﺔ،‬ ‫ﺍﻟﻤﻭﺍﺭﺩ‬ ‫ﺍﻟﻌﻤل،‬ ‫ﻋﻥ‬ ‫ﺍﻟﻨﺸﺎﻁﺎﺕ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﺸﺎﺭﻜﺔ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ،‬ ‫ﺍﻜﺘﺴﺎﺏ‬ ‫ﻓﺭﺹ‬ ‫ﺍﻟﻁﺒﻴﻌﻴﺔ‬ ‫ﻭﺍﻟﺒﻴﺌﺔ‬ ‫ﺍﻟﺘﺭﻭﻴﺤﻴﺔ،‬ .( ‫ﻭﻴﺘﻀﻤﻥ‬ ‫ﺍﻟﺘﺩﻴﻥ‬ ‫ﻭﺒﻌﺩ‬ ) ‫ﺠﻭﺩﺓ‬ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﺼﺤﺔ‬ ‫ﻭﻤﺩﺭﻜﺎﺕ‬ ‫ﺇﺠﻤﺎﻻ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ )( ‫ﻟﻭﺒﻴﺯ،‬ ‫ﺸﻴﻥ‬ ٢٠١١ .( ‫ﺍ‬ ‫ﺠﻭﺩﺓ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﻓﻰ‬ ‫ﺘﺴﻬﻡ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻌﻭﺍﻤل‬ ‫ﻭﻤﻥ‬ ‫ﺍﻟﻤﺴﺎﻨﺩﺓ‬ ‫ﻟﺤﻴﺎﺓ‬ ‫ﻭﺍﻟﺘﻰ‬ ‫ﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﺍﻟﺼﺤﺔ‬ ‫ﻭﺘﻨﻤﻴﺔ‬ ‫ﻟﻠﺘﺩﺨل‬ ‫ﻭﺒﺭﺍﻤﺞ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ،‬ ‫ﻭﻓﻌﺎﻟﻴﺔ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻭﺍﻟﺭﻀﺎﻋﻥ‬ ‫ﻭﺍﻟﺘﻔﺎﺅل‬ ‫ﺍﻟﺫﺍﺕ‬ ‫ﺘﻘﺩﻴﺭ‬ ‫ﺘﺘﻀﻤﻥ‬ ‫ﻟﻠﻔﺭﺩ‬ ‫ﺍﻟﺼﺤﻴﺔ‬ ‫ﺍﻟﺭﻋﺎﻴﺔ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﻭﻜﺫﻟﻙ‬ ‫ﺍﻟﺫﺍﺕ،‬ (Orte,C. et al ,2007) ، ‫ﺍﻻﺠﺘﻤﺎﻋﻰ‬ ‫ﻭﺍﻟﺘﻭﺍﺼل‬ ‫ﺍﻟﺒﺸﺭﻴﺔ‬ ‫ﻭﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﺫﺍﺕ‬ ‫ﻭﺘﻘﺩﻴﺭ‬ ‫ﻭﺍﻟﺜﻘﺎﻓﻰ،‬ ‫ﻭﺍﻟﻤﺸﺎ‬ ، ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﺍﻹﻴﺠﺎﺒﻴﺔ‬ ‫ﻋﺭ‬ ‫ﻭﺍﻟﺴﻌﺎﺩﺓ‬ ‫ﺒﺎﻟﺘﻔﺎﺅﻭل‬ Lwasaki,Y,.2007) ( . ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﺍﻫﺘﻤﺕ‬ ‫ﻭﻟﻘﺩ‬ ‫ﻋ‬ ‫ﺒﺼﻔﺔ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﺒﺠﻭﺩﺓ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻨﺎﺩﻴﺔ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻭﻤﻨﻬﺎ‬ ‫ﺎﻤﺔ‬ ‫ﺴﻜﻴﻨﺔ‬ ‫ﺃﺒﻭ‬ ) ٢٠٠٩ ( ‫ﻓﻰ‬ ‫ﻟﻠﻤﺭﺃﺓ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﺃﺴﻠﻭﺏ‬ ‫ﺠﻭﺩﺓ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻀﻐﻭ‬ ‫ﺒﻤﺴﺒﺒﺎﺕ‬ ‫ﻭﻋﻼﻗﺘﻬﺎ‬ ‫ﺍﻟﻌﻠﻴﺎ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻭﻅﺎﺌﻑ‬ ‫ﻁ،‬ ‫ﻤﺒﺭﻭﻙ‬ ‫ﻭﺃﺤﻼﻡ‬ ‫ﺨﻀﺭ‬ ‫ﻤﻨﺎﺭ‬ ‫ﻭﺩﺭﺍﺴﺔ‬ ) ٢٠١١ ( ‫ﺤﻴﺎﺓ‬ ‫ﺠﻭﺩﺓ‬ ‫ﻋﻥ‬ ‫ﻭﺘﻨﻤﻴﺔ‬ ‫ﺍﻜﺘﺸﺎﻑ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻷﻡ‬ ‫ﻗﺩﺭﺓ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺘﺄﺜﻴﺭﻫﺎ‬ ‫ﺍﻷﺴﺭﺓ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ،‬ ‫ﻤﺎﻗﺒل‬ ‫ﺴﻥ‬ ‫ﻓﻰ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻤﺘﻌﺩﺩﺓ‬ ‫ﺍﻟﺫﻜﺎﺀﺍﺕ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﺠﻭﺩﺓ‬ ‫ﻋﻥ‬ ‫ﺃﺠﺭﻴﺕ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻭﻏﻴﺭﻫﺎ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﺃﺠﺭﻴﺕ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﺘﺨﺼﺹ،‬ ‫ﻤﺠﺎل‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻭﻤﻨﻬﺎ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﻷﻋﻀﺎﺀ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﺠﻭﺩﺓ‬ Jacyn,L.et al (2010) ‫ﺒﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺤﻴﺎﺓ،‬ ‫ﺒﺠﻭﺩﺓ‬ ‫ﺸﻌﻭﺭﻫﻡ‬ ‫ﻭﻤﺴﺘﻭﻯ‬ ‫ﻤﺨﺘﻠﻔﺔ‬ ‫ﺒﻜﻠﻴﺎﺕ‬ ‫ﺍﺴﺘﺎﻨﻔﻭﺭﺩ‬ ‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﺒﺭﺍﻤﺞ‬ . ‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ؟‬ ‫ﺍﻟﺒﺭﺍﻤﺞ‬ ٧ -‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﻷﻋﻀﺎﺀ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﻤﺎ‬ ‫ﻟﺩﻴﻬﻡ؟‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻭﺠﻭﺩﺓ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺃﻫﺩﺍﻑ‬ : ‫ﺃﻋﻀﺎﺀ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻕ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺭﺌﻴﺴﻴﺔ‬ ‫ﺒﺼﻔﺔ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺇﺴﺘﻬﺩﻑ‬ ‫ﺍﻟ‬ ‫ﻫﻴﺌﺔ‬ ‫ﻭﻨﻅﺎﺌﺭﻫﻡ‬ ‫ﺘﺩﺭﻴﺒﻴﺔ‬ ‫ﺩﻭﺭﺍﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺤﺼﻠﻭﺍ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﻓﻰ‬ ‫ﺘﺩﺭﻴﺒﻴﺔ‬ ‫ﺩﻭﺭﺍﺕ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺤﺼﻠﻭﺍ‬ ‫ﻟﻡ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺤﺎﻟﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻷﺜﺭ‬ ‫ﺤﺠﻡ‬ ‫ﻭﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﺤﻴﺎﺓ،‬ ‫ﻭﺠﻭﺩﺓ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﻤﻥ‬ ‫ﹰ‬ ‫ﻋﺩﺩﺍ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﻴﺴﺘﻠﺯﻡ‬ ‫ﺍﻟﻬﺩﻑ‬ ‫ﻫﺫﺍ‬ ‫ﻭﻟﺘﺤﻘﻴﻕ‬ ‫ﻓﺭﻕ،‬ ‫ﻭﻫﻰ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﻟﻠﺠﻨﺱ‬ ‫ﺘﺒﻌﺎ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ) ‫ﺫﻜﺭ‬ -‫ﺃﻨﺜﻰ‬ .( ٣ -‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﺒﻴﻥ‬ ‫ﺍﺤﺼﺎﺌﻴﺎ‬ ‫ﺩﺍل‬ ‫ﺘﺒﺎﻴﻥ‬ ‫ﻴﻭﺠﺩ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻭﺠﻭﺩﺓ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫ﺍﻟﻌﻤﺭﻴﺔ‬ ‫ﻟﻠﻔﺌﺔ‬ ‫ﺘﺒﻌﺎ‬ . ٤ -‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﺒﻴﻥ‬ ‫ﺍﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻭﺠﻭﺩﺓ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻟﺤﺎﻟﺘﻬﻡ‬ ‫ﺘﺒﻌﺎ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ . ٥ -‫ﺍﻟﺘﺩﺭﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﺒﻴﻥ‬ ‫ﺍﺤﺼﺎﺌﻴﺎ‬ ‫ﺩﺍل‬ ‫ﺘﺒﺎﻴﻥ‬ ‫ﻴﻭﺠﺩ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻭﺠﻭﺩﺓ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﻟﻠﺩﺭﺠﺔ‬ ‫ﺘﺒﻌﺎ‬ . : ١ -‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻕ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻜﺸﻑ‬ ٦ -‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﺒﻴﻥ‬ ‫ﺍﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫ﻟﻠﺠﻨﺱ‬ ‫ﺘﺒﻌﺎ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻭﺠﻭﺩﺓ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﻓﻰ‬ ) ‫ﺫﻜﺭ‬ -‫ﺃﻨﺜﻰ‬ ‫ﻭﺠﻭﺩﺓ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻟﻠﺘﺨﺼﺹ‬ ‫ﺘﺒﻌﺎ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ . .( ٢ -‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﺒﺎﻴﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﻓﻰ‬ ٧ -‫ﺍﺤﺼﺎﺌ‬ ‫ﺩﺍل‬ ‫ﺘﺒﺎﻴﻥ‬ ‫ﻴﻭﺠﺩ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﺒﻴﻥ‬ ‫ﻴﺎ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻭﺠﻭﺩﺓ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫ﻟﻠﻔﺌﺔ‬ ‫ﺘﺒﻌﺎ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻭﺠﻭﺩﺓ‬ ‫ﺍﻟﻌﻤﺭﻴﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﺒﺭﺍﻤﺞ‬ ‫ﻟﻤﺠﺎل‬ ‫ﺘﺒﻌﺎ‬ . . ٣ -‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻕ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻜﺸﻑ‬ ‫ﺍﻹ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﻓﻰ‬ ‫ﻟﺤﺎﻟﺘﻬﻡ‬ ‫ﺘﺒﻌﺎ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻭﺠﻭﺩﺓ‬ ‫ﺩﺍﺭﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ٤ -‫ﺍﻟﻌﻠﻤﻴﺔ‬ ٥ -‫ﻟﻠﺘﺨﺼﺹ‬ ٦ -‫ﻟﻤﺠﺎل‬ ‫ﺘﺒﻌﺎ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻭﺠﻭﺩﺓ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﺒﺎﻴﻥ‬ ‫ﺘﺤﺩﻴﺩ‬ . ‫ﺘﺒﻌﺎ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻭﺠﻭﺩﺓ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ . ‫ﻟﻠﺩﺭﺠﺔ‬ ‫ﺘﺒﻌﺎ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻭﺠﻭﺩﺓ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﺒﺎﻴﻥ‬ ‫ﺘﺤﺩﻴﺩ‬ . ٨ -‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﺍﺭﺘﺒﺎﻁﻴﺔ‬ ‫ﻋﻼﻗﺔ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻟﺩﻴﻬﻡ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻭﺠﻭﺩﺓ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﻷﻋﻀﺎﺀ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ .

‫ﺍﻟﺒﺤﺜﻰ‬ ‫ﺍﻷﺴﻠﻭﺏ‬ ‫ﺃﻭﻻ‬ :" ‫ﻭﺍﻹﺠﺭ‬ ‫ﻭﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﺍﻟﻤﺼﻁﻠﺤﺎﺕ‬ ‫ﺍﺌﻴﺔ‬ : ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ : The Managerial Abilities

  

	346	٢٠١٤	-‫ﺴﺒﺘﻤﺒﺭ‬	‫ﻴﻭﻟﻴﻭ‬	‫ﺍﻟﻌﺩﺩ‬ ٣ (	٣٥	‫ﻤﺠﻠﺩ‬	)	-	‫ﺍﻟﻌﻠﻤﻰ‬ ‫ﻟﻠﺘﺒﺎﺩل‬ ‫ﺍﻹﺴﻜﻨﺩﺭﻴﺔ‬ ‫ﻤﺠﻠﺔ‬
	‫ﺍﻟﺘﺨﻁﻴﻁ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺍﻟﻬﺩﻑ‬ ‫ﺘﺤﻘﻕ‬ ‫ﻤﺩﻯ‬ ‫ﻟﻘﻴﺎﺱ‬ ‫ﻤﺅﺸﺭﺍﺕ‬ ‫ﻭﺘﺤﺩﻴﺩ‬ ‫ﺒﻭﺍﻗﻌﻴﺔ،‬ ‫ﺍﻟﻬﺩﻑ‬ : ‫ﺘﺤﺩﻴﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺒﻬﺎ‬ ‫ﻭﻴﻘﺼﺩ‬ ‫ﻟﺘﺤﻘﻴ‬ ‫ﺍﻟﻼﺯﻤﺔ‬ ‫ﺍﻟﻤﻭﺍﺭﺩ‬ ‫ﻭﻜﻤﻴﺔ‬ ‫ﻨﻭﻋﻴﺔ‬ ‫ﻭﺘﺤﺩﻴﺩ‬ ‫ﺍﻟﻬﺩﻑ،‬ ‫ﻕ‬ ‫ﻓﺭﺩ‬ ‫ﻜل‬ ‫ﻤﻬﻤﺔ‬ ‫ﻭﺘﻌﻴﻴﻥ‬ ‫ﺍﻟﻬﺩﻑ،‬ ‫ﻟﺘﺤﻘﻴﻕ‬ ‫ﺯﻤﻨﻴﺔ‬ ‫ﺨﻁﺔ‬ ‫ﻭﻭﻀﻊ‬ ‫ﺨﻁﻭﺍﺕ‬ ‫ﻭﺘﺘﺎﺒﻊ‬ ‫ﺃﻟﻴﺎﺕ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﻭﻜﺫﻟﻙ‬ ‫ﺍﻟﻬﺩﻑ،‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻬﺩﻑ،‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﺘﻌﻭﻕ‬ ‫ﺃﻥ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻌﻘﺒﺎﺕ‬ ‫ﻭﺘﻭﻗﻊ‬ ‫ﺍﻟﺘﻨﻔﻴﺫ،‬ ‫ﺍﻟﻌﻘﺒﺎﺕ‬ ‫ﻫﺫﺓ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﺘﻐﻠﺏ‬ ‫ﺒﺩﻴﻠﺔ‬ ‫ﺨﻁﻁ‬ ‫ﻭﻭﻀﻊ‬ . ‫ﺍﻟﻘﺭﺍﺭ‬ ‫ﺍﺘﺨﺎﺫ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ : ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺒﻬﺎ‬ ‫ﻭﻴﻘﺼﺩ‬ ‫ﺍﻟﺠ‬ ‫ﺍﻟﺘﺤﺩﻴﺩ‬ ‫ﺍﻟﻤﻨﺎﺴﺏ‬ ‫ﻭﺍﻟﻭﻗﺕ‬ ‫ﻭﺃﻁﺭﺍﻓﻬﺎ‬ ‫ﻭﻤﺴﺒﺒﺎﺘﻬﺎ‬ ‫ﻟﻠﻤﺸﻜﻠﺔ‬ ‫ﻴﺩ‬ ‫ﺍﻟﻌﻤﻴﻘﺔ‬ ‫ﻭﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻭﻓﻴﺭﺓ،‬ ‫ﻭﺤﻠﻭل‬ ‫ﺒﺩﺍﺌل‬ ‫ﺇﻟﻰ‬ ‫ﻭﺍﻟﺘﻭﺼل‬ ‫ﻟﺤﻠﻬﺎ،‬ ‫ﻋﻭﺍﻗﺏ‬ ‫ﻭﺘﺼﻭﺭ‬ ‫ﺍﻟﺒﺩﺍﺌل،‬ ‫ﻤﻥ‬ ‫ﺒﺩﻴل‬ ‫ﻜل‬ ‫ﻭﻤﺜﺎﻟﺏ‬ ‫ﻟﻤﺯﺍﻴﺎ‬ ‫ﻭﺘﺤﻤل‬ ‫ﺍﻷﻨﺴﺏ‬ ‫ﻟﻠﺒﺩﻴل‬ ‫ﺍﻟﺩﻗﻴﻕ‬ ‫ﻭﺍﻻﺨﺘﻴﺎﺭ‬ ‫ﺒﺩﻴل،‬ ‫ﻜل‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻻﺨﺘﻴﺎﺭ‬ ‫ﻫﺫﺍ‬ ‫ﻤﺴﺌﻭﻟﻴﺔ‬ . ‫ﺍﻟﺘﻨﻅﻴﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ : ‫ﺍﻟﻘ‬ ‫ﺒﻬﺎ‬ ‫ﻭﻴﻘﺼﺩ‬ ‫ﺍﻷﻋﻤﺎل‬ ‫ﺘﻭﺯﻴﻊ‬ ‫ﻋﻠﻰ‬ ‫ﺩﺭﺓ‬ ‫ﻗﺩﺭﺍ‬ ‫ﻤﻊ‬ ‫ﻴﺘﻨﺎﺴﺏ‬ ‫ﺒﻤﺎ‬ ‫ﺍﻷﻓﺭﺍﺩ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻷﻨﺸﻁﺔ‬ ‫ﻭﺭﻏﺒﺎﺘﻬﻡ‬ ‫ﺘﻬﻡ‬ ‫ﻭﺍﺘﺠﺎﻫﺎﺘﻬﻡ‬ ‫ﻭﻤﻴﻭﻟﻬﻡ‬ ‫ﺍﻟﻼﺯﻡ‬ ‫ﻭﺍﻟﻤﺠﻬﻭﺩ‬ ‫ﺍﻷﻋﻤﺎل‬ ‫ﺒﻴﻥ‬ ‫ﻭﺍﻟﺘﻨﺴﻴﻕ‬ ، ‫ﺒﻤﺎ‬ ‫ﺍﻟﺒﻌﺽ‬ ‫ﻭﺒﻌﻀﻬﺎ‬ ‫ﺍﻷﻋﻤﺎل‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻨﺴﻴﻕ‬ ‫ﻭﻜﺫﻟﻙ‬ ‫ﻷﺩﺍﺌﻬﺎ،‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻭﻜﺫﻟﻙ‬ ‫ﺍﻷﻫﺩﺍﻑ،‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﺜﻡ‬ ‫ﻭﻤﻥ‬ ‫ﺘﻨﻔﻴﺫﻫﺎ‬ ‫ﻻﻴﻌﻭﻕ‬ ‫ﺍﻟﻤﻭﺍ‬ ‫ﺨﺼﺎﺌﺹ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﺘﻐﻠﺏ‬ ‫ﻓﻰ‬ ‫ﻭﺘﺭﺍﺒﻁ‬ ‫ﺍﺤﻼل‬ ‫ﻤﻥ‬ ‫ﺭﺩ‬ ‫ﺍﻟﻬﺩﻑ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﺴﺒﻴل‬ ‫ﻓﻰ‬ ‫ﻤﻭﺭﺩ‬ ‫ﺃﻯ‬ ‫ﻗﺼﻭﺭ‬ ‫ﻋﻠﻰ‬ . ‫ﺍﻟﺘﻨﻔﻴﺫ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ : ‫ﻤﻥ‬ ‫ﺍﻟﻔﺭ‬ ‫ﺒﻪ‬ ‫ﻴﺘﻤﺘﻊ‬ ‫ﻤﺎ‬ ‫ﻤﻘﺩﺍﺭ‬ ‫ﺒﻬﺎ‬ ‫ﻭﻴﻘﺼﺩ‬ ‫ﺍﻟﺘﻁﺒﻴﻕ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺘﺨﻁﻴﻁ‬ ‫ﻤﺭﺤﻠﺔ‬ ‫ﻤﻥ‬ ‫ﻟﻺﻨﺘﻘﺎل‬ ‫ﻭﻤﺜﺎﺒﺭﺓ‬ ‫ﺤﻤﺎﺱ‬ ‫ﻟﺘﻁﺒﻴﻕ‬ ‫ﺍﻷﺨﺭﻴﻥ‬ ‫ﺘﺤﻔﻴﺯ‬ ‫ﻋﻠﻰ‬ ‫ﻗﺩﺭﺘﻪ‬ ‫ﻭﻜﺫﻟﻙ‬ ‫ﺍﻟﻌﻤﻠﻰ،‬ ‫ﺴﻴ‬ ‫ﻤﺭﺍﻗﺒﺔ‬ ‫ﺃﺜﻨﺎﺀ‬ ‫ﺍﻟﻤﻼﺤﻅﺔ‬ ‫ﻭﻗﻭﺓ‬ ‫ﻤﺎﺨﻁﻁﻪ،‬ ‫ﻭﻗﺩﺭﺘﻪ‬ ‫ﺍﻟﺨﻁﺔ،‬ ‫ﺭ‬ ‫ﺘﻜﻴﻴﻑ‬ ‫ﻓﻰ‬ ‫ﻭﻤﺭﻭﻨﺘﻪ‬ ‫ﺤﺩﻭﺜﻬﺎ،‬ ‫ﻗﺒل‬ ‫ﺍﻟﻌﻘﺒﺎﺕ‬ ‫ﺍﻜﺘﺸﺎﻑ‬ ‫ﻋﻠﻰ‬ ‫ﺃ‬ ‫ﺍﻟﻬﺩﻑ‬ ‫ﻭﺘﻌﺩﻴل‬ ‫ﻭ‬ ‫ﺃ‬ ‫ﻟﻠﺘﻨﻔﻴﺫ‬ ‫ﺍﻟﻤﺨﺼﺹ‬ ‫ﺍﻟﻭﻗﺕ‬ ‫ﻭ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺘﻨﻔﻴﺫ‬ ‫ﺃﻟﻴﺎﺕ‬ ‫ﺍﻟﻤﻭﺍﺭﺩ‬ . ‫ﺍﻟﺘﻘﻴﻴﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ : ‫ﻤﺅﺸﺭﺍﺕ‬ ‫ﻗﻴﺎﺱ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺒﻬﺎ‬ ‫ﻭﻴﻘﺼﺩ‬ ‫ﺍﻟﺩﻗﻴﻕ‬ ‫ﺍﻟﻔﺤﺹ‬ ‫ﻭﻜﺫﻟﻙ‬ ‫ﺒﺎﻟﻬﺩﻑ،‬ ‫ﻭﻤﻘﺎﺭﻨﺘﻪ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻤﻥ‬ ‫ﺘﺤﻘﻕ‬ ‫ﻤﺎ‬ ‫ﺍﻹ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻤﺭﺍﺤل‬ ‫ﻟﺠﻤﻴﻊ‬ ‫ﻭ‬ ‫ﺍﻟﻨﺠﺎﺡ‬ ‫ﻤﺴﺒﺒﺎﺕ‬ ‫ﻻﻜﺘﺸﺎﻑ‬ ‫ﺩﺍﺭﻴﺔ‬ ‫ﻓﻰ‬ ‫ﻭﺍﻟﻘﺼﻭﺭ‬ ‫ﺍﻟﻘﻭﺓ‬ ‫ﻨﻭﺍﺤﻰ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﻭﻗﻭﻑ‬ ‫ﺍﻟﻔﺸل،‬ ‫ﻤﺴﺒﺒﺎﺕ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ Academic Stafe ‫ﻋﻠﻰ‬ ‫ﻟﻠﺘﻐﻠﺏ‬ ‫ﺒﺩﻴﻠﺔ‬ ‫ﺨﻁﻁ‬ ‫ﻭﻭﻀﻊ‬ ‫ﺍﻟﻬﺩﻑ،‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﺘﻌﻭﻕ‬ : ‫ﻭﺍﻟﺫﻴﻥ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﻥ‬ ‫ﺍﻷﺸﺨﺎﺹ‬ ‫ﺒﻬﻡ‬ ‫ﻴﻘﺼﺩ‬ ‫ﺃﺴﺘﺎﺫ‬ ‫ﺃﻭ‬ ‫ﻤﺩﺭﺱ‬ ‫ﺩﺭﺠﺔ‬ ‫ﻭﻋﻠﻰ‬ ‫ﺍﻟﺠﺎﻤﻌﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﺍﻷﺯﻫﺭ‬ ‫ﺒﺠﺎﻤﻌﺔ‬ ‫ﻭﺍﻟﻌﺎﻤﻠﻴﻥ‬ ‫ﺃﺴﺘﺎﺫ،‬ ‫ﺃﻭ‬ ‫ﻤﺴﺎﻋﺩ‬ . ‫ﹰ‬ ‫ﺜﺎﻨﻴﺎ‬ : ‫ﺍﻟﺒﺤﺙ‬ ‫ﺤﺩﻭﺩ‬ : ‫ﺘﻤﺜﻠﺕ‬ ‫ﺍﻟﺸﺎﻤﻠﺔ‬ ‫ﺠﻤﻴﻊ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻟﻬﺫﺍ‬ ‫ﺍﻟﻤﺘﻘﺩﻤﻴﻥ‬ ‫ﻭﺍﻟﺒﻨﺎﺕ‬ ‫ﺍﻟﺒﻨﻴﻥ‬ ‫ﻓﺭﻋﻰ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﻤﺭﻜﺯ‬ ‫ﻴﻘﺩﻤﻬﺎ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺘﺩﺭﻴﺒﻴﺔ،‬ ‫ﺩﻭﺭﺍﺕ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﺤﺼﻭل‬ ‫ﺘﻁﻭﻴﺭ‬ ‫ﻜﻠﻴﺔ‬ ‫ﺒﻤﻘﺭ‬ ‫ﺍﻟﻘﺎﻫﺭﺓ‬ ‫ﻟﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﺎﺒﻊ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﻨﺼﺭ‬ ‫ﺒﻤﺩﻴﻨﺔ‬ ‫ﺍﻷﺯﻫﺭ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺯﺭﺍﻋﺔ‬ . ‫ﻭ‬ ‫ﺍﻟﺒﺤﺜﻴﺔ‬ ‫ﺍﻟﻌﻴﻨﺔ‬ ‫ﺘﻤﺜﻠﺕ‬ ‫ﻓﻰ‬ : ‫ﺍﻟﺒﺸﺭﻴﺔ‬ ‫ﺍﻟﺤﺩﻭﺩ‬ : ‫ﻓﻰ‬ ‫ﺍﻟﺒﺤﺜﻴﺔ‬ ‫ﺍﻟﻌﻴﻨﺔ‬ ‫ﺘﻤﺜﻠﺕ‬ ) ١١٤ ( ‫ﻋﻀﻭ‬ ‫ﻟﻠﺤﺼﻭل‬ ‫ﺍﻟﻤﺘﻘﺩﻤﻴﻥ‬ ‫ﻤﻥ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﻤﻥ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺍ‬ ‫ﺩﺭﺠﺎﺘﻬﻡ‬ ‫ﺘﺒﺎﻴﻨﺕ‬ ‫ﻭﺍﻟﺫﻴﻥ‬ ‫ﺘﺩﺭﻴﺒﻴﺔ،‬ ‫ﺩﻭﺭﺍﺕ‬ ‫ﻋﻠﻰ‬ ‫ﻭﻓﺌﺎﺘﻬﻡ‬ ‫ﻟﻌﻠﻤﻴﺔ‬ ‫ﻤﻨﻬﻡ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫ﻋﺩﺩ‬ ‫ﻭﺒﻠﻎ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ،‬ ‫ﻭﺤﺎﻟﺘﻬﻡ‬ ‫ﺍﻟﻌﻤﺭﻴﺔ‬ ) ٧٢ ( ‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫ﻏﻴﺭ‬ ‫ﻋﺩﺩ‬ ‫ﺒﻠﻎ‬ ‫ﺤﻴﻥ‬ ‫ﻓﻰ‬ ‫ﻋﻀﻭ‬ ) ٤٢ ( ‫ﻋﻀﻭ،‬ ‫ﻋﻤﺩﻴﺔ‬ ‫ﺒﻁﺭﻴﻘﺔ‬ ‫ﺍﺨﺘﻴﺎﺭﻫﻡ‬ ‫ﺘﻡ‬ ‫ﻭﻟﻘﺩ‬ . ‫ﺍﻟﺯﻤﻨﻴﺔ‬ ‫ﺍﻟﺤﺩﻭﺩ‬ : ‫ﺠﻤﻊ‬ ‫ﺘﻡ‬ ‫ﺍﻟﺯ‬ ‫ﺍﻟﻔﺘﺭﺓ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺠﺘﻤﻊ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺒﻴﺎﻨﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻤﻨﻴﺔ‬ ٢٣ -٢٨ ‫ﻟﻌﺎﻡ‬ ‫ﻴﻭﻨﻴﺔ‬ ٢٠١٣ ‫ﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﻓﺘﺭﺓ‬ ‫ﻭﻫﻰ‬ ، . ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺔ‬ ‫ﺍﻟﺤﺩﻭﺩ‬ : ‫ﻫﺫﺓ‬ ‫ﺃﻗﻴﻤﺕ‬ ‫ﺤﻴﺙ‬ ‫ﻨﺼﺭ،‬ ‫ﺒﻤﺩﻴﻨﺔ‬ ‫ﺍﻷﺯﻫﺭ‬ ‫ﺒﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺯﺭﺍﻋﺔ‬ ‫ﻜﻠﻴﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﻗﺩﺭﺍﺕ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻤﺭﻜﺯ‬ ‫ﺒﺎﺸﺭﺍﻑ‬ ‫ﺍﻟﺩﻭﺭﺍﺕ‬ ‫ﺍﻷﻋﻀﺎﺀ‬ ‫ﻋﻠﻰ‬ ‫ﺘﻴﺴﻴﺭﺍ‬ ‫ﺍﻟﻤﻜﺎﻥ‬ ‫ﺒﻬﺫﺍ‬ ‫ﺍﻟﻘﺎﻫﺭﺓ‬ ‫ﺠﺎﻤﻌﺔ‬ . ‫ﹰ‬ ‫ﺜﺎﻟﺜﺎ‬ : ‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﻨﻬﺞ‬ : ‫ﺍﻟﻭﺼﻔﻰ‬ ‫ﺍﻟﻤﻨﻬﺞ‬ ‫ﺍﻟﺤﺎﻟﻰ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻴﺘﺒﻊ‬ ‫ﺍﻟﺭﺍﻫ‬ ‫ﺍﻟﻭﻀﻊ‬ ‫ﺒﻭﺼﻑ‬ ‫ﻴﻬﺘﻡ‬ ‫ﺍﻟﺫﻯ‬ ‫ﺍﻟﺘﺤﻠﻴﻠﻰ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﻷﺜﺭ‬ ‫ﻥ‬ ‫ﻭﺘﺤﺴﻴﻥ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﻭﺘﺤﻠﻴﻠﻬﺎ‬ ‫ﺩﻗﻴﻘﺔ‬ ‫ﺒﻴﺎﻨﺎﺕ‬ ‫ﺠﻤﻊ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻟﺩﻴﻬﻡ،‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﺠﻭﺩﺓ‬ ‫ﻋﻠﻤﻴﺔ‬ ‫ﺒﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺍﻟﻤﻌﻨﻴﻴﻥ‬ ‫ﺇﻤﺩﺍﺩ‬ ‫ﺃﺠل‬ ‫ﻤﻥ‬ ‫ﹰ‬ ‫ﻭﻜﻴﻔﺎ‬ ‫ﹰ‬ ‫ﻜﻤﺎ‬ ‫ﻭﺘﻔﺴﻴﺭﻫﺎ‬ ‫ﺍﻟﻤﻘﺒﻠﺔ‬ ‫ﺍﻟﻌﻤل‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﻋﻥ‬ ‫ﺨﻁﻁ‬ ‫ﻭﻀﻊ‬ ‫ﻤﻥ‬ ‫ﺘﻤﻜﻨﻬﻡ‬ . ‫ﺭﺍﺒﻌﺎ‬ :" ‫ﺍﻟﺒﺤﺙ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﺇﻋﺩﺍﺩ‬ : ١ -‫ﺍ‬ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﺒﻴﺎﻨﺎﺕ‬ ‫ﺴﺘﻤﺎﺭﺓ‬ : ‫ﺨﺼﺎﺌﺹ‬ ‫ﺒﻌﺽ‬ ‫ﺘﻤﺜل‬ ‫ﻭﺍﻟﺘﻰ‬ ‫ﺼﻭﺭﺓ‬ ‫ﻓﻰ‬ ‫ﺍﻻﺴﺘﻤﺎﺭﺓ‬ ‫ﻫﺫﻩ‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﺘﻡ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ،‬ ‫ﻋﻴﻨﺔ‬ ‫ﺘﺤﻘﻕ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﺒﻴﺎﻨﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺘﺤﺘﻭﻯ‬ ‫ﺠﺩﻭﻟﻴﺔ‬ ‫ﺍﻟﺩﺭﺍ‬ ‫ﺃﻫﺩﺍﻑ‬ ‫ﺴﺔ‬ . ‫ﺍﻟﺠﻨﺱ‬ ‫ﻋﻥ‬ ‫ﺒﻴﺎﻥ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﺸﺘﻤﻠﺕ‬ ) ‫ﺫﻜﺭ‬ -‫ﺘﺤﺴﻴ‬ ‫ﺨﻁﻁ‬ ‫ﻭﻭﻀﻊ‬ ‫ﺍﻟﻤﺭﺍﺤل،‬ ‫ﺠﻤﻴﻊ‬ ‫ﻓﻰ‬ ‫ﻓﻰ‬ ‫ﺒﻬﺎ‬ ‫ﻴﺴﺘﻔﺎﺩ‬ ‫ﻨﻴﺔ‬ ‫ﻭﺍﻟﻘﺼﻭﺭ‬ ‫ﺍﻟﻘﻭﺓ‬ ‫ﻨﻭﺍﺤﻰ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﻭﻗﻭﻑ‬ ‫ﺍﻟﻔﺸل‬ ‫ﻭﻤﺴﺒﺒﺎﺕ‬ ‫ﺍﻟﻨﺠﺎﺡ‬ ‫ﻤﺴﺒﺒﺎﺕ‬ ‫ﻹﻜﺘﺸﺎﻑ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻤﺭﺍﺤل‬ ‫ﻟﺠﻤﻴﻊ‬ ‫ﺍﻟﺩﻗﻴﻕ‬ ‫ﺍﻟﻔﺤﺹ‬ ‫ﻭﻜﺫﻟﻙ‬ ‫ﺒﺎﻟﻬﺩﻑ،‬ ‫ﻭﻤﻘﺎﺭﻨﺘﻪ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻤﻥ‬ ‫ﺘﺤﻘﻕ‬ ‫ﻤﺎ‬ ‫ﻤﺅﺸﺭﺍﺕ‬ ‫ﻗﻴﺎﺱ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺘﻘﻴﺱ‬ ‫ﻋﺒﺎﺭﺍﺕ‬ ‫ﻫـ‬ -‫ﺍﻟﻘﺩﺭ‬ ‫ﺍﻟﺘﻘﻴﻴﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺓ‬ : ‫ﺜﻤﺎﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺒﻌﺩ‬ ‫ﻫﺫﺍ‬ ‫ﻭﺍﺸﺘﻤل‬ ‫ﺍﻟﻤﻭﺍﺭﺩ‬ ‫ﺃﻭ‬ . ‫ﺃﻭ‬ ‫ﺍﻟﻬﺩﻑ‬ ‫ﻭﺘﻌﺩﻴل‬ ‫ﻟﻠﺘﻨ‬ ‫ﺍﻟﻤﺨﺼﺹ‬ ‫ﺍﻟﻭﻗﺕ‬ ‫ﺍﻟﺘﻨﻔﻴﺫ‬ ‫ﺃﻭﺃﻟﻴﺎﺕ‬ ‫ﻔﻴﺫ‬ ‫ﺘ‬ ‫ﻓﻰ‬ ‫ﻭﻤﺭﻭﻨﺘﻪ‬ ‫ﺤﺩﻭﺜﻬﺎ،‬ ‫ﻗﺒل‬ ‫ﺍﻟﻌﻘﺒﺎﺕ‬ ‫ﺍﻜﺘﺸﺎﻑ‬ ‫ﻜﻴﻴﻑ‬ ‫ﺍﻟﺨﻁﺔ‬ ‫ﺴﻴﺭ‬ ‫ﻤﺭﺍﻗﺒﺔ‬ ‫ﺃﺜﻨﺎﺀ‬ ‫ﺍﻟﻤﻼﺤﻅﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻭﻗﺩﺭﺘﻪ‬ ، ‫ﻭﻗﻭﺓ‬ ‫ﻤﺎﺨﻁﻁﻪ،‬ ‫ﻟﺘﻁﺒﻴﻕ‬ ‫ﺍﻷﺨﺭﻴﻥ‬ ‫ﺘﺤﻔﻴﺯ‬ ‫ﻋﻠﻰ‬ ‫ﻗﺩﺭﺘﻪ‬ ‫ﻟ‬ ‫ﻭﻜﺫﻟﻙ‬ ‫ﺍﻟﻌﻤﻠﻰ،‬ ‫ﺍﻟﺘﻁﺒﻴﻕ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺘﺨﻁﻴﻁ‬ ‫ﻤﺭﺤﻠﺔ‬ ‫ﻤﻥ‬ ‫ﻺﻨﺘﻘﺎل‬ ‫ﻭﻤﺜﺎﺒﺭﺓ‬ ‫ﺤﻤﺎﺱ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﺒﻪ‬ ‫ﻴﺘﻤﺘﻊ‬ ‫ﻤﺎ‬ ‫ﻤﻘﺩﺍﺭ‬ ‫ﺘﻘﻴﺱ‬ ‫ﺩ‬ -‫ﺍﻟﺘﻨﻔﻴﺫ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ : ‫ﻋﺒﺎﺭﺍﺕ‬ ‫ﺜﻤﺎﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺒﻌﺩ‬ ‫ﻫﺫﺍ‬ ‫ﻭﺍﺸﺘﻤل‬ ‫ﺍﻟﻬﺩﻑ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﺴﺒﻴل‬ ‫ﻓﻰ‬ ‫ﻤﻭﺭﺩ‬ ‫ﺃﻯ‬ ‫ﻗﺼﻭﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻐﻠﺏ‬ . ‫ﻓﻰ‬ ‫ﻭﺘﺭﺍﺒﻁ‬ ‫ﺇﺤﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻭﺍﺭﺩ‬ ‫ﺨﺼﺎﺌﺹ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻭﻜﺫﻟﻙ‬ ‫ﺍﻷﻫﺩﺍﻑ،‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﺜﻡ‬ ‫ﻭﻤﻥ‬ ‫ﺘﻨﻔﻴﺫﻫﺎ‬ ‫ﻻﻴﻌﻭﻕ‬ ‫ﻭﺒ‬ ‫ﺍﻷﻋﻤﺎل‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻨﺴﻴﻕ‬ ‫ﻭﻜﺫﻟﻙ‬ ‫ﻷﺩﺍﺌﻬﺎ،‬ ‫ﺒﻤﺎ‬ ‫ﺍﻟﺒﻌﺽ‬ ‫ﻌﻀﻬﺎ‬ ‫ﺍﻟﻼﺯﻡ‬ ‫ﻭﺍﻟﻤﺠﻬﻭﺩ‬ ‫ﺍﻷﻋﻤﺎل‬ ‫ﺒﻴﻥ‬ ‫ﻭﺍﻟﺘﻨﺴﻴﻕ‬ ‫ﻭﺍﺘﺠﺎﻫﺎﺘﻬﻡ،‬ ‫ﻭﻤﻴﻭﻟﻬﻡ‬ ‫ﻭﺭﻏﺒﺎﺘﻬﻡ‬ ‫ﻗﺩﺭﺍﺘﻬﻡ‬ ‫ﻤﻊ‬ ‫ﻴﺘﻨﺎﺴﺏ‬ ‫ﺒﻤﺎ‬ ‫ﺍﻷﻓﺭﺍﺩ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻷﻨﺸﻁﺔ‬ ‫ﺍﻷﻋﻤﺎل‬ ‫ﺘﻭﺯﻴﻊ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺘﻘﻴﺱ‬ ‫ﻋﺒﺎﺭﺍﺕ‬ ‫ﺠـ‬ -‫ﺍﻟﺘﻨﻅﻴﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ : ‫ﺜﻤﺎﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺒﻌﺩ‬ ‫ﻫﺫﺍ‬ ‫ﻭﺍﺸﺘﻤل‬ ‫ﺍﻻﺨﺘﻴﺎﺭ‬ ‫ﻫﺫﺍ‬ ‫ﻤﺴﺌﻭﻟﻴﺔ‬ . ‫ﻭﺘﺤﻤل‬ ‫ﺍﻷﻨﺴﺏ‬ ‫ﻟﻠﺤل‬ ‫ﺍﻟﺩﻗﻴﻕ‬ ‫،ﻭﺍﻻﺨﺘﻴﺎﺭ‬ ‫ﺒﺩﻴل‬ ‫ﻜل‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻋﻭﺍﻗﺏ‬ ‫ﻭﺘﺼﻭﺭ‬ ‫ﺍﻟﺒﺩﺍﺌل،‬ ‫ﻤﻥ‬ ‫ﺒﺩﻴل‬ ‫ﻜل‬ ‫ﻭﻤﺜﺎﻟﺏ‬ ‫ﻭﻓﻴﺭﺓ‬ ‫ﻭﺤﻠﻭل‬ ‫ﺒﺩﺍﺌل‬ ‫ﺇﻟﻰ‬ ‫ﻟﻤﺯﺍﻴﺎ‬ ‫ﺍﻟﻌﻤﻴﻘﺔ‬ ‫ﻭﺍﻟﺩﺭﺍﺴﺔ‬ ، ‫ﻟﺤﻠﻬﺎ‬ ‫ﺍﻟﻤﻨﺎﺴﺏ‬ ‫ﻭﺍﻟﻭﻗﺕ‬ ‫ﻭﺃﻁﺭﺍﻓﻬﺎ‬ ‫ﻭﻤﺴﺒﺒﺎﺘﻬﺎ‬ ‫ﻭﺍﻟﺘﻭﺼل‬ ، ‫ﻟﻠﻤﺸﻜﻠﺔ‬ ‫ﺍﻟﺠﻴﺩ‬ ‫ﺍﻟﺘﺤﺩﻴﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺘﻘﻴﺱ‬ ‫ﻋﺒﺎﺭﺍﺕ‬ ‫ﺏ‬ -‫ﺍﻟﻘﺭﺍﺭ‬ ‫ﺍﺘﺨﺎﺫ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ : ‫ﻭﺍ‬ ‫ﺜﻤﺎﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺒﻌﺩ‬ ‫ﻫﺫﺍ‬ ‫ﺸﺘﻤل‬ ‫ﺒﻭﻅﻴﻔﺔ‬ ‫ﻴﻘﻭﻤﻭﻥ‬ ‫ﺍﻟﻌﻘﺒﺎﺕ‬ ‫ﻫﺫﺓ‬ .		‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻟﻤﺭﺍﺤل‬ ‫ﺍﻟﻤﺘﻤﻴﺯ‬ ‫ﺍﻹﺘﺒﺎﻉ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻫﻰ‬ ‫ﺒﻤﺎ‬ ‫ﻭﺘﻘﻴﻴﻡ‬ ‫ﻭﺘﻨﻔﻴﺫ‬ ‫ﻭﺘﻨﻅﻴﻡ‬ ‫ﻗﺭﺍﺭ‬ ‫ﻭﺍﺘﺨﺎﺫ‬ ‫ﺘﺤﻁﻴﻁ‬ ‫ﻤﻥ‬ ‫ﻭﺠﻭﺍﻨﺒﻬﺎ‬ ‫ﺍﻷﺴﺎﻟﻴﺏ‬ ‫ﺃﻓﻀل‬ ‫ﻭﺘﻁﺒﻴﻕ‬ ‫ﻟﻠﻤﻭﺍﺭﺩ‬ ‫ﺍﻷﻤﺜل‬ ‫ﺍﻻﺴﺘﺨﺩﺍﻡ‬ ‫ﻴﻀﻤﻥ‬ ‫ﻭ‬ ‫ﺍﻟﻤﺭﺠﻭﺓ،‬ ‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﻴﺤﻘﻕ‬ ‫ﺒﻤﺎ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﻴﺴﺘﻠﺯﻡ‬ ‫ﻤﺎ‬ ‫ﻭﻭﻓﺭﺓ‬ ‫ﻭﺍﻻﺴﺘﺩﻻل‬ ‫ﻭﺍﻹﺩﺭﺍﻙ‬ ‫ﺍﻟﺘﺨﻴل‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻤﻥ‬ ‫ﻟﺫﻟﻙ‬ ‫ﻴﻠﻰ‬ ‫ﻓﻴﻤﺎ‬ ‫ﺃﺒﻌﺎﺩﻫﺎ‬ ‫ﺘﻤﺜﻠﺕ‬ ‫ﻭﺍﻟﺘﻰ‬ ‫ﺍﻟﻌﻼﻗﺎﺕ،‬ ‫ﻭﺇﻴﺠﺎﺩ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ : ‫ﻓﻰ‬ ‫ﺒﻬﺎ‬ ‫ﻴﺴﺘﻔﺎﺩ‬ ‫ﺘﺤﺴﻴﻨﻴﺔ‬ ‫ﺨﻁﻁ‬ ‫ﻭﻭﻀﻊ‬ ‫ﺍﻟﻤﺭﺍﺤل،‬ ‫ﺠﻤﻴﻊ‬ ‫ﻤﺸﺎﺒﻬﻪ‬ ‫ﻟﻤﻭﺍﻗﻑ‬ ‫ﺇﺩﺍﺭﻴﺔ‬ ‫ﺩﻭﺭﺍﺕ‬ . ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﺠﻭﺩﺓ‬ : Quality of Life ‫ﺍﻟﺠﺴﻤﻴﺔ‬ ‫ﺍﻟﺠﻭﺍﻨﺏ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻭﺍﺯﻥ‬ ‫ﺒﺘﺤﻘﻴﻕ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﻭﻋﻰ‬ ‫ﻫﻰ‬ ‫ﻟﺘﺤﻘﻴ‬ ‫ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻭﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﻭﺍﻻﺴﺘﻤﺘﺎﻉ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺭﻀﺎ‬ ‫ﻕ‬ ‫ﺍﻟﺫﺍﺘﻰ‬ ‫ﺍﻹﺩﺭﺍﻙ‬ ‫ﻋﻠﻰ‬ ‫ﺘﻌﺘﻤﺩ‬ ‫ﻭﺍﻟﺘﻰ‬ ‫ﺍﻹﻴﺠﺎﺒﻰ،‬ ‫ﻭﺍﻟﻭﺠﻭﺩ‬ ‫ﺒﻬﺎ‬ ‫ﻭﻫﻰ‬ ‫ﻤﺅﺸﺭﺍﺕ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻭﻟﺠﻭﺩﺓ‬ ‫ﻟﻠﺤﻴﺎﺓ،‬ : ‫ﻭﺍﻟﺒﺩﻨﻴﺔ‬ ‫ﺍﻟﺠﺴﻤﻴﺔ‬ ‫ﺍﻟﻤﺅﺸﺭﺍﺕ‬ : ‫ﻋﻥ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﺭﻀﺎ‬ ‫ﺒﻬﺎ‬ ‫ﻴﻘﺼﺩ‬ ‫ﻭﺸﻬﻴﺘﻪ‬ ‫ﺍﻟﻐﺫﺍﺌﻴﺔ‬ ‫ﻭﻋﺎﺩﺍﺘﻪ‬ ‫ﺍﻟﺤﺴﻴﺔ‬ ‫ﻭﻭﻅﺎﺌﻔﻪ‬ ‫ﺍﻟﺼﺤﻴﺔ‬ ‫ﺤﺎﻟﺘﻪ‬ ‫ﻭﺍﻟ‬ ‫ﺍﻟﺒﺩﻨﻰ،‬ ‫ﺍﻟﻨﺸﺎﻁ‬ ‫ﻭﻤﻤﺎﺭﺴﺔ‬ ‫ﺍﻟﻨﻭﻡ‬ ‫ﻭﻋﺎﺩﺍﺕ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻋﻠﻰ‬ ‫ﻘﺩﺭﺓ‬ ‫ﻭﺍﻟﺭﺍﺤﺔ‬ ‫ﺒﺎﻟﺘﻌﺏ‬ ‫ﻭﺸﻌﻭﺭﻩ‬ ‫ﺒﻬﺎ‬ ‫ﺍﻟﻤﻜﻠﻑ‬ ‫ﺍﻷﻋﻤﺎل‬ . ‫ﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﺍﻟﻤﺅﺸﺭﺍﺕ‬ : ‫ﻟﺼﻭﺭﺓ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﺘﻘﺒل‬ ‫ﻤﺩﻯ‬ ‫ﺒﻬﺎ‬ ‫ﻴﻘﺼﺩ‬ ‫ﺍﻟﺭﻀﺎ‬ ‫ﻤﺜل‬ ‫ﺇﻴﺠﺎﺒﻴﺔ‬ ‫ﻤﺸﺎﻋﺭ‬ ‫ﻤﻥ‬ ‫ﺒﻪ‬ ‫ﻴﺘﻤﺘﻊ‬ ‫ﻭﻤﺎ‬ ‫ﺠﺴﻤﻪ،‬ ‫ﻤﻥ‬ ‫ﻟﺩﻴﻪ‬ ‫ﻤﺎ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺴﻭﻴﻪ،‬ ‫ﺍﻟﺩﻴﻨﻴﺔ‬ ‫ﻭﺍﻟﻤﻌﺘﻘﺩﺍﺕ‬ ‫ﻭﺍﻟﺘﻭﺍﻓﻕ‬ ‫ﻭﺍﻟﺴﻌﺎﺩﺓ‬ ‫ﺍﻟﻌﻘﻠ‬ ‫ﻗﺩﺭﺍﺘﻪ‬ ‫ﻭﻤﺴﺘﻭﻯ‬ ‫ﻭﺍﻜﺘﺌﺎﺏ،‬ ‫ﻗﻠﻕ‬ ‫ﻤﻥ‬ ‫ﺴﻠﺒﻴﺔ‬ ‫ﻤﺸﺎﻋﺭ‬ ‫ﻤﻥ‬ ‫ﻴﺔ‬ ‫ﻟﺫﺍﺘﻪ‬ ‫ﻭﺘﻘﺩﻴﺭﻩ‬ ‫ﻭﺘﻌﻠﻡ‬ ‫ﻭﺘﻔﻜﻴﺭ‬ ‫ﺘﺫﻜﺭ‬ . ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺅﺸﺭﺍﺕ‬ : ‫ﺍﻟﺸﺨﺼﻴﺔ‬ ‫ﺍﻟﻌﻼﻗﺎﺕ‬ ‫ﻨﻭﻋﻴﺔ‬ ‫ﻓﻰ‬ ‫ﺘﺘﻤﺜل‬ ‫ﺇﻴﺠﺎﺒﻴﺔ‬ ‫ﻋﻼﻗﺎﺕ‬ ‫ﻭﺇﻗﺎﻤﺔ‬ ‫ﻭﺍﻟﺘﻭﺍﺼل‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻭﺍﻟﻘﺩﺭﺓ‬ ‫ﺒﺎﻟﺩﻋﻡ‬ ‫ﻭﺍﻟﺸﻌﻭﺭ‬ ‫ﻭﺍﻟﺤﻭﺍﺭ،‬ ‫ﻭﺍﻹﻨﺼﺎﺕ‬ ‫ﺍﻟﺘﺤﺩﺙ‬ ‫ﻭﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻷﻨﺸﻁﺔ‬ ‫ﻭﻤﻤﺎﺭﺴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ،‬ ‫ﻭﺍﻟﻤﺴﺎﻨﺩﺓ‬ . ‫ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬ ‫ﺍﻟﻤﺅﺸﺭﺍﺕ‬ : ‫ﺩﺨﻠﻪ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﺭﻀﺎ‬ ‫ﺒﻬﺎ‬ ‫ﻭﻴﻘﺼﺩ‬ ‫ﺇﺤﺘﻴﺎﺠﺎﺘﻪ‬ ‫ﻹﺸﺒﺎﻉ‬ ‫ﻜﻔﺎﻴﺘﻪ‬ ‫ﻭﻤﺩﻯ‬ ‫ﺠﻬﺩ‬ ‫ﻤﻥ‬ ‫ﻴﺒﺫﻟﻪ‬ ‫ﻟﻤﺎ‬ ‫ﻭﻤﻨﺎﺴﺒﺘﻪ‬ ‫ﺘﻭﻓﺭ‬ ‫ﻭ‬ ‫ﺍﻹﺩﺨﺎﺭ‬ ‫ﻭﺇﻤﻜﺎﻨﻴﺔ‬ ‫ﻜﺭﻴﻤﺔ،‬ ‫ﺤﻴﺎﺓ‬ ‫ﻟﺘﻭﻓﻴﺭ‬ ‫ﻴﻌﻭﻟﻭﻫﻡ‬ ‫ﻭﻤﻥ‬ ‫ﺍﻟﻤﺴﺘﻘﺒﻠﻴﺔ‬ ‫ﺍﻟﻅﺭﻭﻑ‬ ‫ﻟﻤﻭﺍﺠﻬﺔ‬ ‫ﺩﺨﻠﻰ‬ ‫ﻓﺎﺌﺽ‬ . ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﺅﺸﺭﺍﺕ‬ : ‫ﺍﻷﻜﺎﺩﻴﻤﻰ‬ ‫ﺍﻟﺩﻭﺭ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺭﻀﺎ‬ ‫ﺒﻬﺎ‬ ‫ﻭﻴﻘﺼﺩ‬ ‫ﻭﺍﻟﺒﺤﺙ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻴﺸﻤل‬ ‫ﻭﺍﻟﺫﻯ‬ ‫ﻭﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﻭﺨﺩﻤﺔ‬ ‫ﻋﻠﻴﻪ‬ ‫ﻴﻨﻁﻭﻯ‬ ‫ﻭﻤﺎ‬ ‫ﺍﻟﻤﻬﻨﻰ‬ ‫ﺩﻭﺭﻩ‬ ‫ﻋﻥ‬ ‫ﺭﻀﺎﻩ‬ ‫ﻭﻜﺫﻟﻙ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ،‬ ‫ﻗﻭﺍﻋﺩ‬ ‫ﺒﻌﺩﺍﻟﺔ‬ ‫ﻭﺸﻌﻭﺭﻩ‬ ‫ﻭﺍﻟﺯﻤﻼﺀ،‬ ‫ﺍﻟﺭﺅﺴﺎﺀ‬ ‫ﻤﻊ‬ ‫ﻋﻼﻗﺎﺘﻪ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﻌﻤل‬ ‫ﻗﻴﺎﺩﻴﺔ،‬ ‫ﻤﻨﺎﺼﺏ‬ ‫ﻟﺘﻭﻟﻰ‬ ‫ﺍﺴﺘﻌﺩﺍﺩﻩ‬ ‫ﻭﻤﺩﻯ‬ ‫ﺍﻟﺘﺭﻗﻴﺔ،‬ ‫ﻓﺭﻴﻕ‬ ‫ﻀﻤﻥ‬ . ‫ﺃﻨﺜﻰ‬ ( ‫ﺜﻼﺙ‬ ‫ﺇﻟﻰ‬ ‫ﺘﺼﻨﻴﻔﻪ‬ ‫ﺘﻡ‬ ‫ﻭﺍﻟﺫﻯ‬ ‫ﺍﻟﻌﻤﺭ‬ ‫ﻋﻥ‬ ‫ﻭﺒﻴﺎﻥ‬ ، ‫ﻤﺸﺎﺒﻬﻪ‬ ‫ﻟﻤﻭﺍﻗﻑ‬ ‫ﺇﺩﺍﺭﻴﺔ‬ ‫ﺩﻭﺭﺍﺕ‬ . ‫ﻋﻠﻰ‬ ‫ﺍﻻﺴﺘﺠﺎﺒﺔ‬ ‫ﻭﻜﺎﻨﺕ‬ ‫ﺍﻟﺒﻴ‬ ‫ﻭﻫﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻟﻌﻴﻨﺔ‬ ‫ﺍﻟﻔﻌﻠﻴﺔ‬ ‫ﺎﻨﺎﺕ‬ ) ‫ﻤﻥ‬ ٣٣ -‫ﺃﻗل‬ ‫ﺇﻟﻰ‬ ‫ﻤﻥ‬ ٤٢ ‫ﻤﻥ‬ ‫ﻋﺎﻡ،‬ ٤٢ -‫ﻤﻥ‬ ‫ﺃﻗل‬ ‫ﺇﻟﻰ‬ ٥١ ‫ﻤﻥ‬ ‫ﻋﺎﻡ،‬ ٥١ ‫ﺇﻟﻰ‬ ٦٠ ‫ﻋﺎﻡ‬ ( ‫ﻭﺍﻟﺘﻰ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺩﺭﺠﺔ‬ ، ‫ﺩﺭﺠﺎﺕ‬ ‫ﺜﻼﺙ‬ ) ‫ﻤﺩﺭﺱ‬ -‫ﻤﺴﺎﻋﺩ‬ ‫ﺃﺴﺘﺎﺫ‬ -‫ﺃﺴﺘﺎﺫ‬ ( ‫ﺍﻟ‬ ، ‫ﻓﺌﺘﻴﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺼﻨﻑ‬ ‫ﻭﺍﻟﺫﻯ‬ ) ‫ﻨﻅﺭﻯ‬ -‫ﻋﻤﻠﻰ‬ ( ‫ﺇﺫ‬ ‫ﺤﺼ‬ ‫ﺍ‬ ‫ﻻ‬ ‫ﺃﻡ‬ ‫ﺘﺩﺭﻴﺒﻴﺔ‬ ‫ﺩﻭﺭﺍﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻌﻀﻭ‬ ‫ل‬ ‫ﻤ‬ ‫ﺘﺼﻨﻴﻑ‬ ‫ﻭﺘﻡ‬ ‫ﺩﻭﺭﺍﺕ،‬ ‫ﻋﻠﻰ‬ ‫ﻤﺠﺎﻻﺕ‬ ) ‫ﻤﻬﻨﻴﺔ‬ -‫ﺇﺩﺍﺭﻴﺔ‬ -‫ﺘﻜﻨﻭﻟﻭﺠﻴﺔ‬ -‫ﻤﺠﺎل‬ ‫ﻤﻥ‬ ‫ﺃﻜﺜﺭ‬ ٢ -‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﻤﻘﻴﺎﺱ‬ : ‫ﺍﻟ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻜﺸﻑ‬ ‫ﻋﺒﺎﺭﺍﺘﻪ‬ ‫ﻋﺩﺩ‬ ) ٤٠ ( ‫ﻭ‬ ‫ﺇﻴﺠﺎﺒﻰ‬ ‫ﺒﻌﻀﻬﺎ‬ ‫ﺨﺒﺭﻴﺔ‬ ‫ﻋﺒﺎﺭﺓ‬ ‫ﻟﺫﻟ‬ ‫ﻴﺴﺘﻠﺯﻡ‬ ‫ﺍﻟﻌ‬ ‫ﻭﻫﺫﻩ‬ ‫ﺍﻟﻌﻼﻗﺎﺕ،‬ ‫ﻭﺇﻴﺠﺎﺩ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻭﻭﻓﺭﺓ‬ ‫ﻭﻫﻰ‬ ‫ﺃﺒﻌﺎﺩ‬ ‫ﺃﺭﺒﻌﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻤﻭﺯﻋﺔ‬ : ‫ﺃ‬ -‫ﺍﻟﺘﺨﻁﻴﻁ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻨﻭﻋﻴﺔ‬ ‫ﻭﺘﺤﺩﻴﺩ‬ ‫ﺍﻟﻬﺩﻑ‬ ‫ﺃﻥ‬ ‫ﻴﻤﻜﻥ،‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻌﻘﺒﺎﺕ‬ ‫ﻭﺘﻭﻗﻊ‬ ‫ﺍﻟﺘﻨﻔﻴﺫ،‬ ‫ﺨﻁﻭﺍﺕ‬ ‫ﻭﺘﺘﺎﺒﻊ‬ ‫ﺃﻟﻴﺎﺕ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﻭﻜﺫﻟﻙ‬ ‫ﺍﻟﻬﺩﻑ،‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﻓﻰ‬ ‫ﻓﺭﺩ‬ ‫ﻜل‬ ‫ﻤﻬﻤﺔ‬ ‫ﻭﺘﻌﻴﻴﻥ‬ ‫ﺍﻟﻬﺩﻑ،‬ ‫ﻟﺘﺤﻘﻴﻕ‬ ‫ﺯﻤﻨﻴﺔ‬ ‫ﺨﻁﺔ‬ ‫ﻭﻭﻀﻊ‬ ‫ﺍﻟﻬﺩﻑ،‬ ‫ﻟﺘﺤﻘﻴﻕ‬ ‫ﺍﻟﻼﺯﻤﺔ‬ ‫ﺍﻟﻤﻭﺍﺭﺩ‬ ‫ﻭﻜﻤﻴﺔ‬ ‫ﺘﺤﻘﻕ‬ ‫ﻤﺩﻯ‬ ‫ﻟﻘﻴﺎﺱ‬ ‫ﻤﺅﺸﺭﺍﺕ‬ ‫ﻭﺘﺤﺩﻴﺩ‬ ‫ﺒﻭﺍﻗﻌﻴﺔ،‬ ‫ﺍﻟﻬﺩﻑ‬ ‫ﺘﺤﻴﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺘﻘﻴﺱ‬ ‫ﻋﺒﺎﺭﺍﺕ‬ ‫ﺜﻤﺎﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺒﻌﺩ‬ ‫ﻫﺫﺍ‬ ‫ﻭﺍﺸﺘﻤل‬ : ‫ﺒﺎﺭﺍﺕ‬ ‫ﻭﺍﻻﺴﺘﺩﻻل‬ ‫ﻭﺍﻹﺩﺭﺍﻙ‬ ‫ﺍﻟﺘﺨﻴل‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻤﻥ‬ ‫ﻙ‬ ‫ﻭﻤﺎ‬ ‫ﺍﻟﻤﺭﺠﻭﺓ،‬ ‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﻴﺤﻘﻕ‬ ‫ﺒﻤﺎ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻷﺴﺎﻟﻴﺏ‬ ‫ﺃﻓﻀل‬ ‫ﻭﺘﻁﺒﻴﻕ‬ ‫ﻟﻠﻤﻭﺍﺭﺩ‬ ‫ﺍﻷﻤﺜل‬ ‫ﺍﻻﺴﺘﺨﺩﺍﻡ‬ ‫ﻴﻀﻤﻥ‬ ‫ﺒﻤﺎ‬ ‫ﻭﺘﻘﻴﻴﻡ‬ ‫ﻭﺘﻨﻔﻴﺫ‬ ‫ﻭﺘﻨﻅﻴﻡ‬ ‫ﻗﺭﺍﺭ‬ ‫ﻭﺍﺘﺨﺎﺫ‬ ‫ﺘﺤﻁﻴﻁ‬ ‫ﻤﻥ‬ ‫ﻭﺠﻭﺍﻨﺒﻬﺎ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻟﻤﺭﺍﺤل‬ ‫ﺍﻟﻤﺘﻤﻴﺯ‬ ‫ﺍﻹﺘﺒﺎﻉ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﻗﺩﺭﺓ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺘﻘﻴﺱ‬ ‫ﺴﻠﺒﻰ،‬ ‫ﺍﻷﺨﺭ‬ ‫ﻭﻜﺎﻥ‬ ‫ﺍﻷﻭﻟﻴﺔ‬ ‫ﺼﻭﺭﺘﻪ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﺍﻋﺩﺍﺩ‬ ‫ﺘﻡ‬ ‫ﻭﻟﻘﺩ‬ ‫ﺍﻟﺒﺤﺙ،‬ ‫ﻤﻭﻀﻭﻉ‬ ‫ﺘﻨﺎﻭﻟﺕ‬ ‫ﺍﻟﺘﻰ‬ ‫ﻭﺍﻷﺠﻨﺒﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﻭﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺍﻟﻤﺭﺍﺠﻊ‬ ‫ﺃﻫﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻹﻁﻼﻉ‬ ‫ﺒﻌﺩ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﻟﻠﻘﺩﺭﺍﺕ‬ ‫ﺍﻹﺠﺭﺍﺌﻰ‬ ‫ﺍﻟﺘﻌﺭﻴﻑ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻰ‬ ‫ﺃﻋﺩ‬ ‫ﻭﺍﻟﺫﻯ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ،‬ ‫ﻫﻴﺌﺔ‬ ‫ﻷﻋﻀﺎﺀ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﻘﺩﺭﺍﺕ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﻫﺫﺍ‬ ‫ﻴﻬﺩﻑ‬ .( ‫ﺃﺭﺒﻊ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﻭﺭﺍﺕ‬ ‫ﺠﺎﻻﺕ‬ ‫ﺤﺼﻠﺕ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻔﺌﺔ‬ ‫ﻋﻠﻴﻪ‬ ‫ﺘﺠﻴﺏ‬ ‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﺩﻭﺭﺍﺕ‬ ‫ﻤﺠﺎﻻﺕ‬ ‫ﻋﻥ‬ ‫ﻭﺒﻴﺎﻥ‬ ، ‫ﻤﺎ‬ ‫ﻋﻥ‬ ‫ﻭﺒﻴﺎﻥ‬ ، ‫ﺘﺨﺼﺹ‬ ‫ﺇﻟﻰ‬ ‫ﺼﻨﻴﻔﻬﺎ‬ ‫ﺘﻡ‬ -‫ﻭﻓﻘ‬ ‫ﺘﻘﺴﻴﻤﻬﺎ‬ ‫ﺘﻡ‬ ‫ﻋﻤﺭﻴﺔ‬ ‫ﻓﺌﺎﺕ‬ ‫ﻭﺍﻗﻊ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺩﻯ‬ ‫ﻟﻁﺭﻴﻘﺔ‬ ‫ﺎ‬ ‫ﻫﺫﺍ‬ ‫ﺍﻟﺨﻤﺎﺴﻰ‬ ‫ﻟﻠﺘﻘﺩﻴﺭ‬ ‫ﻭﻓﻘﺎ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬

‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﻟﻤﻘﻴﺎﺱ‬ ‫ﺍﻟﺩﺍﺨﻠﻰ‬ ‫ﺍﻻﺘﺴﺎﻕ‬ ‫ﺼﺩﻕ‬ ‫ﺍﻟﻤﺤﻭﺭ‬ ‫ﺍﻟﺘﺨﻁﻴﻁ‬ ‫ﺍﻟﻘﺩﺭﺓﻋﻠﻰ‬ ‫ﺍﺘﺨﺎﺫ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺍﻟﻘﺭﺍﺭ‬ ‫ﺍﻟﺘﻨﻅﻴﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺍﻟﺘﻨﻔﻴﺫ‬ ‫ﺍﻟﺘﻘﻴﻴﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬

  

	‫ﻤﺤﻭﺭ‬ ‫ﻟﻜل‬ ‫ﺃﻟﻔﺎ‬ ‫ﻤﻌﺎﻤل‬ ‫ﻗﻴﻤﺔ‬ ‫ﺃﻥ‬	(	) ٢	‫ﺠﺩﻭل‬ ‫ﻤﻥ‬ ‫ﻭﻴﺘﻀﺢ‬
	‫ﻤﻘﻴﺎﺱ‬ ‫ﺍﺘﺴﺎﻕ‬ ‫ﻋﻠﻰ‬ ‫ﺘﺅﻜﺩ‬ ‫ﻋﺎﻟﻴﺔ‬ ‫ﻗﻴﻤﺔ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﻤﺤﺎﻭﺭ‬	‫ﻤﻥ‬
					.	‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬
	-‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﺠﻭﺩﺓ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﻭﺍﻟﺫﻯ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ،‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﺠﻭﺩﺓ‬ ‫ﻤﺴﺘﻭﻯ‬ : ‫ﻋﻥ‬ ‫ﺍﻟﻜﺸﻑ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﻫﺫﺍ‬ ‫ﻴﻬﺩﻑ‬ ‫ﺒﻌﺩ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻟﺠﻭﺩﺓ‬ ‫ﺍﻹﺠﺭﺍﺌﻰ‬ ‫ﺍﻟﺘﻌﺭﻴﻑ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻰ‬ ‫ﺃﻋﺩ‬ ‫ﻭﺍﻷ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﻭﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺍﻟﻤﺭﺍﺠﻊ‬ ‫ﺃﻫﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻹﻁﻼﻉ‬ ‫ﺠﻨﺒﻴﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﺘﻡ‬ ‫ﻭﻟﻘﺩ‬ ‫ﺍﻟﺒﺤﺙ،‬ ‫ﻤﻭﻀﻭﻉ‬ ‫ﺘﻨﺎﻭﻟﺕ‬ ‫ﺍﻟﺘﻰ‬ ‫ﻋﺒﺎﺭﺍﺘﻪ‬ ‫ﻋﺩﺩ‬ ‫ﻭﻜﺎﻥ‬ ‫ﺍﻷﻭﻟﻴﺔ‬ ‫ﺼﻭﺭﺘﻪ‬ ) ٥٠ ( ‫ﺨﺒﺭﻴﺔ‬ ‫ﻋﺒﺎﺭﺓ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﺠﻭﺩﺓ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺘﻘﻴﺱ‬ ‫ﺴﻠﺒﻰ‬ ‫ﻭﺍﻷﺨﺭ‬ ‫ﺇﻴﺠﺎﺒﻰ‬ ‫ﺒﻌﻀﻬﺎ‬	٣	‫ﺍﻟﺴﻠﺒﻴﺔ‬ ‫ﻟﻠﻌﺒﺎﺭﺍﺕ‬ ‫ﺍﻹﺩ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﻟﻤﻘﻴﺎﺱ‬ ‫ﻅﺭﻴﺔ‬ . ‫ﺩﺭﺠﺔ‬ ‫ﺃﻗل‬ ‫ﻜﺎﻨﺕ‬ ‫ﺫﻟﻙ‬ ‫ﻭﻋﻠﻰ‬ ‫ﻨ‬ ‫ﺍﺭﻴﺔ‬ ) ٤٠ ( ‫ﻭﺃﻋﻠﻰ‬ ‫ﺩﺭﺠﺔ‬ ‫ﻨﻅﺭﻴﺔ‬ ‫ﺩﺭﺠﺔ‬ ) ٢٠٠ ( ‫ﻓﻌﻠﻴﺔ‬ ‫ﺩﺭﺠﺔ‬ ‫ﺃﻗل‬ ‫ﺒﻠﻐﺕ‬ ‫ﺒﻴﻨﻤﺎ‬ ‫ﺩﺭﺠﺔ،‬ ‫ﻋﻴﻨﺔ‬ ‫ﺍﺴﺘﺠﺎﺒﺎﺕ‬ ‫ﻭﺍﻗﻊ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﻟﻤﻘﻴﺎﺱ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ) ١٣٣ ( ‫ﺩﺭﺠﺔ‬ ‫ﻭﺃﻋﻠﻰ‬ ‫ﺩﺭﺠﺔ‬ ) ١٩٧ ( ‫ﺩﺭﺠﺔ‬ ‫ﻭﺘﻘﻨﻴﻨﻪ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﻀﺒﻁ‬ :
	‫ﻋﻠﻰ‬ ‫ﻤﻭﺯﻋﺔ‬ ‫ﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫ﻭﻫﺫﻩ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ،‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﻟﺩﻯ‬ ‫ﻭﻫﻰ‬ ‫ﻤﺤﺎﻭﺭ‬ ‫ﺨﻤﺴﺔ‬ : ‫ﺃ‬ -‫ﻭﺍﻟﺒﺩﻨﻴﺔ‬ ‫ﺍﻟﺠﺴﻤﻴﺔ‬ ‫ﺍﻟﻤﺅﺸﺭﺍﺕ‬ : ‫ﺍﻟ‬ ‫ﻫﺫﺍ‬ ‫ﺍﺸﺘﻤل‬ ‫ﻋﻠﻰ‬ ‫ﻤﺤﻭﺭ‬ ) ١٠ ( ‫ﺍﻟﻔﺭﺩ‬ ‫ﺭﻀﺎ‬ ‫ﺘﻘﻴﺱ‬ ‫ﻋﺒﺎﺭﺍﺕ‬ ‫ﺍﻟﻐﺫﺍﺌﻴﺔ‬ ‫ﻭﻋﺎﺩﺍﺘﻪ‬ ‫ﺍﻟﺤﺴﻴﺔ‬ ‫ﻭﻭﻅﺎﺌﻔﻪ‬ ‫ﺍﻟﺼﺤﻴﺔ‬ ‫ﺤﺎﻟﺘﻪ‬ ‫ﻋﻥ‬ ‫ﻭﺍﻟﻘﺩﺭﺓ‬ ‫ﺍﻟﺒﺩﻨﻰ‬ ‫ﺍﻟﻨﺸﺎﻁ‬ ‫ﻭﻤﻤﺎﺭﺴﺔ‬ ‫ﺍﻟﻨﻭﻡ‬ ‫ﻭﻋﺎﺩﺍﺕ‬ ‫ﻭﺸﻬﻴﺘﻪ‬ ‫ﻭﺍﻟﺭﺍﺤﺔ‬ ‫ﺒﺎﻟﺘﻌﺏ‬ ‫ﻭﺸﻌﻭﺭﻩ‬ ‫ﺒﻬﺎ‬ ‫ﺍﻟﻤﻜﻠﻑ‬ ‫ﺍﻷﻋﻤﺎل‬ ‫ﺃﺩﺍﺀ‬ ‫ﻋﻠﻰ‬ . -‫ﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﺍﻟﻤﺅﺸﺭﺍﺕ‬ : ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﺤﻭﺭ‬ ‫ﻫﺫﺍ‬ ‫ﺍﺸﺘﻤل‬ ) ١٠ ( ‫ﺍﻟﻔﺭﺩ‬ ‫ﺘﻘﺒل‬ ‫ﻤﺩﻯ‬ ‫ﺘﻘﻴﺱ‬ ‫ﻋﺒﺎﺭﺍﺕ‬ ‫ﻴﺘﻤﺘﻊ‬ ‫ﻭﻤﺎ‬ ‫ﺠﺴﻤﻪ،‬ ‫ﻟﺼﻭﺭﺓ‬ ‫ﻭﺍﻟﺘﻭﺍﻓﻕ‬ ‫ﻭﺍﻟﺴﻌﺎﺩﺓ‬ ‫ﺍﻟﺭﻀﺎ‬ ‫ﻤﺜل‬ ‫ﺇﻴﺠﺎﺒﻴﺔ‬ ‫ﻤﺸﺎﻋﺭ‬ ‫ﻤﻥ‬ ‫ﺒﻪ‬ ‫ﺴﻠﺒﻴﺔ‬ ‫ﻤﺸﺎﻋﺭ‬ ‫ﻤﻥ‬ ‫ﻟﺩﻴﻪ‬ ‫ﻤﺎ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺴﻭﻴﻪ،‬ ‫ﺍﻟﺩﻴﻨﻴﺔ‬ ‫ﻭﺍﻟﻤﻌﺘﻘﺩﺍﺕ‬ ‫ﺘﺫﻜﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﻘﻠﻴﺔ‬ ‫ﻗﺩﺭﺍﺘﻪ‬ ‫ﻭﻤﺴﺘﻭﻯ‬ ‫ﻭﺍﻜﺘﺌﺎﺏ،‬ ‫ﻗﻠﻕ‬ ‫ﻤﻥ‬ ‫ﻟﺫﺍﺘﻪ‬ ‫ﻭﺘﻘﺩﻴﺭﻩ‬ ‫ﻭﺘﻌﻠﻡ‬ ‫ﻭﺘﻔﻜﻴﺭ‬ .	‫ﺏ‬	‫ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﺼﺩﻕ‬ ‫ﺍﻟﺒﻨﺎﺌﻰ‬ ‫ﺼﺩﻕ‬ ‫ﻁﺭﻴﻕ‬ ‫ﻋﻥ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺍﻟﺩﺨﻠﻰ‬ ‫ﺍﻻﺘﺴﺎﻕ‬ ‫ﺼﺩﻕ‬ ‫ﻭﻫﻭ‬ : ‫ﻁﺭﻴﻕ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﺼﺩﻕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺄﻜﺩ‬ ‫ﺘﻡ‬ ‫ﺃﺒﻌﺎﺩ‬ ‫ﻤﻥ‬ ‫ﺒﻌﺩ‬ ‫ﻜل‬ ‫ﺩﺭﺠﺔ‬ ‫ﺒﻴﻥ‬ ‫ﻜﻨﺩﺍل‬ ‫ﺍﻹﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺇﻴﺠﺎﺩ‬ ‫ﻟﻠﻤﻘﻴﺎﺱ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻭﺍﻟﺩﺭﺠﺔ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬ . ‫ﺠﺩﻭل‬ ‫ﻤﻥ‬ ‫ﻴﺘﻀﺢ‬ ) ١ ( ‫ﻋﻨ‬ ‫ﻤﻭﺠﺒﺔ‬ ‫ﺍﺭﺘﺒﺎﻁﻴﺔ‬ ‫ﻋﻼﻗﺔ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺩ‬ ‫ﻤﻌﻨﻭﻴﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ) ٠.٠١ ( ‫ﺍﻻﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﺃﺒﻌﺎﺩ‬ ‫ﺒﻴﻥ‬ ‫ﺼﺩﻕ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺩل‬ ‫ﻤﻤﺎ‬ ‫ﻟﻠﻤﻘﻴﺎﺱ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻭﺍﻟﺩﺭﺠﺔ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬ . ‫ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﺜﺒﺎﺕ‬ : ‫ﺃﻟﻔﺎ‬ ‫ﺒﻁﺭﻴﻘﺔ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﺜﺒﺎﺕ‬ ‫ﺤﺴﺎﺏ‬ ‫ﺘﻡ‬ ‫ﻜﺭﻭﻨﺒﺎﺥ‬ Alpha-Cronbach ‫ﻟﺘﺤﺩﻴﺩ‬ ‫ﺍﻟﺜﺒﺎﺕ‬ ‫ﻤﻌﺎﻤل‬ ‫ﻟﺤﺴﺎﺏ‬ ‫ﻟﻜل‬ ‫ﺃﻟﻔﺎ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺤﺴﺎﺏ‬ ‫ﻴﺘﻡ‬ ‫ﺤﻴﺙ‬ ‫ﻟﻠﻤﻘﻴﺎﺱ،‬ ‫ﺍﻟﺜﺒﺎﺕ‬ ‫ﻤﻌﺎﻤل‬ ‫ﻗﻴﻤﺔ‬ ‫ﺒ‬ ‫ﻜﻜل‬ ‫ﻭﻟﻠﻤﻘﻴﺎﺱ‬ ‫ﺤﺩﺓ‬ ‫ﻋﻠﻰ‬ ‫ﻌﺩ‬ ‫ﻜﺎﻟﺘﺎﻟﻰ‬ ‫ﻜﺎﻨﺕ‬ ‫ﻭﺍﻟﺘﻰ‬ ، ‫ﺠﺩﻭل‬ ١ .
	٠.٦٢٢ **	٠.٧١٧ **	٠.٧٢٣ **	٠.٧٦٧ **	٠.٧٤٧ **	‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤل‬
							.	٢	‫ﺠﺩﻭل‬

‫ﻜﺭﻭﻨﺒﺎﺥ‬ ‫ﺃﻟﻔﺎ‬ ‫ﺒﻤﻌﺎﻤل‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﺜﺒﺎﺕ‬

  

		-‫ﻭﺍﻟﻘﺩﺭﺓ‬ ‫ﺍﻟﺸﺨﺼﻴﺔ‬ ‫ﺍﻟﻌﻼﻗﺎﺕ‬ ‫ﻨﻭﻋﻴﺔ‬ ‫ﺘﻘﻴﺱ‬ ‫ﻋﺒﺎﺭﺍﺕ‬ ‫ﺍ‬ ‫ﺍﻟﻤﺅﺸﺭﺍﺕ‬ ‫ﻻﺠﺘﻤﺎﻋﻴﺔ‬ : ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﺤﻭﺭ‬ ‫ﻫﺫﺍ‬ ‫ﺍﺸﺘﻤل‬ ) ١٠ ( ‫ﺍ‬ ‫ﻭﻤﻬﺎﺭﺍﺕ‬ ‫ﺇﻴﺠﺎﺒﻴﺔ‬ ‫ﻋﻼﻗﺎﺕ‬ ‫ﻭﺇﻗﺎﻤﺔ‬ ‫ﻭﺍﻟﺘﻭﺍﺼل‬ ‫ﻹﺘﺼﺎل‬ ‫ﻭﺍﻟﻤﺴﺎﻨﺩﺓ‬ ‫ﺒﺎﻟﺩﻋﻡ‬ ‫ﻭﺍﻟﺸﻌﻭﺭ‬ ‫ﻭﺍﻟﺤﻭﺍﺭ،‬ ‫ﻭﺍﻹﻨﺼﺎﺕ‬ ‫ﺍﻟﺘﺤﺩﺙ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻷﻨﺸﻁﺔ‬ ‫ﻭﻤﻤﺎﺭﺴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ،‬ .	‫ﺠـ‬
		-‫ﺍﻻﻗﺘﺼﺎ‬ ‫ﺍﻟﻤﺅﺸﺭﺍﺕ‬ ‫ﺩﻴﺔ‬ ‫ﻴﺒﺫﻟﻪ‬ ‫ﻟﻤﺎ‬ ‫ﻭﻤﻨﺎﺴﺒﺘﻪ‬ ‫ﺩﺨﻠﻪ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﺭﻀﺎ‬ ‫ﺘﻘﻴﺱ‬ ‫ﻋﺒﺎﺭﺍﺕ‬ : ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﺤﻭﺭ‬ ‫ﻫﺫﺍ‬ ‫ﺍﺸﺘﻤل‬ ) ١٠ ( ‫ﻹﺸﺒ‬ ‫ﻜﻔﺎﻴﺘﻪ‬ ‫ﻭﻤﺩﻯ‬ ‫ﺠﻬﺩ‬ ‫ﻤﻥ‬ ‫ﻴﻌﻭﻟﻭﻫﻡ‬ ‫ﻭﻤﻥ‬ ‫ﺇﺤﺘﻴﺎﺠﺎﺘﻪ‬ ‫ﺎﻉ‬ ‫ﻓﺎﺌﺽ‬ ‫ﻭﺘﻭﻓﺭ‬ ‫ﺍﻹﺩﺨﺎﺭ‬ ‫ﻭﺇﻤﻜﺎﻨﻴﺔ‬ ‫ﻜﺭﻴﻤﺔ،‬ ‫ﺤﻴﺎﺓ‬ ‫ﻟﺘﻭﻓﻴﺭ‬ ‫ﺍﻟﻤﺴﺘﻘﺒﻠﻴﺔ‬ ‫ﺍﻟﻅﺭﻭﻑ‬ ‫ﻟﻤﻭﺍﺠﻬﺔ‬ ‫ﺩﺨﻠﻰ‬ .	‫ﺩ‬
		(	١٠	)	‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﺤﻭﺭ‬ ‫ﻫﺫﺍ‬ ‫ﺍﺸﺘﻤل‬	:	‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺕ‬	‫ﺍﻟﻤﺅﺸﺭﺍ‬	-	‫ﻫـ‬
		‫ﻴﺸﻤل‬ ‫ﻭﺍﻟﺫﻯ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻰ‬ ‫ﺍﻟﺩﻭﺭ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺭﻀﺎ‬ ‫ﺘﻘﻴﺱ‬ ‫ﻋﺒﺎﺭﺍﺕ‬
		‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ،‬ ‫ﻭﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﻭﺨﺩﻤﺔ‬ ‫ﻭﺍﻟﺒﺤﺙ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬
		‫ﺭ‬ ‫ﻭﻜﺫﻟﻙ‬ ‫ﻤﻥ‬ ‫ﻋﻠﻴﻪ‬ ‫ﻴﻨﻁﻭﻯ‬ ‫ﻭﻤﺎ‬ ‫ﺍﻟﻤﻬﻨﻰ‬ ‫ﺩﻭﺭﻩ‬ ‫ﻋﻥ‬ ‫ﻀﺎﻩ‬
		‫ﻗﻭﺍﻋﺩ‬ ‫ﺒﻌﺩﺍﻟﺔ‬ ‫ﻭﺸﻌﻭﺭﻩ‬ ‫ﺀ،‬	‫ﻭﺍﻟﺯﻤﻼ‬ ‫ﺍﻟﺭﺅﺴﺎﺀ‬ ‫ﻤﻊ‬ ‫ﻋﻼﻗﺎﺘﻪ‬
		‫ﻭﺍﻟﻌﻤل‬ ،	‫ﻗﻴﺎﺩﻴﺔ‬ ‫ﻤﻨﺎﺼﺏ‬ ‫ﻟﺘﻭﻟﻰ‬ ‫ﺍﺴﺘﻌﺩﺍﺩﻩ‬ ‫ﻤﺩﻯ‬	‫ﻭ‬ ،	‫ﺍﻟﺘﺭﻗﻴﺔ‬
		‫ﻭﻓﻘﺎ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﻫﺫﺍ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﺴﺘﺠﺎﺒﺔ‬ ‫ﻭﻜﺎﻨﺕ‬	.	‫ﻓﺭﻴﻕ‬ ‫ﻀﻤﻥ‬
										‫ﺍﻟﺨﻤﺎﺴﻰ‬
	‫ﺃﻟﻔﺎ‬ ‫ﻤﻌﺎﻤل‬ ‫ﻗﻴﻤﺔ‬ ٠.٧٩ ٠.٨٠ ٠.٨٧ ٠.٨١ ٠.٨٧ ٠.٩٥	‫ﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫ﻋﺩﺩ‬ ٨ ٨ ٨ ٨ ٨ ٤٠					‫ﺍﻟﻤﺤﻭﺭ‬	‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺍﻟﻘﺭﺍﺭ‬ ‫ﺍﺘﺨﺎﺫ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺍﻟﺘﺨﻁﻴﻁ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻨﻅﻴﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺍﻟﺘﻨﻔﻴﺫ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺍﻟﺘﻘﻴﻴﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬



  ‫ﻟﻠﻌﺒﺎﺭﺍﺕ‬ . 


	‫ﺠﻭ‬ ‫ﻟﻤﻘﻴﺎﺱ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺍﺴﺘﺠﺎﺒﺎﺕ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﺩﺓ‬ ‫ﺩﺭﺠﺔ‬ ‫ﻭﺃﻋﻠﻰ‬ ) ٢٢٥ ( ‫ﺩﺭﺠﺔ‬ . ‫ﻭﺘﻘﻨﻴﻨﻪ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﻀﺒﻁ‬ : ‫ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﺼﺩﻕ‬ : ‫ﻁﺭﻴـﻕ‬ ‫ﻋـﻥ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﺼﺩﻕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺄﻜﺩ‬ ‫ﺘﻡ‬ ) ١٤٩ ( ‫ﺩﺭﺠﺔ‬ ‫ﻁﺭﻴـﻕ‬ ‫ﻋﻥ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺍﻟﺩﺨﻠﻰ‬ ‫ﺍﻻﺘﺴﺎﻕ‬ ‫ﺼﺩﻕ‬ ‫ﻭﻫﻭ‬ ‫ﺍﻟﺒﻨﺎﺌﻰ‬ ‫ﺼﺩﻕ‬ ‫ﻤﺤﺎﻭﺭ‬ ‫ﻤﺤﻭﺭﻤﻥ‬ ‫ﻜل‬ ‫ﺩﺭﺠﺔ‬ ‫ﺒﻴﻥ‬ ‫ﻜﻨﺩﺍل‬ ‫ﺍﻹﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺇﻴﺠﺎﺩ‬ ‫ﻟﻠﻤﻘﻴﺎﺱ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻭﺍﻟﺩﺭﺠﺔ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﺠﺩﻭل‬ ‫ﻤﻥ‬ ‫ﻭﻴﺘﻀﺢ‬ ) ٤ ( ‫ﻗﻴﻤ‬ ‫ﺃﻥ‬ ‫ﻤﻥ‬ ‫ﻤﺤﻭﺭ‬ ‫ﻟﻜل‬ ‫ﺃﻟﻔﺎ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺔ‬	‫ﻭﺍﻟﻤﻨﺎﻗﺸﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ٥ ‫ﺍﻟﻭﺼﻔﻴﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺠﺩﻭل‬ ‫ﻤﻥ‬ ‫ﻴﺘﻀﺢ‬ : ) ( ‫ﻨﺴﺒﺔ‬ ‫ﺃﻥ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﺒﻠﻐﺕ‬ ‫ﺍﻹﻨﺎﺙ‬ ‫ﹰ‬ ‫ﺃﻭﻻ‬ ٥٢.٦ % ‫ﺃﻤﺎ‬ ، ‫ﻨﺴﺒﺔ‬ ‫ﺍﻟﺘـﺩﺭﻴﺱ‬ ‫ﻫﻴﺌـﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﺍﻟﺘـﺩﺭﻴﺱ‬ ‫ﻫﻴﺌـﺔ‬ ‫ﻓﺒﻠﻐﺕ‬ ‫ﺍﻟﺫﻜﻭﺭ‬ ٤٧.٤ % ‫ﻭﻜﺎﻨﺕ‬ ، ‫ﻋﻴﻨـﺔ‬ ‫ﻤـﻥ‬ ‫ﻨﺴـﺒﺔ‬ ‫ﺃﻋﻠﻰ‬ ‫ﺍﻟﻌﻤﺭﻴﺔ‬ ‫ﺍﻟﻔﺌﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﻥ‬ ٣٣ -‫ﻤـﻥ‬ ‫ﺃﻗل‬ ‫ﺇﻟﻰ‬ ٤٢ ‫ﺤﻴـﺙ‬ ‫ﻨﺴﺒﺘﻬﻡ‬
	‫ﺠﻭﺩﺓ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﺍﺘﺴﺎﻕ‬ ‫ﻋﻠﻰ‬ ‫ﺘﺅﻜﺩ‬ ‫ﻋﺎﻟﻴﺔ‬ ‫ﻗﻴﻤﺔ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﻤﺤﺎﻭﺭ‬
						.	‫ﺍﻟﺤﻴﺎﺓ‬
	‫ﻭﺇﺠﺭﺍﺀ‬ ‫ﺍﻟﺒﻴﺎﻨﺎﺕ‬ ‫ﺘﺤﻠﻴل‬ ‫ﺘﻡ‬	:	‫ﺍﻹﺤﺼﺎﺌﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤﻼﺕ‬	:"	‫ﺨﺎﻤﺴﺎ‬
	statistical package	‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻹﺤﺼﺎﺌﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤﻼﺕ‬
	‫ﻹﺠﺭﺍﺀ‬ ‫ﻭﺫﻟﻙ‬	for social sciences program (Spss)
	‫ﻋﻥ‬ ‫ﻟﺘﻜﺸﻑ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺘﻐﻴﺭﺍﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺌﻴﺔ‬	‫ﺍﻹﺤﺼﺎ‬ ‫ﺍﻷﺴﺎﻟﻴﺏ‬
	‫ﺍﻟﺒﺤﺙ‬ ‫ﺃﻫﺩﺍﻑ‬ ‫ﻭﻟﺘﺤﻘﻴﻕ‬	‫ﺍﻟﻤﺘﻐﻴﺭﺍﺕ،‬ ‫ﻫﺫﻩ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﻨﻭﻉ‬
	‫ﻭﺘﻔﺭﻴﻐﻬﺎ‬ ‫ﺍﻟﺒﻴﺎﻨﺎﺕ‬ ‫ﺘﺭﻤﻴﺯ‬ ‫ﺘﻡ‬	.	‫ﺍﻟﻔﺭﻭﺽ‬ ‫ﺼﺤﺔ‬ ‫ﻤﻥ‬ ‫ﻭﻟﻠﺘﺤﻘﻕ‬
	‫ﺍﻷﺴﺎﻟﻴﺏ‬ ‫ﻴﻠﻰ‬ ‫ﻭﻓﻴﻤﺎ‬ ‫ﻭﺩﻗﺘﻬﺎ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺼﺤﺔ‬ ‫ﻟﻀﻤﺎﻥ‬ ‫ﻭﻤﺭﺍﺠﻌﺘﻬﺎ‬
	‫ﻭﺍﻟﻨﺴﺏ‬ ‫ﺍﻟﺘﻜﺭﺍﺭﺍﺕ‬ ‫ﺤﺴﺎﺏ‬	:	‫ﺍﺴﺘﺨﺩﺍﻤﻬﺎ‬ ‫ﺘﻡ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻹﺤﺼﺎﺌﻴﺔ‬
	‫ﻤﻌﺎ‬ ‫ﺤﺴﺎﺏ‬ ‫ﺍﻟﻤﺌﻭﻴﺔ،‬ ‫ﺇﺨﺘﺒﺎﺭ‬ ‫ﺒﺭﺴﻭﻥ،‬ ‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤﻼﺕ‬ ‫ﺤﺴﺎﺏ‬ ‫ﻜﺭﻭﻨﺒﺎﺥ،‬ ‫ﺃﻟﻔﺎ‬ ‫ﻤل‬ ) ‫ﺕ‬ ( T-test ‫ﻭﺤﺠﻡ‬ ‫ﺇﻴﺘﺎ،‬ ‫ﻭﻤﺭﺒﻊ‬ ، ‫ﺍﻟﺘﺒﺎﻴﻥ‬ ‫ﺘﺤﻠﻴل‬ ‫ﻭﺍﺨﺘﺒﺎﺭ‬ ‫ﺍﻷﺜﺭ،‬ One Way ANOVA ‫ﻭﺍﺨﺘﺒﺎﺭ‬ ، ‫ﺘﻭﻜﻰ‬ tukey .	‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﺠﻭﺩﺓ‬ ‫ﻟﻤﻘﻴﺎﺱ‬ ‫ﻨﻅﺭﻴﺔ‬ ‫ﺩﺭﺠﺔ‬ ‫ﺃﻗل‬ ‫ﻜﺎﻨﺕ‬ ‫ﺫﻟﻙ‬ ‫ﻭﻋﻠﻰ‬ ‫ﺍﻟﺘﺩﺭ‬ ‫ﻫﻴﺌﺔ‬ ‫ﻷﻋﻀﺎﺀ‬ ‫ﻴﺱ‬ ) ٥٠ ( ‫ﺩﺭﺠﺔ‬ ‫ﻭﺃﻋﻠﻰ‬ ‫ﺩﺭﺠﺔ،‬ ‫ﻨﻅﺭﻴﺔ‬ ) ٢٥٠ ( ‫ﺩﺭﺠﺔ‬ . ‫ﻭﺍﻗﻊ‬ ‫ﻤﻥ‬ ‫ﻓﻌﻠﻴﺔ‬ ‫ﺩﺭﺠﺔ‬ ‫ﺃﻗل‬ ‫ﺒﻠﻐﺕ‬ ‫ﺒﻴﻨﻤﺎ‬
	‫ﺍﻟﻤﺅﺸﺭﺍﺕ‬ ‫ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬ ٠.٤٦٠ ** ‫ﺃﻟﻔﺎ‬ ‫ﻤﻌﺎﻤل‬ ‫ﻗﻴﻤﺔ‬ ‫ﺍﻟﻤﺅﺸﺭﺍﺕ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ٠.٤٤٤ ** ٠.٦٢ ٠.٦٨ ٠.٦٧ ٠.٧٨ ٠.٦٩ ٠.٨٦	‫ﺍﻟﻤﺅﺸﺭﺍﺕ‬ ‫ﺍﻻﺠﺘ‬ ‫ﻤﺎﻋﻴﺔ‬ ٠.٥٢٠ ** ‫ﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫ﻋﺩﺩ‬ ١٠ ١٠ ١٠ ١٠ ١٠ ٥٠	‫ﺠﺩﻭل‬ ٣ ‫ﺍﻟﻤﺤﻭﺭ‬ . ‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﺠﻭﺩﺓ‬ ‫ﻟﻤﻘﻴﺎﺱ‬ ‫ﺍﻟﺩﺍﺨﻠﻰ‬ ‫ﺍﻻﺘﺴﺎﻕ‬ ‫ﺼﺩﻕ‬ ‫ﻭﺍﻟﺒﺩﻨﻴﺔ‬ ‫ﺍﻟﺠﺴﻤﻴﺔ‬ ‫ﺍﻟﻤﺅﺸﺭﺍﺕ‬ ‫ﺍﻟﻤﺅﺸﺭﺍﺕ‬ ‫ﺍﻟﻨﻔﺴﻴﺔ‬ ٠.٣٢٣ ** ٠.٥٩٨ ** ‫ﺠﺩﻭل‬ ٤ . ‫ﻜﺭﻭﻨﺒﺎﺥ‬ ‫ﺃﻟﻔﺎ‬ ‫ﺒﻤﻌﺎﻤل‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﺠﻭﺩﺓ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﺜﺒﺎﺕ‬ ‫ﺍﻟﻤﺤﻭﺭ‬ ‫ﻭﺍﻟﺒﺩﻨﻴﺔ‬ ‫ﺍﻟﺠﺴﻤﻴﺔ‬ ‫ﺍﻟﻤﺅﺸﺭﺍﺕ‬ ‫ﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﺍﻟﻤﺅﺸﺭﺍﺕ‬ ‫ﺍﻟﻤﺅﺸﺭﺍ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺕ‬ ‫ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬ ‫ﺍﻟﻤﺅﺸﺭﺍﺕ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﺅﺸﺭﺍﺕ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﺠﻭﺩﺓ‬

‫ﺠﺩﻭل‬ ١١ . ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻟﻌﻴﻨﺔ‬ ‫ﺍﻟﻨﺴﺒﻰ‬ ‫ﺍﻟﺘﻭﺯﻴﻊ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﺍﺠﻭﺩﺓ‬ ‫ﻟﻤﺴﺘﻭﻯ‬ ‫ﻭﻓﻘﺎ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻯ‬ ‫ﻭﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﻭﺍﻟﻤﺘﻭﺴﻁ‬

  
	٤.٢ ----٤.٢ ٤.٢ --٢٠.٨ ١٥ ١٦.٧ ٣ ٨.٣ -٣٣.٣ -٨.٣ -١٢.٥ -٨.٣ ٣ ٥٠.٠ ٣ ٥٠.٠ -٤.٢ ----٨.٣ --٤.٢ --٤.٢ ------‫ﺒﺸﺩﺓ‬ % ‫ﻙ‬ % -----٤٥.٨ -----٢٠.٨ ٢٥.٠ ١٨ ٤٥.٨ -----١٢.٥ --١٢.٥ --٨.٣ --٤.٢ --٤.٢ ٤.٢ ٣ ---٤.٢ ١٢.٥ ٩ ٢٠.٨ -----١٦.٧ -----٤٥.٨ --------٨.٣ ---٤.٢ ٣ ٢٠.٨ --٤.٢ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻯ‬ ٣٢.٩١ ٤.٨٤ ٣٨.٢٥ ٥.٠٣ ٣٩.٥٤ ٤.٦٤ ٣٦.٨٧ ٤.٨٤ ٣٩.٢٠ ٤.٥٩ ١٨٦.٧٩ ١٦.١٢	٦ ٢٠.٨ ٢٤ ٣٣.٣ ٦ ٣٣.٣ ٩ ١٦.٧ ٦ ١٢.٥ ٣٦ ٢٩.٢ ٣٦ ١٦.٧ ٣ ٨.٣ -٨.٣ ١٢ ٢٩.٢ ٦ ١٢.٥ ٣ ١٢.٥ ٣ ١٢.٥ -١٢.٥ -٢٠.٨ ‫ﻙ‬ % -١٢.٥ ٣٣ ٣٣.٣ --٢٠. ١٥ ٣٣.٣ ٢٤ ٨.٣ ٢٤ ٢٩.٢ ١٢ ٤١.٧ ٩ ٣٧.٥ ٢١ ١٢.٥ ١٢ ٢٠.٨ ٦ ٢٥.٠ ٦ ٢٥.٠ ٢١ ٢٥.٠ ٩ ٣٧.٥ ٩ ٢٩.٢ ٩ ٤٥.٨ ٩ ٢٥.٠ ١٥ ٣٣.٣ ‫ﻙ‬ % ٩ ٤٥.٨ ٢٤ ١٢.٥ ٨ ١٥ ١٥ ٢٠.٨ ١٥ ٥٠.٠ ٣٣ ١٦.٧ ١٢ ٨.٣ -٣٣.٣ ٢٤ ٣٣.٣ ٩ ٢٥.٠ ١٨ ٤٥.٨ ٩ ٤١.٧ ٣٠ ٣٧.٥ ٦ ٣٧.٥ ٢٧ ٥٠.٠ ٣ ٤١.٧ ٣٠ ٥٤.٢ ٣ ٨.٣ ٦ ٤٥.٨ -٢٩.٢ ٢١ ٣٧.٥ ٣ ٤.٢ ٣ ٤١.٧ ١٥ ١٢.٥ ٩ ٣٧.٥ -٢٥.٠ ١٨ ٤١.٧ ١٢ ٤٥.٨ ٣٣ ٢٩.٢ -٤.٢ ٣ ٤١.٧ ٣٣ ٢٠.٨ ١٥ ٨.٣ -٢٠.٨ ١٥ ٣٣.٣ -٤.٢ ٣ ٥٤.٢ ٦ ٢٥.٠ ١٨ ٤١.٧ -٢٠.٨ ١٥ ٥٤.٢ ١٥ ٥٠.٠ ٣٦ ٢٠.٨ ٣ ١٢.٥ ٩ ٥٠.٠ ‫ﻤﺭﺘﻔﻊ‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻟﻨﺴﺒﺔ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻟﻨﺴﺒﺔ‬ ١٥ ٢٠.٨ ٧٢ ١٠٠ ٣٠ ٤١.٧ ٧٢ ١٠٠ ٢٤ ٣٣.٣ ٧٢ ١٠٠ ٢٧ ٣٧.٥ ٧٢ ١٠٠ ٣٠ ٤١.٧ ٧٢ ١٠٠ ٩ ١٢.٥ ٧٢ ١٠٠	٤١.٧ ٢٤ ٣٣.٣ ٦ ٢٥.٠ ٢١ ٢٩.٢ ٣٠ ٢٩.٢ ٢٧ ٤١.٧ ٩ ٤.٢ ١٥ ٨.٣ ١٨ ٦٢.٥ ١٨ ٦٦.٧ ١٨ ٨.٣ ٢٧ ٤١.٧ ٢١ ٥٤.٢ ٣٣ ٣٧.٥ ١٨ ٦٢.٥ ٢٤ ٤٥.٨ ‫ﻙ‬ % ٣٣ ٤١.٧ ٩ ٨.٣ ٥٠. ٢٩.٢ ٠ ٣٦ ٨.٣ ٦ ٤.٢ ٢٤ ٣٣.٣ ٣٣ ١٦.٧ ٢٧ ٨.٣ ٣٦ ٤.٢ ٣٩ -٣٣ ٤١.٧ ٢٧ ٢٩.٢ ٣٠ ٥٠.٠ ٢٧ ١٦.٧ ٣٠ ٣٣.٣ ٢١ ٨.٣ ٣٠ ٥٤.٢ ٦ ٨.٣ ٢٤ ٤٥.٨ ٣٩ ٤١.٧ ٣٠ ٢٥.٠ ٣٩ ٢٥.٠ ١٥ ٤.٢ ٣٦ ٣٣.٣ ‫ﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻟﻨﺴﺒﺔ‬ ٢٧ ٣٧.٥ ٣٠ ٤١.٧ ٣٩ ٥٤.٢ ٢٤ ٣٣.٣ ٣٩ ٥٤.٢ ٥٤ ٧٥.٠	٣٠ ٢٤ ١٨ ٢١ ٢١ ٣٠ ٣ ٦ ٤٥ ٤٨ ٦ ٣٠ ‫ﺘﺘﺴﻡ‬ ‫ﺍﻷﺨﺭﻴﻥ‬ ‫ﻤﻊ‬ ‫ﺍﻹﻴﺠﺎﺒﻴﺔ‬ ‫ﻋﻼﻗﺎﺘﻰ‬ ‫ﻜﺒﻴﺭﺓ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﻭﻤﻅﻬﺭﻯ‬ ‫ﺸﻜﻠﻰ‬ ‫ﺃﺘﻘﺒل‬ ‫ﺤﻴﺎﺘﻰ‬ ‫ﻓﻰ‬ ‫ﺤﻘﻘﺘﻪ‬ ‫ﻋﻤﺎ‬ ‫ﺒﺎﻟﺭﻀﺎ‬ ‫ﺃﺸﻌﺭ‬ ‫ﺍﻟﻭﻗﺕ‬ ‫ﻤﻌﻅﻡ‬ ‫ﺍﻟﻘﻠﻕ‬ ‫ﻤﻥ‬ ‫ﺃﻋﺎﻨﻰ‬ ‫ﺃﻤﺭﺍﺽ‬ ‫ﻤﻥ‬ ‫ﻤﺎﻴﺼﻴﺒﻨﻰ‬ ‫ﻤﻊ‬ ‫ﺃﺘﻜﻴﻑ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻤﺭﺍﺤل‬ ‫ﻤﻥ‬ ‫ﻤﺭﺤﻠﺔ‬ ‫ﺒﻜل‬ ‫ﺃﺴﺘﻤﺘﻊ‬ ‫ﺍﻟﻌﻤﺭﻴﺔ‬ ‫ﺍﻟﻤﺭﺍﺤل‬ ‫ﺠﻤﻴﻊ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻤﻥ‬ ‫ﺃﺘﻤﻜﻥ‬ ‫ﺍﻻﺤﻴﺎﻥ‬ ‫ﻤﻥ‬ ‫ﻜﺜﻴﺭ‬ ‫ﻓﻰ‬ ‫ﺍﻻﻜﺘﺌﺎﺏ‬ ‫ﻴﺩﺍﻫﻤﻨﻰ‬ ‫ﺒﺸﺩﺓ‬ ‫ﺍﻟﻨﺴﻴﺎﻥ‬ ‫ﻤﻥ‬ ‫ﺃﻋﺎﻨﻰ‬ ‫ﺒﻬﺎ‬ ‫ﻭﺍﺴﻌﺩ‬ ‫ﻗﺩﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﺍﷲ‬ ‫ﻭﻫﺒﻨﻰ‬ ‫ﻤﺎ‬ ‫ﺃﻗﺩﺭ‬ ‫ﻭﻗﺩﺭ‬ ‫ﺍﷲ‬ ‫ﻗﻀﺎﺀ‬ ‫ﺃﺘﻘﺒل‬ ‫ﺒﺭﻀﺎ‬ ‫ﻩ‬ ‫ﺤﻴﺎﺘﻰ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺤﻘﻴﻘﻴﺔ‬ ‫ﺍﻟﺼﺩﺍﻗﺎﺕ‬ ‫ﻨﺩﺭﺓ‬ ‫ﻤﻥ‬ ‫ﺃﻋﺎﻨﻰ‬ ‫ﺒﺎﻻﺴﺘﻤﺭﺍﺭﻴﺔ‬ ٣٩ ‫ﺃﻓﺭﺍﺩ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﺩﻋﻡ‬ ‫ﺒﺎﻟﻤﺴﺎﻨﺩﺓ‬ ‫ﺃﺸﻌﺭ‬ ‫ﺃﺴﺭﺘﻰ‬ ٢٧ ‫ﺠﻴﺩ‬ ‫ﺒﺸﻜل‬ ‫ﺍﻷﺨﺭﻴﻥ‬ ‫ﺘﺠﺎﻩ‬ ‫ﻤﺸﺎﻋﺭﻯ‬ ‫ﻋﻥ‬ ‫ﺃﻋﺒﺭ‬ ٤٥ ‫ﺒﺎﻫﺘﻤﺎﻡ‬ ‫ﺍﻷﺨﺭﻴﻥ‬ ‫ﻟﺤﺩﻴﺙ‬ ‫ﺃﻨﺼﺕ‬ ٣٣ ‫ﻙ‬ ٣٠ ‫ﺒ‬ ‫ﻴﻠﻴﻕ‬ ‫ﻤﻌﻴﺸﺘﻰ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻤﻜﺎﻨﺘﻰ‬ ‫ﻭﺍﻷﺩﺒﻴﺔ‬ ٦ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﺘﻜﺎﻟﻴﻑ‬ ‫ﻤﻊ‬ ‫ﻴﺘﻨﺎﺴﺏ‬ ‫ﻻ‬ ‫ﺩﺨﻠﻰ‬ ٢١ ‫ﻻﺌﻕ‬ ‫ﻭﺘﺄﺜﻴﺜﺔ‬ ‫ﻤﺴﻜﻨﻰ‬ ‫ﻤﺴﺘﻭﻯ‬ ٦ ‫ﺤﺩﻴﺜﺔ‬ ‫ﺴﻴﺎﺭﺓ‬ ‫ﺃﻤﺘﻠﻙ‬ ٣ ‫ﺒﺎﺴﺘﻤﺭﺍﺭ‬ ‫ﻤﺎﺩﻴﺔ‬ ‫ﻟﻀﺎﺌﻘﺎﺕ‬ ‫ﺃﺘﻌﺭﺽ‬ ٢٤ ‫ﺍﻟﻤﺎﺩﻴﺔ‬ ‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬ ‫ﻜﺎﻓﺔ‬ ‫ﺘﻠﺒﻴﺔ‬ ‫ﻤﻥ‬ ‫ﺃﺘﻤﻜﻥ‬ ‫ﺃﺴﺭﺘﻰ‬ ‫ﻷﻓﺭﺍﺩ‬ ١٢ ‫ﺍﻟﻅﺭﻭﻑ‬ ‫ﻟﻤﻭﺍﺠﻬﺔ‬ ‫ﺩﺨﻠﻰ‬ ‫ﺒﻔﺎﺌﺽ‬ ‫ﺃﺤﺘﻔﻅ‬ ‫ﺍﻟﻁﺎﺭﺌﺔ‬ ٦ ‫ﻤ‬ ‫ﺸﻬﺭﻴﺎ‬ ‫ﺜﺎﺒﺕ‬ ‫ﻗﺩﺭ‬ ‫ﺃﺩﺨﺭ‬ ‫ﺩﺨﻠﻰ‬ ‫ﻥ‬ ٣ ‫ﻤﺎ‬ ‫ﻤﻊ‬ ‫ﻴﺘﻨﺎﺴﺏ‬ ‫ﺭﺍﺘﺏ‬ ‫ﻤﻥ‬ ‫ﺃﺘﻘﺎﻀﺎﻩ‬ ‫ﻤﺎ‬ ‫ﻤﻘﺩﺍﺭ‬ ‫ﺃﻋﻤﺎل‬ ‫ﻤﻥ‬ ‫ﺒﻪ‬ ‫ﺃﻜﻠﻑ‬ -‫ﻭﻤﺘﻁﻠﺒﺎﺕ‬ ‫ﻟﻁﺒﻴﻌﺔ‬ ‫ﻤﻨﺎﺴﺏ‬ ‫ﺩﺨﻠﻰ‬ ‫ﺃﻥ‬ ‫ﺃﺸﻌﺭ‬ ‫ﺍﻟﺠﺎﻤﻌﻰ‬ ‫ﺍﻟﻌﻤل‬ ٣٠ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺘﺠﺎ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻰ‬ ‫ﺒﺩﻭﺭﻯ‬ ‫ﺃﻗﻭﻡ‬ ‫ﺍﻟﺫ‬ ‫ﺍﻟﻭﺠﻪ‬ ‫ﻴﺭﻀﻴﻨﻰ‬ ‫ﻯ‬ ٢١ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﻭﺘﻨﻤﻴﺔ‬ ‫ﺨﺩﻤﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺃﺴﻌﻰ‬ ‫ﺍﻟﻌﻠﻤﻰ‬ ‫ﺇﻨﺘﺎﺠﻰ‬ ٣٦ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻠﻰ‬ ‫ﺇﺩﺍﺭﻴﺔ‬ ‫ﺃﻋﻤﺎل‬ ‫ﺘﻭﻟﻰ‬ ‫ﻤﻥ‬ ‫ﺃﺘﻤﻜﻥ‬ ‫ﺍﻟﺠﺎﻤﻌﺔ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ١٢ ‫ﻻ‬ ‫ﺍﻟﺒﺤﺜﻰ‬ ‫ﺁﺩﺍﺌﻰ‬ ‫ﺍﻟﺒﺤﺜﻴﺔ‬ ‫ﻗﺩﺭﺍﺘﻰ‬ ‫ﻤﻊ‬ ‫ﻴﺘﻨﺎﺴﺏ‬ ٢٤ ‫ﻭﻭﺭﺵ‬ ‫ﺒﺎﻟﺩﻭﺭﺍﺕ‬ ‫ﺍﻻﻟﺘﺤﺎﻕ‬ ‫ﻋﻠﻰ‬ ‫ﺃﺤﺭﺹ‬ ‫ﺍﻟﺠﺩﻴﺩﺓ‬ ‫ﺍﻟﻌﻤل‬ ٦ ‫ﻫﻴﺌﺔ‬ ‫ﻋﻀﻭ‬ ‫ﻭﺘﺭﻗﻴﺔ‬ ‫ﺘﻘﻴﻴﻡ‬ ‫ﻓﻰ‬ ‫ﻋﺩﺍﻟﺔ‬ ‫ﺃﺠﺩ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ٣٩ ‫ﺒﺎﻻﺤﺘﺭﺍﻡ‬ ‫ﺘﺘﺴﻡ‬ ‫ﺍﻟﻌﻤل‬ ‫ﺭﺅﺴﺎﺀ‬ ‫ﻤﻊ‬ ‫ﻋﻼﻗﺎﺘﻰ‬ ‫ﺍ‬ ‫ﻟﻤﺘﺒﺎﺩل‬ ٦ ‫ﻓﺭﻴﻕ‬ ‫ﻀﻤﻥ‬ ‫ﺍﻟﻌﻤل‬ ‫ﻓﻰ‬ ‫ﺼﻌﻭﺒﺔ‬ ‫ﻤﻥ‬ ‫ﺃﻋﺎﻨﻰ‬ ٣٣ ‫ﺍﻟﺘﺨﺼﺹ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻰ‬ ‫ﺍﻟﺒﺎﺤﺜﻴﻥ‬ ‫ﻤﻊ‬ ‫ﺃﺘﻭﺍﺼل‬ ‫ﺒﺈﻴﺠﺎﺒﻴﺔ‬ ٣٠ ‫ﻭﺍﻟﺒﺤﺜﻴﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺴﺔ‬ ‫ﺃﺴﺎﻟﻴﺒﻰ‬ ‫ﻓﻰ‬ ‫ﺃﻁﻭﺭ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﻭﺃﺤﺎﻓﻅ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻌﻼﻗﺎﺕ‬ ‫ﺃﻗﺩﺭ‬ ١٨ ‫ﺍﻟﻨ‬ ‫ﺃﻤﺎﺭﺱ‬ ‫ﺭﺴﻤﻰ‬ ‫ﺒﺸﻜل‬ ‫ﺴﻭﺍﺀ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻰ‬ ‫ﺸﺎﻁ‬ ‫ﺭﺴﻤﻰ‬ ‫ﻏﻴﺭ‬ ‫ﺃﻭ‬ ١٨ ‫ﺍﻟﻤﻨﺎﺴﺒﺎﺕ‬ ‫ﻓﻰ‬ ‫ﻭﺍﻷﺼﺩﻗﺎﺀ‬ ‫ﺍﻷﻗﺎﺭﺏ‬ ‫ﺃﺸﺎﺭﻙ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ٣ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻭﺠﺒﺎﺘﻰ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻓﻰ‬ ‫ﺼﻌﻭﺒﺔ‬ ‫ﺃﺠﺩ‬ ٢٤ ‫ﻭﺍﻷﺼﺩﻗﺎ‬ ‫ﺍﻷﻗﺎﺭﺏ‬ ‫ﻤﻊ‬ ‫ﺃﺘﻭﺍﺼل‬ ‫ﺍﻟﻁﺭﻕ‬ ‫ﺒﻜﺎﻓﺔ‬ ‫ﺀ‬ ‫ﻭﺍﻟﺤﺩﻴﺜﺔ‬ ‫ﺍﻟﺘﻘﻠﻴﺩﻴﺔ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﺍﻟﻤﺤﺎﻭﺭ‬ ‫ﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﺍﻟﻤﺅﺸﺭﺍﺕ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍ‬ ‫ﺍﻟﻤﺅﺸﺭﺍﺕ‬ ‫ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬ ‫ﺍﻟﻤﺅﺸﺭﺍﺕ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﺅﺸﺭﺍﺕ‬ ‫ﻤﻨﺨﻔﺽ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻟﻨﺴﺒﺔ‬ ‫ﻭﺍﻟﺒﺩﻨﻴﺔ‬ ‫ﺍﻟﺠﺴﻤﻴﺔ‬ ‫ﺍﻟﻤﺅﺸﺭﺍﺕ‬ ٣٠ ٤١.٧ ‫ﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﺍﻟﻤﺅﺸﺭﺍﺕ‬ ١٢ ١٦.٧ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺅﺸﺭﺍﺕ‬ ٩ ١٢.٥ ‫ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬ ‫ﺍﻟﻤﺅﺸﺭﺍﺕ‬ ٢١ ٢٩.٢ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﺅﺸﺭﺍﺕ‬ ٣ ٤.٢ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﺠﻭﺩﺓ‬ ٩ ١٢.٥
	‫ﻤﻭﺍﻓﻕ‬ ‫ﻏﻴﺭ‬	‫ﻤﻭﺍﻓﻕ‬ ‫ﻏﻴﺭ‬	‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﺠﻭﺩﺓ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﻋﻠﻰ‬ ‫ﻹﺴﺘﺠﺎﺒﺎﺘﻬﻡ‬ ‫ﻭﻓﻘﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻟﻌﻴﻨﺔ‬ ‫ﺍﻟﻨﺴﺒﻲ‬ ‫ﺍﻟﺘﻭﺯﻴﻊ‬ ‫ﻤﺎ‬ ‫ﺤﺩ‬ ‫ﺇﻟﻰ‬ ‫ﻤﻭﺍﻓﻕ‬ ‫ﺒﺸﺩﺓ‬ ‫ﻤﻭﺍﻓﻕ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬	.	‫ﺠﺩﻭل‬ ١٠ ‫ﺍ‬

‫ﺍﻟﺤﻴﺎ‬ ‫ﺠﻭﺩﺓ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﺩﻻﻟﺔ‬ ‫ﻟﻠﺘﺨﺼﺹ‬ ‫ﺘﺒﻌﺎ‬ ‫ﺓ‬

The research aims mainly at studying the difference between academic staff who have got training courses and their peers who haven't got training courses in each of managerial abilities and life quality, studying the effect in the case of there is a difference. the sample of the study was purposeful of (114) staff from al-Azhar university who have applied to have training courses in the center of developing the abilities of staff in Cairo university, their scientific degrees, age, and marital status. The number of trainees was (72) members, while the number of non trainees was (42) member. The tools of the study included aquestionnaire, managerial abilities measurement, and life quality measurement. 
The most important results of the study were: there were significant differenses between trainees and non trainees in the managerial abilities in favor of trainees. The effect of training courses was big. While there were no significant differenses between trainees and non trainees in life quality. Also there were no significant differenses between trainees staff (male -female) in each of managerial abilities and life quality. There were no significant differenses between trainees in managerial abilities according to age, scientific degree or the field of training courses, while there was significan difference between staff trainees in life quality according to age, scientific degree or the field of training courses. There were no significant differenses between staff trainees (married-unmarried) in managerial abilities. While there were a significant differenses between staff trainees (marriedunmarried) in life quality. Also there were significant differenses between staff trainees in managerial abilities according to specialization (theoretical-practical). While there were no significant differenses between staff trainees in life quality according to specialization (theoretical -practical). Also there was a positive relation between managerial abilities and life quality. The most important recommendations of the study was to assure satisfying training needs of staff in all fields especially in vocational field as it is very effective in developing managerial abilities and life quality.
‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﺠﻭﺩﺓ‬ ‫ﻭﺘﺤﺴﻴﻥ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﺘﺄﺜﻴﺭ‬ ‫ﺭﺯﻕ‬ ‫ﺇﺒﺭﺍﻫﻴﻡ‬ ‫ﺼﻼﺡ‬ ‫ﺇﻴﻤﺎﻥ‬ ١ ١ ‫ﻭﺍﻟﻁﻔﻭﻟﺔ‬ ‫ﺍﻷﺴﺭﺓ‬ ‫ﻤﺅﺴﺴﺎﺕ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﻤﺩﺭﺱ‬ -‫ﺍﻟﻤﻨﺯﻟﻰ‬ ‫ﺍﻻﻗﺘﺼﺎﺩ‬ ‫ﻜﻠﻴﺔ‬ -‫ﺍﻷﺯﻫﺭ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﺴﺘﻼ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻡ‬ ٢١ ‫ﺍﻏﺴﻁﺱ‬ ٢٠١٤ ‫ﻓﻲ‬ ‫ﺍﻟﻨﺸﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﻭﺍﻓﻘﺔ‬ ، ٣٠ ‫ﺩﻴﺴﻤﺒﺭ‬ ٢٠١٤ ‫ﺍﻟﻌﺭﺒﻰ‬ ‫ﺍﻟﻤﻠﺨﺹ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻕ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺭﺌﻴﺴﻴﺔ‬ ‫ﺒﺼﻔﺔ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺇﺴﺘﻬﺩﻑ‬ ‫ﻭﻨﻅﺎﺌﺭﻫﻡ‬ ‫ﺘﺩﺭﻴﺒﻴﺔ‬ ‫ﺩﻭﺭﺍﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺤﺼﻠﻭﺍ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺍﻟﻘﺩﺭﺍ‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﻓﻰ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﻴﺤﺼﻠﻭﺍ‬ ‫ﻟﻡ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﻭﺠﻭﺩﺓ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺕ‬