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الرئيسية > بحث>تطوير الأداء المهني للمشرف الت...>الوصف

تطوير الأداء المهني للمشرف التربوي وعلاقته بالكفاءة الذاتية المدركة

العنوان بلغة أخرى: Professional Performance Development of Educational Supervisor and its Relationship with Perceived Self-Efficacy
المصدر: مجلة العلوم التربوية
الناشر: جامعة الإمام محمد بن سعود الإسلامية
المؤلف الرئيسي: الغليقة، عبدالله بن عبدالعزيز (مؤلف)
المجلد/العدد: ع27
محكمة: نعم
الدولة: السعودية
التاريخ الميلادي: 2021
التاريخ الهجري: 1442
الشهر: شوال
الصفحات: 271 - 326
ISSN: 1658-7030
رقم MD: 1175713
نوع المحتوى: بحوث ومقالات
اللغة: العربية
قواعد المعلومات: EduSearch
مواضيع:
الإشراف التربوي | الأداء المهني | تكنولوجيا التعليم | معلمو العلوم | التعليم المتوسط
كلمات المؤلف المفتاحية:
معلمات العلوم | المرحلة المتوسطة | تقنيات التعليم | صعوبات توظيف تقنيات التعليم | Professional Performance | Perceived Self-Efficacy | Educational Supervisor
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المستخلص: This quantitative study aims to identify the level of professional performance development of educational supervisors in Riyadh, while determining the degree of perceived self-Efficacy. It also aimed at revealing the correlation between the averages of the degree of perceived self-Efficacy and the level of professional development of these supervisors. The study sample comprises of 192 randomly selected male educational supervisors of the 380 total educational supervisor population in the central region of Riyadh. This research uses a descriptive correlational design using a questionnaire as a tool to collect data. The study found a strong positive correlation between the sample’s perceived perceived self-Efficacy and number and their professional development. The level of professional performance development of educational supervisors comes with very high degree and a general mathematical average of 4.25 out of 5. It became clear that the degree of perceived self-Efficacy they are aware of comes with very high degree and a general mathematical average of 4.33 out of 5. The findings reveal a statistically significant difference among the participants who had an increased tenure of service and professional development courses attended. However, there were no statistically significant differences between the study sample’s responses in the educational qualification.
ISSN: 1658-7030

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