‫ﻋﻭﺍﻤل ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻭﺘﻁﻭﻴﺭ ﻓﻌﺎﻟﻴﺔ ﺃﺩﺍﺀ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺒﻴﺕ ﻟﺤﻡ‬

‫ﺇﺴﻤﺎﻋﻴل ﻤﺤﻤﺩ ﺍﻷﻓﻨﺩﻱ‬

‫‪Ismail Mohammed Alafandi‬‬

‫‪[email protected]‬‬

‫ﺠﺎﻤﻌﺔ ﺍﻟﻘﺩﺱ ﺍﻟﻤﻔﺘﻭﺤﺔ‬

‫ﺍﻟﻤﻠﺨﺹ‬

‫ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﻋﻭﺍﻤل ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻭﺘﻁﻭﻴﺭ ﻓﻌﺎﻟﻴﺔ ﺃﺩﺍﺀ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻓﻲ‬
‫ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺤﻜﻭﻤﻴﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺒﻴﺕ ﻟﺤﻡ‪ ،‬ﻭﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺃﺜﺭ ﻜل ﻤﻥ ﺍﻟﻤﺘﻐﻴـﺭﺍﺕ ﺍﻟﻤـﺴﺘﻘﻠﺔ ﺍﻵﺘﻴـﺔ‪:‬‬
‫ﺍﻟﺠﻨﺱ‪ ،‬ﻭﻋﺩﺩ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ‪ ،‬ﻭﺍﻟﺭﺍﺘﺏ‪ ،‬ﻭﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ ﻋﻠﻰ ﻋﻭﺍﻤل ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‪ .‬ﻭﻗـﺩ ﺘﻜﻭﻨـﺕ ﻋﻴﻨـﺔ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ) ‪ ( 170‬ﻤﻌﻠﻤﹰﺎ ﻭﻤﻌﻠﻤﺔ‪ ،‬ﻭﻗﺩ ﺍﺨﺘﻴﺭﻭﺍ ﺒﺎﻟﻁﺭﻴﻘﺔ ﺍﻟﻌﺸﻭﺍﺌﻴﺔ ﺍﻟﻁﺒﻘﻴﺔ‪ ،‬ﻭﻗﺩ ﻗـﺎﻡ ﺍﻟﺒﺎﺤـﺙ ﺒﺎﺴـﺘﺨﺩﺍﻡ‬
‫ﺍﺴﺘﺒﺎﻨﻪ ﻜﺄﺩﺍﺓ ﻟﻠﺩﺭﺍﺴﺔ ﺘﻜﻭﻨﺕ ﻤﻥ ) ‪ ( 35‬ﻓﻘﺭﺓ‪ ،‬ﺘﻐﻁﻲ ﺜﻼﺜﺔ ﺃﺒﻌﺎﺩ‪:‬ﺍﻟﻌﺎﻤل ﺍﻻﻗﺘﺼﺎﺩﻱ‪ ،‬ﻭﺍﻟﻤﻜﺎﻨـﺔ ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬
‫ﻟﻠﻤﻌﻠﻡ‪ ،‬ﻭﺒﻴﺌﺔ ﺍﻟﻌﻤل‪ .‬ﻭﻗﺩ ﺘﻡ ﺍﻟﺘﺄﻜﺩ ﻤﻥ ﺼﺩﻕ ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺴﺔ ﺒﻁﺭﻴﻘﺔ ﺼﺩﻕ ﺍﻟﻤﺤﺘﻭﻯ ﻤﻥ ﺨﻼل ﻋﺭﻀـﻬﺎ ﻋﻠـﻰ‬
‫ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻤﺤﻜﻤﻴﻥ ﺍﻟﻤﺨﺘﺼﻴﻥ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻟﺘﺭﺒﻭﻴﺔ‪ ،‬ﻜﻤﺎ ﺘﻡ ﺍﻟﺘﺤﻘﻕ ﻤﻥ ﺜﺒﺎﺕ ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺴﺔ ﺒﻁﺭﻴﻘﺘﻲ ﺍﻻﺨﺘﺒﺎﺭ‬
‫ﻭﺇﻋﺎﺩﺓ ﺍﻻﺨﺘﺒﺎﺭ ) ‪ ،(test- retest‬ﻭﻁﺭﻴﻘﺔ ﺍﻻﺘﺴﺎﻕ ﺍﻟﺩﺍﺨﻠﻲ ﻟﻠﻔﻘﺭﺍﺕ‪ ،‬ﺤﻴﺙ ﺒﻠﻎ ﻤﻌﺎﻤل ﺍﻟﺜﺒﺎﺕ ﻟﻸﺩﺍﺓ )‪.(0.78‬‬
‫ﻭﻗﺩ ﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺃﻥ ﻋﻭﺍﻤل ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﺠﺎﺀﺕ ﻜﻤﺎ ﻴﺄﺘﻲ‪ :‬ﺒﻌﺩ ﺒﻴﺌﺔ ﺍﻟﻌﻤـل ﺠـﺎﺀ ﺒﺎﻟﻤﺭﺘﺒـﺔ‬
‫ﺍﻷﻭﻟﻰ‪ ،‬ﺒﻌﺩ ﺍﻟﻤﻜﺎﻨﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻟﻠﻤﻌﻠﻡ ﺠﺎﺀ ﺒﺎﻟﻤﺭﺘﺒﺔ ﺍﻟﺜﺎﻨﻴﺔ‪ ،‬ﺒﻌﺩ ﺍﻟﻌﺎﻤل ﺍﻻﻗﺘﺼﺎﺩﻱ ﺠﺎﺀ ﺒﺎﻟﻤﺭﺘﺒﺔ ﺍﻟﺜﺎﻟﺜﺔ‪.‬‬

‫ﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻟﺩﻯ ﺍﻟﻤﻌﻠﻤﻴﻥ ﺘﺠﺎﻩ ﺍﻟﺭﻀـﺎ ﺍﻟـﻭﻅﻴﻔﻲ‬
‫ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ‪ ،‬ﻜﻤﺎ ﺃﻅﻬﺭﺕ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴـﺭ ﺍﻟﺭﺍﺘـﺏ‪ ،‬ﻭﻜـﺫﻟﻙ‬
‫ﺃﻅﻬﺭﺕ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ ﻋﺩﺩ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ‪ ،‬ﻭﺃﻅﻬﺭﺕ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟـﺔ‬
‫ﺇﺤﺼﺎﺌﻴﺔ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ ﻓﻲ ﺍﻟﺒﻌﺩ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺒﻌـﺩﻱ‬
‫ﺍﻟﻤﻜﺎﻨﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻟﻠﻤﻌﻠﻡ ﻭﺒﻴﺌﺔ ﺍﻟﻌﻤل ﺘﺒﻌﹰﺎ ﻟﻤﺘﻐﻴﺭ ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ‪.‬‬

‫ﻭﻓﻲ ﻀﻭﺀ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﻴﻭﺼﻲ ﺍﻟﺒﺎﺤﺙ ﺒﻀﺭﻭﺭﺓ ﺍﻻﺭﺘﻘﺎﺀ ﺒﺎﻟﻭﻀﻊ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻟﻠﻤﻌﻠﻡ ﻭﺍﻟﻌﻤل ﻋﻠـﻰ‬
‫ﺘﻐﻴﻴﺭ ﻨﻅﺭﺓ ﺍﻟﻤﺠﺘﻤﻊ ﻟﻤﻬﻨﺔ ﺍﻟﺘﻌﻠﻴﻡ‪ ،‬ﻭﻻ ﺒﺩ ﻤﻥ ﺘﻭﻓﻴﺭ ﻅﺭﻭﻑ ﻋﻤل ﺃﻓﻀل ﻤﻤﺎ ﻫﻭ ﻤﻭﺠﻭﺩ ﻟﻤﺴﺎﻋﺩﺓ ﺍﻟﻤﻌﻠﻡ ﻟﻠﻘﻴﺎﻡ‬
‫ﺒﺩﻭﺭﻩ ﺒﺸﻜل ﻓﻌﺎل ﻭﺒﺄﺩﺍﺀ ﻤﺘﻤﻴﺯ‪.‬‬

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 Abstract

job satisfaction Factors and developing the effectiveness of school teachers’

behavior in secondary governmental schools in Bethlehem

The study aimed to recognize the relationship between job satisfaction factors
and developing of the effectiveness of school teachers behavior in governmental
secondary school in Bethlehem as well as to investigate the influence of the
independent variables: gender, years of experience, salary and qualifications. The
stratified random sample consisted of 170 teachers and the researcher used an
instrument to test the factors of job satisfaction. The instrument consisted of 35
statements. Three dimensions: economic factor, social status of teacher and work
environment were covered. A group of specialists in educational sciences tested the
instruments validity and reliability through test, retest and internal consistency. The
reliability coefficient was 0.78. The results showed that order of the job satisfactions
patterns from the viewpoints of teachers was: the dimension of work environment, the
dimension of social status of teacher and the dimension of work environment.

The results also showed that there were no statistical differences towards job
satisfactions factors due to the variable of gender, salary and years of experience
while there were statistical differences towards job satisfactions factors due to the
variable of qualifications of teachers.

Based on the previous results, the researcher recommends to improve the

economic status of teachers. Change the society's perception towards teaching
profession. Provide comfortable working conditions to let the teachers act their job
effectively.

‫ﻤﻘﺩﻤﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻭﺨﻠﻔﻴﺘﻬﺎ‬

‫ ﻭﻫﻲ‬،‫ﺘﻌﺘﺒﺭ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﻁﺭﻴﻘﺔ ﺍﻟﺘﻲ ﻴﺩﺍﺭ ﺒﻬﺎ ﺍﻟﺘﻌﻠﻴﻡ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ ﻭﻓﻕ ﺃﻴﺩﻴﻭﻟﻭﺠﻴﺔ ﺫﻟﻙ ﺍﻟﻤﺠﺘﻤﻊ‬
‫ ﻭﻫﻲ ﺒﺫﻟﻙ ﺘﻌﻨﻰ ﺒﺘﻨﻅﻴﻡ ﺍﻟﻤﺩﺭﺴـﺔ ﻋﻠـﻰ ﺃﺴـﺱ‬،‫ﻭﺴﻴﻠﺔ ﻟﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻟﺘﺭﺒﻭﻴﺔ ﺍﻟﺘﻲ ﻴﺘﻭﺨﺎﻫﺎ ﺫﻟﻙ ﺍﻟﻤﺠﺘﻤﻊ‬
‫ ﻭﺘﺴﺘﻨﺩ ﺇﻟﻰ ﺃﺼﻭل ﻭﻗﻭﺍﻋﺩ ﺘﻭﺠﻪ ﺍﻟﻌﻤل ﺍﻟﻤﺩﺭﺴﻲ ﺍﻟﻤﺘﻤﺤﻭﺭ ﺤﻭل ﻋﻤﻠﻴـﺔ ﺍﻟـﺘﻌﻠﻡ‬،‫ﺘﻤﻜﻨﻬﺎ ﻤﻥ ﺘﺤﻘﻴﻕ ﺭﺴﺎﻟﺘﻬﺎ‬
(2008 ،‫ )ﺠﺎﻤﻌﺔ ﺍﻟﻘﺩﺱ ﺍﻟﻤﻔﺘﻭﺤﺔ‬.‫ﻭﺍﻟﺘﻌﻠﻴﻡ‬

‫ﻭﺘﻌﺩ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﻌﻤﻭﺩ ﺍﻟﻔﻘﺭﻱ ﻓﻲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻟﺘﻲ ﻴﻌﻭﺩ ﻟﻬﺎ ﻋﻤﻠﻴﺎﺕ ﺘﻁـﻭﻴﺭ ﻭﺘﺤـﺴﻴﻥ‬
‫ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻓﻲ ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻤﻥ ﺨﻼل ﺘﻭﻓﺭ ﺍﻟﻅﺭﻭﻑ ﻭﺍﻹﻤﻜﺎﻨﺎﺕ ﺍﻟﻤﺎﺩﻴـﺔ ﻭﺍﻟﻤﻌﻨﻭﻴـﺔ ﻭﺘﺤـﺴﻴﻥ‬
‫ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﺠﻤﻴﻊ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺒﺎﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺨﺎﺼﺔ ﺍﻟﻤﻌﻠﻤﻴﻥ ﺍﻟﺫﻴﻥ ﻴﻌﺩﻭﻥ ﻤﺭﺘﻜﺯ ﺃﺴﺎﺴﻲ ﻟﺘﻁﻭﻴﺭ ﻋﻤﻠﻴﺔ‬
(2004 ،‫ ﻨﺸﻭﺍﻥ‬،‫ )ﺍﻟﻌﺎﺠﺯ‬.‫ﺍﻟﺘﻌﻠﻡ ﻭﺍﻟﺘﻌﻠﻴﻡ‬

2
‫ﻭﻓﻲ ﺍﻟﻌﻤل ﺍﻟﺘﺭﺒﻭﻱ ﺃﺼﺒﺢ ﻤﻭﻀﻭﻉ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻤﻥ ﺍﻟﻤﻭﻀﻭﻋﺎﺕ ﺍﻟﺘﻲ ﺘﺤﻅﻰ ﺒﺎﻫﺘﻤﺎﻡ ﺍﻟﺴﻠﻭﻜﻴﻴﻥ‬
‫ﻭﺍﻹﺩﺍﺭﻴﻴﻥ‪ ،‬ﻭﺫﻟﻙ ﺒﺒﺤﺙ ﺍﻟﺠﻭﺍﻨﺏ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻟﻭﺴﺎﺌل ﻭﻤﺼﺎﺩﺭ ﺍﻟﺭﻀﺎ ﻟﺩﻯ ﺍﻟﻤﻭﻅﻑ ﻭﻗﻴﺎﺱ ﺩﺭﺠﺔ ﺭﻀﺎ ﺍﻷﻓـﺭﺍﺩ‬
‫ﻨﺤﻭ ﻭﻅﺎﺌﻔﻬﻡ‪ ،‬ﻭﻜﺫﻟﻙ ﺒﺤﺙ ﺃﺴﺒﺎﺏ ﻭﻤﺼﺎﺩﺭ ﻋﺩﻡ ﺍﻟﺭﻀﺎ‪ ،‬ﻷﻥ ﺫﻟﻙ ﻴﻨﻌﻜﺱ ﻋﻠﻰ ﺃﺩﺍﺌـﻪ ﻓـﻲ ﺍﻟﻌﻤـل ﻭﻗﻴﺎﻤـﻪ‬
‫ﺒﻭﺍﺠﺒﺎﺘﻪ ﻋﻠﻰ ﺍﻟﻭﺠﻪ ﺍﻟﻤﻁﻠﻭﺏ‪ ،‬ﻭﻗﺩ ﺍﺭﺘﺒﻁ ﻤﻔﻬﻭﻡ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﺒﺎﻷﺩﺍﺀ ﺍﻟﻭﻅﻴﻔﻲ ﻟﻠﻌﺎﻤﻠﻴﻥ ﻭﺍﻟﻘﻴـﺎﻡ ﺒـﺎﻷﺩﻭﺍﺭ‬
‫ﻭﺍﻟﻭﺍﺠﺒﺎﺕ ﺍﻟﻤﻁﻠﻭﺒﺔ ﻤﻨﻬﻡ‪ ،‬ﻜﻤﺎ ﻨﺠﺩ ﺃﻥ ﺃﺩﺍﺀ ﺍﻟﻌﻤل ﻴﺨﺘﻠﻑ ﻤﻥ ﻓﺭﺩ ﺇﻟﻰ ﺁﺨﺭ ﻭﻴﻌﺘﻤﺩ ﻋﻠﻰ ﺍﻟﺠﻬﺩ ﺍﻟﻤﺒﺫﻭل ﻤﻥ ﻗﺒل‬
‫ﺍﻟﻔﺭﺩ ﻭﺍﻗﺘﻨﺎﻋﻪ ﺒﺄﻫﺩﺍﻑ ﺍﻟﻤﻨﻅﻤﺔ ﻭﻭﻻﺌﻪ ﺍﻟﻌﻤﻴﻕ ﻟﻬﺎ ﻭﺍﻟﺘﺯﺍﻤﻪ ﺒﻭﺍﺠﺒﺎﺘﻪ ﺍﻟﻤﻁﻠﻭﺒﺔ‪ ،‬ﻭﻫﺫﺍ ﺍﻟﺠﻬﺩ ﻤﻁﻠﻭﺏ ﺒﺸﻜل ﺃﻜﺒﺭ‬
‫ﻓﻲ ﻤﺠﺎل ﺍﻟﺘﻌﻠﻴﻡ‪).‬ﺤﻤﺩﻱ‪(2011 ،‬‬

‫ﻭﻴﻨﻅﺭ ﻟﻠﻤﻌﻠﻡ ﻋﻠﻰ ﺃﻨﻪ ﻤﻥ ﺍﻟﺭﻜﺎﺌﺯ ﺍﻷﺴﺎﺴﻴﺔ ﻓﻲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺭﺒﻭﻴﺔ‪ ،‬ﻭﻷﺴﺒﺎﺏ ﻤﺘﻌﺩﺩﺓ ﻴﺘﻌﺭﺽ ﺍﻟﻤﻌﻠـﻡ‬
‫ﺇﻟﻰ ﺒﻌﺽ ﺍﻟﻅﺭﻭﻑ ﺍﻟﺘﻲ ﻻ ﻴﺴﺘﻁﻴﻊ ﺍﻟﺘﺤﻜﻡ ﻓﻴﻬﺎ ﻭﺍﻟﺘﻲ ﺘﺤﻭل ﺩﻭﻥ ﻗﻴﺎﻤﻪ ﺒﺩﻭﺭﻩ ﺒﺸﻜل ﻓﻌﺎل‪ ،‬ﺍﻷﻤﺭ ﺍﻟﺫﻱ ﻴﺴﺎﻫﻡ‬
‫ﻓﻲ ﺇﺤﺴﺎﺴﻪ ﺒﺎﻟﻌﺠﺯ ﻋﻥ ﺍﻟﻘﻴﺎﻡ ﺒﺎﻟﻤﻬﻤﺎﺕ ﺍﻟﻤﻁﻠﻭﺒﺔ ﻤﻨﻪ‪ ،‬ﻭﺒﺎﻟﻤﺴﺘﻭﻯ ﺍﻟﺫﻱ ﻴﺘﻭﻗﻌﻪ ﻤﻨﻪ ﻤﺘﺨﺫﻭ ﺍﻟﻘﺭﺍﺭ‪ ،‬ﺒﺎﻹﻀـﺎﻓﺔ‬
‫ﺇﻟﻰ ﺍﻵﺜﺎﺭ ﺍﻟﺴﻠﺒﻴﺔ ﺍﻟﺨﻁﻴﺭﺓ ﺍﻟﺘﻲ ﻴﺘﺭﻜﻬﺎ ﻋﻠﻰ ﺘﻌﻠﻴﻡ ﺍﻟﻁﻼﺏ‪ ،‬ﻭﻗﺩ ﺘﺴﺒﺏ ﺘﻠﻙ ﺍﻟﻅﺭﻭﻑ ﺸﻌﻭﺭﹰﺍ ﺒﺎﻟﻌﺠﺯ ﻟﺩﻯ ﺍﻟﻤﻌﻠﻡ‬
‫ﻭﻤﻥ ﺜﻡ ﺍﻹﺤﺴﺎﺱ ﺒﻌﺩﻡ ﺍﻟﺭﻀﺎ ﻭﻫﻭ ﻤﻔﻬﻭﻡ ﻴﺸﻴﺭ ﺇﻟﻰ ﻤﺩﻯ ﺍﻹﺸﺒﺎﻉ ﺍﻟﺫﻱ ﻴﺤﻘﻘﻪ ﺍﻟﻌﻤل ﺃﻭ ﺍﻟﻭﻅﻴﻔﺔ ﻟﺤﺎﺠﺎﺕ ﺍﻟﻔﺭﺩ‬
‫ﺍﻟﻤﺎﺩﻴﺔ ﻭﺍﻟﻤﻌﻨﻭﻴﺔ‪) .‬ﺍﻟﺸﻴﺦ ﺨﻠﻴل‪ ،‬ﺸﺭﻴﺭ‪(2007 ،‬‬

‫ﻭﻴﻌﺘﺒﺭ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﺃﺤﺩ ﺍﻟﻌﻨﺎﺼﺭ ﺍﻟﺭﺌﻴﺴﺔ ﻟﻠﺭﻀﺎ ﺍﻟﻌﺎﻡ ﺍﻟﺫﻱ ﻴﻤﺩ ﺍﻹﻨﺴﺎﻥ ﺒﺎﻟﻁﺎﻗﺔ ﺍﻟﻼﺯﻤـﺔ ﺍﻟﺘـﻲ‬
‫ﺘﻤﻜﻨﻪ ﻤﻥ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺃﺩﺍﺀ ﻋﻤﻠﻪ ﻭﺍﻻﺴﺘﻤﺭﺍﺭ ﻓﻴﻪ‪ ،‬ﺒل ﻭﺤﺘﻰ ﺘﻁﻭﻴﺭﻩ ﻭﺍﻹﺒﺩﺍﻉ ﻓﻴﻪ‪ ،‬ﻭﻴﺴﻬﻡ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻓـﻲ‬
‫ﺒﻌﺙ ﺍﻟﻁﻤﺄﻨﻴﻨﺔ ﻓﻲ ﻗﻠﺏ ﺍﻟﻤﻭﻅﻑ‪ ،‬ﻭﻋﻨﺩﻤﺎ ﻴﺸﻌﺭ ﺍﻟﻤﺭﺀ ﺒﺎﻟﺭﻀﺎ ﻋﻥ ﻨﻔﺴﻪ ﻭﻋﻤﻠﻪ‪ ،‬ﻓﺈﻨﻪ ﻴﺸﻌﺭ ﺒﺴﻤﻭ ﺍﻟﺭﻭﺡ ﻭﻋﻠﻭ‬
‫ﺍﻟﻬﻤﺔ ﻭﺼﻔﺎﺀ ﺍﻟﻔﻜﺭ ﻭﻨﺸﺎﻁ ﺍﻟﺫﻫﻥ‪ ،‬ﻓﻴﻠﺘﻬﺏ ﺤﻤﺎﺴﻪ ﻭﻴﺭﻜﺯ ﻁﺎﻗﺎﺘﻪ ﻋﻠﻰ ﻋﻤﻠﻪ ﻭﺘﺯﺩﺍﺩ ﺇﻨﺘﺎﺠﻴﺘﻪ ﻭﻴﺒﺩﻉ ﻓﻲ ﻋﻤﻠﻪ‪.‬‬

‫ﻭﻴﺭﻯ ﻜﺜﻴﺭﻭﻥ ﺃﻥ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻤﻥ ﺃﻫﻡ ﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﻌﻤل‪ ،‬ﻭﻟﺫﺍ ﻗﺎﻡ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﺒـﺎﺤﺜﻴﻥ‬
‫ﺒﺩﺭﺍﺴﺘﻪ ﻭﻻ ﻴﺯﺍل ﻴﺤﻅﻰ ﺒﺎﻫﺘﻤﺎﻡ ﺍﻟﻤﺩﻴﺭﻴﻥ ﻓﻲ ﻤﺨﺘﻠﻑ ﺍﻟﻤﻨﻅﻤﺎﺕ‪ ،‬ﻭﺍﻟﺴﺒﺏ ﺍﻟﺭﺌﻴﺱ ﻟﺩﺭﺍﺴﺔ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻫﻭ‬
‫ﺘﺯﻭﻴﺩ ﺍﻟﻤﺩﻴﺭﻴﻥ ﻭﺍﻟﺠﻬﺎﺕ ﺍﻟﻤﺴﺅﻭﻟﺔ ﺒﺎﻵﺭﺍﺀ ﻭﺍﻷﻓﻜﺎﺭ ﺍﻟﺘﻲ ﺘﺴﺎﻋﺩ ﻋﻠﻰ ﺘﺤﺴﻴﻥ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻨﺤﻭ ﺍﻟﻌﻤل ﺃﻭ‬
‫ﺍﻟﻤﻨﻅﻤﺔ ﺃﻭ ﺍﻟﺭﻭﺍﺘﺏ ﺃﻭ ﺍﻹﺸﺭﺍﻑ ﺃﻭ ﺍﻟﺘﺩﺭﻴﺏ ﻭﻏﻴﺭﻫﺎ‪) .‬ﺍﻟﺤﺭﺍﺤﺸﺔ ‪(2008 :‬‬

‫ﻭﻴﻤﺜل ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﺤﺼﻴﻠﺔ ﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﻌﻭﺍﻤل ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﺒﺎﻟﻌﻤل ﻭﺍﻟﺘﻲ ﺘﻘﺎﺱ ﺃﺴﺎﺴﹰﺎ ﺒﻘﺒﻭل ﺍﻟﻔﺭﺩ ﺫﻟﻙ‬
‫ﺍﻟﻌﻤل ﺒﺎﺭﺘﻴﺎﺡ ﻭﺭﻀﺎ ﻨﻔﺱ ﻭﻓﺎﻋﻠﻴﺔ ﻓﻲ ﺍﻹﻨﺘﺎﺝ ﻨﺘﻴﺠﺔ ﻟﻠﺸﻌﻭﺭ ﺍﻟﻭﺠﺩﺍﻨﻲ ﺍﻟﺫﻱ ﻴﻤﻜﻥ ﺍﻟﻔﺭﺩ ﻤﻥ ﺍﻟﻘﻴﺎﻡ ﺒﻌﻤﻠـﻪ ﺩﻭﻥ‬
‫ﻤﻠل ﺃﻭ ﻀﻴﻕ‪) .‬ﺍﻟﺠﺭﻴﺩ‪(2007 ،‬‬

‫ﻤﺸﻜﻠﺔ ﺍﻟﺩﺭﺍﺴﺔ‬

‫ﻴﻤﻜﻥ ﺼﻴﺎﻏﺔ ﻤﺸﻜﻠﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻲ ﺍﻟﺴﺅﺍل ﺍﻵﺘﻲ‪:‬‬

‫‪3‬‬
‫ﻤﺎ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺅﺜﺭﺓ ﻓﻲ ﻤﺴﺘﻭﻯ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻭﻋﻼﻗﺘﻬﺎ ﺒﺘﻁﻭﻴﺭ ﻓﻌﺎﻟﻴﺔ ﺃﺩﺍﺀ ﻤﻌﻠﻤﻲ ﺍﻟﻤـﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴـﺔ‬
‫ﺍﻟﺤﻜﻭﻤﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺒﻴﺕ ﻟﺤﻡ؟‬

‫ﺃﻫﺩﺍﻑ ﺍﻟﺩﺭﺍﺴﺔ‬

‫ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺅﺜﺭﺓ ﻓﻲ ﻤﺴﺘﻭﻯ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻭﻋﻼﻗﺘﻬﺎ ﺒﺘﻁﻭﻴﺭ ﻓﻌﺎﻟﻴﺔ ﺃﺩﺍﺀ‬
‫ﻤﻌﻠﻤﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺒﻴﺕ ﻟﺤﻡ‪ ،‬ﻭﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺃﺜﺭ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺴﺘﻘﻠﺔ ﻤﺜل )ﺍﻟﺠﻨﺱ‪،‬‬
‫ﻭﺍﻟﺭﺍﺘﺏ‪ ،‬ﻭﻋﺩﺩ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ‪ ،‬ﻭﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ( ﻋﻠﻰ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﻠﻤﻌﻠﻤﻴﻥ‪.‬‬

‫ﺃﺴﺌﻠﺔ ﺍﻟﺩﺭﺍﺴﺔ‪:‬‬

‫ﺴﻌﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻹﺠﺎﺒﺔ ﻋﻥ ﺍﻷﺴﺌﻠﺔ ﺍﻵﺘﻴﺔ‪:‬‬

‫‪ .1‬ﻤﺎ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺅﺜﺭﺓ ﻓﻲ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ ﺍﻟﻤﻌﻠﻤﻴﻥ ﺒﺎﻟﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺒﻴـﺕ‬
‫ﻟﺤﻡ؟‬

‫≥ ‪ (0.05‬ﻓﻲ ﺘﺼﻭﺭﺍﺕ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻋـﻥ‬ ‫‪ .2‬ﻫل ﻫﻨﺎﻙ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ)‪α‬‬
‫ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺒﻴﺕ ﻟﺤﻡ ﺘﻌـﺯﻯ ﻟﻤﺘﻐﻴـﺭﺍﺕ )ﺍﻟﺠـﻨﺱ‪،‬‬
‫ﻭﺍﻟﺭﺍﺘﺏ‪ ،‬ﻭﻋﺩﺩ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ‪ ،‬ﻭﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ(؟‬

‫ﺃﻫﻤﻴﺔ ﺍﻟﺩﺭﺍﺴﺔ‬

‫ﺘﺄﺘﻲ ﺃﻫﻤﻴﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺃﻫﻤﻴﺔ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻜﻭﻨﻪ ﻴﺸﻜل ﺃﺤﺩ ﺍﻷﺴﺒﺎﺏ ﺃﻭ ﺍﻟﺩﻭﺍﻓﻊ ﺍﻟﻤﻬﻤﺔ ﻟﻸﺩﺍﺀ ﺍﻟﻤﺘﻤﻴـﺯ‬
‫ﺍﻟﺫﻱ ﻴﻤﻜﻥ ﺃﻥ ﻴﺅﺩﻴﻪ ﺍﻟﻤﻌﻠﻤﻴﻥ‪ ،‬ﻭﻜﺫﻟﻙ ﻓﺈﻥ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻫﻭ ﺃﺴﺎﺱ ﺍﻟﺘﻭﺍﻓﻕ ﺍﻟﻨﻔﺴﻲ ﻭﺍﻻﺠﺘﻤـﺎﻋﻲ ﻟﻠﻤﻌﻠـﻡ‪،‬‬
‫ﻭﻤﺅﺸﺭ ﻟﻨﺠﺎﺤﻪ ﻓﻲ ﻤﺨﺘﻠﻑ ﺠﻭﺍﻨﺏ ﺤﻴﺎﺘﻪ ﻭﺃﺩﺍﺀ ﻤﻬﻤﺎﺘﻪ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬

‫ﻭﺘﺒﺭﺯ ﺃﻫﻤﻴﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻲ ﻤﺤﺎﻭﻟﺘﻬﺎ ﺍﺴﺘﻘﺼﺎﺀ ﺁﺭﺍﺀ ﻤﻌﻠﻤﻲ ﺍﻟﻤﺩﺍﺭﺱ ﻨﺤﻭ ﻋﻭﺍﻤل ﺍﻟﺭﻀﺎ ﺍﻟـﻭﻅﻴﻔﻲ ﺒﻬـﺩﻑ‬
‫ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺃﺜﺭ ﻫﺫﻩ ﺍﻟﻌﻭﺍﻤل ﻋﻠﻰ ﻓﻌﺎﻟﻴﺔ ﺃﺩﺍﺀ‪ ،‬ﻭﻜﺫﻟﻙ ﺘﺤﺩﻴﺩ ﺃﺜﺭ ﺒﻌﺽ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﻋﻠﻰ ﺍﻟﺭﻀـﺎ ﺍﻟـﻭﻅﻴﻔﻲ‪،‬‬
‫ﻭﻤﻌﺭﻓﺔ ﺇﺫﺍ ﻤﺎ ﻜﺎﻥ ﻫﻨﺎﻙ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺘﺒﻌﹰﺎ ﻟﻬﺫﻩ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﻓﻲ ﻭﺠﻬﺎﺕ ﻨﻅﺭ ﺍﻟﻤﻌﻠﻤﻴﻥ‪.‬‬

‫ﺍﻹﻁﺎﺭ ﺍﻟﻨﻅﺭﻱ‬

‫ﺘﻌﺩﺩﺕ ﺍﻟﻨﻅﺭﻴﺎﺕ ﺍﻟﺘﻲ ﺤﺎﻭﻟﺕ ﺘﻔﺴﻴﺭ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‪ ،‬ﻭﻤﻥ ﺃﻫﻡ ﻫﺫﻩ ﺍﻟﻨﻅﺭﻴﺎﺕ‪:‬‬

‫‪ .1‬ﻨﻅﺭﻴﺔ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻤﻴﺔ‪ :‬ﻤﻥ ﺃﻫﻡ ﺭﻭﺍﺩﻫﺎ ﺘﺎﻴﻠﻭﺭ ﻭﻓﺎﻴﻭل ﻭﻓﻴﺒﺭ‪ ،‬ﺤﻴﺙ ﺍﻫﺘﻤﺕ ﺒﺎﻟﺤﻭﺍﻓﺯ ﺍﻟﻤﺎﺩﻴﺔ ﺒﺎﻋﺘﺒﺎﺭﻫﺎ‬
‫ﺍﻟﺤﺎﻓﺯ ﺍﻟﻭﺤﻴﺩ ﺍﻟﻤﺤﻘﻕ ﻟﻠﺭﻀﺎ ﻋﻥ ﺍﻟﻌﻤل‪ ،‬ﻓﺤﺎﻭﻟﺕ ﺘﻔﺴﻴﺭ ﻜﺎﻓﺔ ﺍﻟﺴﺒل ﺍﻟﻤﺎﺩﻴﺔ ﺍﻟﺘﻲ ﺘﺭﻓﻊ ﻤـﻥ ﻜﻔﺎﻴـﺔ‬

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‫ﺍﻟﻌﺎﻤل ﺤﺘﻰ ﻴﺅﺩﻱ ﻋﻤﻠﻪ ﺒﺈﺘﻘﺎﻥ ﻭﺒﺴﺭﻋﺔ ﻗﺼﻭﻯ‪ ،‬ﺇﻻ ﺃﻨﻬﺎ ﻟﻡ ﺘﺴﺘﻁﻊ ﺘﺤﻘﻴﻕ ﺍﻟﺭﻀﺎ ﺍﻟﻤﻁﻠﻭﺏ‪ ،‬ﺤﻴـﺙ‬
‫ﺃﻫﻤﻠﺕ ﺍﻟﺠﻭﺍﻨﺏ ﺍﻹﻨﺴﺎﻨﻴﺔ ﻟﻠﻌﺎﻤل‪ ).‬ﺍﻟﺸﻤﺭﻱ ‪(2009،‬‬

‫‪ .2‬ﻨﻅﺭﻴﺔ ﻫﺭﺯﺒﺭﺝ ‪ :‬ﺘﺭﺘﺒﻁ ﻫﺫﻩ ﺍﻟﻨﻅﺭﻴﺔ ﺒﺘﻁﺒﻴﻕ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ ﻟﻠﺤﺎﺠﺎﺕ ﻓﻲ ﻤﻭﺍﻗﻊ ﺍﻟﻌﻤل‪ ،‬ﺤﻴﺙ ﻴﺤـﺩﺩ‬
‫ﻫﺭﺯﺒﺭﺝ ﻤﺠﻤﻭﻋﺘﻴﻥ ﻤﻥ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺅﺜﺭﺓ ﻋﻠﻰ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‪ ،‬ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻷﻭﻟﻰ‪ :‬ﻭﻫـﻲ ﺍﻟﻌﻭﺍﻤـل‬
‫ﺍﻟﻤﺭﺘﺒﻁﺔ ﺒﺎﻟﻭﻅﻴﻔﺔ ﺃﻭ ﺍﻟﻌﻤل ﻨﻔﺴﻪ ﻭﺘﺘﻤﺜل ﻓﻲ ﺩﻭﺍﻓﻊ ﺘﺅﺩﻱ ﺇﻟﻰ ﺭﻀﺎ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻋﻥ ﺃﻋﻤﺎﻟﻬﻡ‪ ،‬ﻭﺘﻨﺤﺼﺭ‬
‫ﻓﻲ ﺇﺤﺴﺎﺱ ﺍﻟﻔﺭﺩ ﺒﺎﻹﻨﺠﺎﺯ‪ ،‬ﻭﺘﺤﻤل ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‪ ،‬ﻭﺘﻭﻓﻴﺭ ﻓﺭﺹ ﺍﻟﺘﺭﻗﻴﺔ ﻟﻠﻭﻅﺎﺌﻑ ﺍﻷﻋﻠﻰ ﻭﺍﻟﻤـﺸﺎﺭﻜﺔ‬
‫ﻓﻲ ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﻌﻤل‪ .‬ﺃﻤﺎ ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﺜﺎﻨﻴﺔ ﻓﻬﻲ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺤﻴﻁﺔ ﺒﺎﻟﻭﻅﻴﻔﺔ ﺃﻭ ﺍﻟﻌﻤـل‪،‬‬
‫ﻭﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻥ ﺩﻭﺍﻓﻊ ﺘﺅﺩﻱ ﺇﻟﻰ ﻋﺩﻡ ﺭﻀﺎ ﺍﻟﻌﻤﺎل ﻋﻥ ﺃﻋﻤﺎﻟﻬﻡ‪ ،‬ﻭﺤﺼﺭﻫﺎ ﻓﻲ ﺍﻟﻅﺭﻭﻑ ﺍﻟﺘﻲ ﺘﺤﻴﻁ‬
‫ﺒﺎﻟﻌﻤل ﻜﺎﻟﺭﺌﺎﺴﺔ ﺃﻭ ﺍﻹﺩﺍﺭﺓ ﺃﻭ ﺍﻹﺸﺭﺍﻑ ﺃﻭ ﻨﻤﻁ ﺍﻟﻘﻴﺎﺩﺓ‪ ،‬ﻭﻁﺒﻴﻌﺔ ﺍﻟﻌﻼﻗﺎﺕ ﺒﻴﻥ ﺍﻟﻤﻭﻅـﻑ ﻭﺯﻤﻼﺌـﻪ‪،‬‬
‫ﻭﺒﻴﻨﻪ ﻭﺒﻴﻥ ﺭﺅﺴﺎﺌﻪ‪ ،‬ﻭﻅﺭﻭﻑ ﺍﻟﺒﻴﺌﺔ ﺍﻟﻤﺤﻴﻁﺔ ﺒﺎﻟﻌﻤل‪) .‬ﺍﻟﺸﻴﺦ ﺨﻠﻴل‪ ،‬ﺸﺭﻴﺭ‪(2007 ،‬‬

‫‪ .3‬ﻨﻅﺭﻴﺔ ﺍﻟﻌﺎﺌﺩ )ﻓﺭﻭﻡ( ‪ :‬ﻴﺭﻯ ﻓﺭﻭﻡ ﺃﻥ ﻋﻤﻠﻴﺔ ﺍﻟﺭﻀﺎ ﺘﺤﺩﺙ ﻨﺘﻴﺠﺔ ﻟﻠﻤﻘﺎﺭﻨﺔ ﺍﻟﺘﻲ ﻴﺠﺭﻴﻬﺎ ﺍﻟﻤﻭﻅﻑ ﺒﻴﻥ‬
‫ﻤﺎ ﺘﻭﻗﻌﻪ ﻤﻥ ﻋﻭﺍﺌﺩ ﺍﻟﺴﻠﻭﻙ ﺍﻟﺫﻱ ﻴﺘﺒﻌﻪ ﻭﺒﻴﻥ ﺍﻟﻤﻨﻔﻌﺔ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﺘﻲ ﻴﺤﻘﻘﻬﺎ ﺒﺎﻟﻔﻌـل‪ ،‬ﺤﻴـﺙ ﻴﻘـﻭﻡ‬
‫ﺍﻟﻤﻭﻅﻑ ﺒﺎﻟﻤﻔﺎﻀﻠﺔ ﺒﻴﻥ ﻋﺩﺓ ﺒﺩﺍﺌل ﻤﺨﺘﻠﻔﺔ ﻻﺨﺘﻴﺎﺭ ﻨﺸﺎﻁ ﻤﻌﻴﻥ ﻴﺤﺩﺩ ﺍﻟﻌﺎﺌﺩ ﺍﻟﻤﺘﻭﻗﻊ‪ ،‬ﺒﺤﻴﺙ ﺘﺘﻁﺎﺒﻕ ﻤﻊ‬
‫ﺍﻟﻤﻨﻔﻌﺔ ﺍﻟﺘﻲ ﻴﺠﻨﻴﻬﺎ ﺍﻟﻤﻭﻅﻑ ﺒﺎﻟﻔﻌل‪ ،‬ﻭﺘﻀﻡ ﻫﺫﻩ ﺍﻟﻤﻨﻔﻌﺔ ﺍﻟﺠﺎﻨﺒﻴﻥ ﺍﻟﻤﺎﺩﻱ ﻭﺍﻟﻤﻌﻨﻭﻱ ﻤﻌـﺎﹰ‪ ،‬ﻭﺘﻔﺘـﺭﺽ‬
‫ﻫﺫﻩ ﺍﻟﻨﻅﺭﻴﺔ ﻓﻲ ﺘﻔﺴﻴﺭﻫﺎ ﻟﻠﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﺃﻥ ﺍﻟﻔﺭﺩ ﻴﺤﺎﻭل ﺍﻟﺤﺼﻭل ﻋﻠﻰ ﺍﻟﻌﺎﺌﺩ ﺃﺜﻨﺎﺀ ﻗﻴﺎﻤﻪ ﺒﻌﻤل ﻤﺎ‪،‬‬
‫ﻭﻴﺘﻭﻗﻑ ﺭﻀﺎﻩ ﻋﻥ ﺍﻟﻌﻤل ﻋﻠﻰ ﻤﺩﻯ ﺍﺘﻔﺎﻕ ﺍﻟﻌﺎﺌﺩ ﺍﻟﺫﻱ ﻴﺤﺼل ﻋﻠﻴﻪ ﻤﻥ ﻋﻤﻠﻪ ﻤـﻊ ﻤـﺎ ﻴﻌﺘﻘـﺩ ﺃﻨـﻪ‬
‫ﻴﺴﺘﺤﻘﻪ‪ ) .‬ﻋﺒﺩ ﺍﻟﻤﺎﻟﻙ‪(2009 ،‬‬

‫‪ .4‬ﻤﺩﺭﺴﺔ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ ‪ :‬ﺃﻭﻟﺕ ﺍﻟﻨﻭﺍﺤﻲ ﺍﻹﻨﺴﺎﻨﻴﺔ ﻟﻠﻌﺎﻤل ﺍﻫﺘﻤﺎﻤﹰﺎ ﻜﺒﻴـﺭﺍﹰ‪ ،‬ﻓﻘـﺩ ﺠـﺎﺀﺕ ﺘﺠـﺎﺭﺏ‬
‫)ﻫﻭﺜﻭﺭﻥ( ﻓﻲ ﺍﻟﻔﺘﺭﺓ ﺍﻟﻭﺍﻗﻌﺔ ﺒﻴﻥ ﻋﺎﻤﻲ )‪ (1932-1927‬ﻟﺘﺅﻜﺩ ﺃﻥ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺎﺩﻴﺔ ﻟﻡ ﺘﻜـﻥ ﺍﻟﻌﺎﻤـل‬
‫ﺍﻟﻭﺤﻴﺩ ﺍﻟﻤﺤﻘﻕ ﻟﻠﺭﻀﺎ ﻋﻥ ﺍﻟﻌﻤل‪ ،‬ﺒل ﻫﻨﺎﻙ ﻋﻭﺍﻤل ﻤﺘﻌﺩﺩﺓ ﻜﺎﻥ ﻟﻬﺎ ﻜﺒﻴﺭ ﺍﻷﺜﺭ ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻟﺭﻀـﺎ‪) .‬‬
‫ﺍﻟﺸﻴﺦ ﺨﻠﻴل‪ ،‬ﺸﺭﻴﺭ‪( 2007 ،‬‬

‫ﻓﻌﺎﻟﻴﺔ ﺃﺩﺍﺀ ﺍﻟﻤﻌﻠﻤﻴﻥ‬

‫ﻴﻌﺘﺒﺭ ﺍﻟﻤﻌﻠﻡ ﻋﻨﺼﺭﹰﺍ ﺃﺴﺎﺴﻴﹰﺎ ﻭﻤﻬﻤﹰﺎ ﻓﻲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻓﻬﻭ ﺍﻟﺭﻜﻥ ﺍﻷﺴﺎﺱ ﻓﻲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺴﻴﺔ‪ ،‬ﻭﻋﻠﻴﻪ‬
‫ﻴﻘﻊ ﺍﻟﻌﺏﺀ ﺍﻷﻜﺒﺭ ﻓﻲ ﻨﺠﺎﺡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺴﻴﺔ ﺃﻭ ﻓﺸﻠﻬﺎ‪ ،‬ﻭﻟﻠﻤﻌﻠﻡ ﺃﺩﻭﺍﺭ ﻭﻤﻬﻤﺎﺕ ﻭﻤﺴﺅﻭﻟﻴﺎﺕ ﻤﻬﻤﺔ ﻓﻲ ﺍﻟﻌﻤﻠﻴـﺔ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ .‬ﻭﻤﻥ ﺃﻫﻡ ﻫﺫﻩ ﺍﻷﺩﻭﺍﺭ‪:‬‬

‫‪ .1‬ﺍﻟﻤﻌﻠﻡ ﻗﺎﺌﺩ ﺘﺭﺒﻭﻱ ‪ :‬ﻭﻴﺘﻤﺜل ﺫﻟﻙ ﻓﻲ ﻗﺩﺭﺘﻪ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺩﺍﻓﻌﻴﺔ‪ ،‬ﻭﻓﻬﻡ ﺩﻭﺭ ﺍﻻﺴﺘﻌﺩﺍﺩ ﻓـﻲ ﺍﻟـﺘﻌﻠﻡ‪،‬‬
‫ﻭﻟﺩﻴﻪ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺘﺨﻁﻴﻁ ﻟﻠﻤﻭﺍﻗﻑ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﻴﺘﻘﻥ ﻤﻬﺎﺭﺍﺕ ﺍﻟﺘﺨﻁﻴﻁ ﻭﺍﻟﺘﻨﻔﻴﺫ ﻭﺍﻟﺘﻘﻭﻴﻡ ﺍﻟﻤﺩﺭﺴﻲ‪.‬‬

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‫‪ .2‬ﺍﻟﻤﻌﻠﻡ ﻗﺎﺌﺩ ﺍﺠﺘﻤﺎﻋﻲ ‪ :‬ﻭﻴﺘﻤﺜل ﺫﻟﻙ ﻓﻲ ﺍﻫﺘﻤﺎﻤﻪ ﺒﺘﻭﻓﻴﺭ ﻤﻨﺎﺥ ﺘﻌﻠﻴﻤﻲ ﻤﻨﺎﺴﺏ‪ ،‬ﻭﺘﻤﻜﻨـﻪ ﻤـﻥ ﻀـﺒﻁ‬
‫ﻨﺸﺎﻁﺎﺕ ﺍﻟﺘﻔﺎﻋل ﻭﺘﻜﻴﻴﻔﻬﺎ ﺒﻤﺎ ﻴﻨﺎﺴﺏ ﺍﻟﺘﻼﻤﻴﺫ‪.‬‬

‫‪ .3‬ﺍﻟﻤﻌﻠﻡ ﻤﻨﺸﻁ ﻟﻠﻨﻤﻭ ﺍﻻﻨﻔﻌﺎﻟﻲ ﺍﻟﺴﻭﻱ ‪ :‬ﻓﻬﻭ ﻴﻌﻤل ﻋﻠﻰ ﺘﻘﻭﻴﺔ ﺠﻭﺍﻨﺏ ﺍﻟﻀﻌﻑ ﻟﺩﻯ ﺍﻟﻤﺘﻌﻠﻤﻴﻥ‪ ،‬ﻭﻴﺨﻔﺽ‬
‫ﻤﻥ ﻤﺴﺘﻭﻯ ﺍﻟﻘﻠﻕ ﻭﺍﻟﺘﻭﺘﺭ ﻟﺩﻯ ﺍﻟﻤﺘﻌﻠﻤﻴﻥ‪ ،‬ﻭﻴﻬﺘﻡ ﺒﺎﻟﺠﻭﺍﻨﺏ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻟﻠﻤﺘﻌﻠﻤﻴﻥ ﻭﻴﻌﻤل ﻋﻠﻰ‬
‫ﺘﺤﺴﻴﻨﻬﺎ‪ ) .‬ﻨﺸﻭﺍﻥ‪(2000 ،‬‬

‫ﻭﺘﺤﺘﺎﺝ ﻫﺫﻩ ﺍﻷﺩﻭﺍﺭ ﻭﺍﻟﻤﻬﻤﺎﺕ ﺇﻟﻰ ﺘﻭﻓﻴﺭ ﻜﻔﺎﻴﺎﺕ ﻭﻤﻬﺎﺭﺍﺕ ﻟﺘﺴﺎﻋﺩ ﺍﻟﻤﻌﻠﻡ ﻋﻠـﻰ ﺃﺩﺍﺀ ﺍﻟﻤﻬﻤـﺎﺕ ﻭﺍﻷﺩﻭﺍﺭ‬
‫ﺒﻔﻌﺎﻟﻴﺔ‪ .‬ﻭﻤﻥ ﻫﺫﻩ ﺍﻟﻜﻔﺎﻴﺎﺕ‪:‬‬

‫‪ .1‬ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺘﺨﻁﻴﻁ ﻟﻠﺩﺭﻭﺱ‪.‬‬

‫‪ .2‬ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﺨﺘﻴﺎﺭ ﻁﺭﻕ ﻭﺃﺴﺎﻟﻴﺏ ﺘﻌﻠﻴﻡ ﺘﺘﻼﺀﻡ ﻤﻊ ﺇﻤﻜﺎﻨﺎﺕ ﺍﻟﻤﺩﺭﺴﺔ ﻭﺍﻟﻁﻼﺏ‪.‬‬

‫‪ .3‬ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺃﺴﺎﻟﻴﺏ ﺍﻟﺘﻘﻭﻴﻡ ﺍﻟﻤﺨﺘﻠﻔﺔ ﺒﻔﻌﺎﻟﻴﺔ‪.‬‬

‫‪ .4‬ﻗﻴﺎﺩﺓ ﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﺼﻔﻴﺔ ﺒﻔﻌﺎﻟﻴﺔ‪.‬‬

‫‪ .5‬ﺘﻨﻅﻴﻡ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻭﺍﻟﻔﻨﻴﺔ ﺍﻟﺘﻲ ﺘﺴﺎﻋﺩ ﻋﻠﻰ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻓﻪ‪.‬‬

‫‪ .6‬ﺇﺘﻘﺎﻥ ﻤﻬﺎﺭﺍﺕ ﺍﻻﺘﺼﺎل ﻭﺍﻟﺘﻭﺍﺼل ﻤﻊ ﺍﻟﻁﻼﺏ ﻭﺍﻟﻤﺩﺭﺴﻴﻥ ﻭﻜﺎﻓﺔ ﻋﻨﺎﺼـﺭ ﺍﻟﻌﻤﻠﻴـﺔ ﺍﻟﺘﻌﻠﻴﻤﻴـﺔ‪) .‬‬
‫ﻨﺸﻭﺍﻥ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ(‬

‫ﻟﺫﻟﻙ ﻻ ﺒﺩ ﻤﻥ ﺍﻟﻌﻤل ﻋﻠﻰ ﺘﻭﻓﻴﺭ ﻜﺎﻓﺔ ﺍﻹﻤﻜﺎﻨﺎﺕ ﺍﻟﻤﺎﺩﻴﺔ ﻭﺍﻟﻤﻌﻨﻭﻴﺔ ﺍﻟﺘﻲ ﺘﺯﻴﺩ ﻤﻥ ﻨﺸﺎﻁ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻭﺘﺴﺎﻋﺩﻫﻡ‬
‫ﻋﻠﻰ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺌﻬﻡ ﻭﺯﻴﺎﺩﺓ ﻓﻌﺎﻟﻴﺘﻬﻡ ﺍﻟﺘﺩﺭﻴﺴﻴﺔ‪ ،‬ﻭﻟﻜﻲ ﺘﺯﺩﺍﺩ ﺩﺍﻓﻌﻴﺔ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻨﺤﻭ ﺍﻟﻌﻤل ﻭﺘﺭﺘﻔﻊ ﺭﻭﺤﻬﻡ ﺍﻟﻤﻌﻨﻭﻴﺔ‬
‫ﻤﻥ ﺃﺠل ﺍﻟﻘﻴﺎﻡ ﺒﺄﺩﻭﺍﺭﻫﻡ ﺒﺠﺩﻴﺔ ﻭﻓﻌﺎﻟﻴﺔ ﻻ ﺒﺩ ﻤﻥ ﺘﻭﻓﻴﺭ ﺠﻤﻴﻊ ﺍﻟﻤﺅﺜﺭﺍﺕ ﻭﺍﻟﻌﻭﺍﻤل ﺍﻟﺘﻲ ﺘﺴﺎﻋﺩﻫﻡ ﻋﻠـﻰ ﺘﻘﺒـل‬
‫ﺃﻋﻤﺎﻟﻬﻡ ﻭﺍﻟﻘﻴﺎﻡ ﺒﻭﺍﺠﺒﺎﺘﻬﻡ ﻓﻲ ﺠﻭ ﻨﻔﺴﻲ ﺍﺠﺘﻤﺎﻋﻲ ﻤﻨﺎﺴﺏ‪.‬‬

‫ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‬

‫ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻌﺭﺒﻴﺔ‬

‫* ﺩﺭﺍﺴﺔ ﺍﻟﻤﻌﻴﻠﻲ )‪(2006‬‬

‫ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﺴﺘﻁﻼﻉ ﺁﺭﺍﺀ ﻤﻌﻠﻤﻲ ﺍﻟﻌﻠﻭﻡ ﻓﻲ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﻓﻲ ﺍﻟﻤﻤﻠﻜﺔ ﺍﻟﻌﺭﺒﻴـﺔ ﺍﻟـﺴﻌﻭﺩﻴﺔ‬
‫ﺤﻭل ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺅﺜﺭﺓ ﻋﻠﻰ ﺭﻀﺎﻫﻡ ﻋﻥ ﺍﻟﻌﻤل‪ ،‬ﻁﺒﻘﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﻋﺸﻭﺍﺌﻴﺔ ﺘﻜﻭﻨـﺕ ﻤـﻥ )‪(88‬‬
‫ﻤﻌﻠﻤﹰﺎ ﻤﻥ ﻤﻌﻠﻤﻲ ﺍﻟﻌﻠﻭﻡ ﺒﺎﻟﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺒﻤﺩﻴﻨﺔ ﺍﻟﺩﻤﺎﻡ ﻭﺘﻭﺍﺒﻌﻬﺎ‪ ،‬ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺴﺘﺒﺎﻨﻪ ﻤﻜﻭﻨـﺔ ﻤـﻥ )‪(44‬‬

‫‪6‬‬
‫ﻋﺒﺎﺭﺓ ﺘﻤﺜل ﺍﻟﻌﻭﺍﻤل ﺍﻟﺘﻲ ﻴﻤﻜﻥ ﺃﻥ ﺘﺅﺜﺭ ﻋﻠﻰ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﻠﻤﻌﻠﻤﻴﻥ‪ ،‬ﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴـﺔ ﺃﻥ ﺃﻫـﻡ‬
‫ﻋﻭﺍﻤل ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﺍﻟﻤﺅﺜﺭﺓ ﻜﺎﻨﺕ ﻋﺩﻡ ﺘﻌﺎﻭﻥ ﺃﻭﻟﻴﺎﺀ ﺍﻷﻤﻭﺭ ﻤﻊ ﺍﻟﻤﺅﺴﺴﺔ‪ ،‬ﻭﺘﻌﻴﻴﻨﻬﻡ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺃﻗل‬
‫ﻤﻤﺎ ﻴﺴﺘﺤﻘﻭﻨﻪ‪ ،‬ﻭﺍﻷﺨﺫ ﺒﺭﺃﻱ ﻭﻟﻲ ﺍﻷﻤﺭ ﺩﻭﻥ ﺍﻟﺭﺠﻭﻉ ﺇﻟﻴﻬﻡ‪ ،‬ﻭﻭﻀﻊ ﺤﺼﺼﻬﻡ ﻓﻲ ﺃﻭﻗﺎﺕ ﻤﺘـﺄﺨﺭﺓ ﻤـﻥ‬
‫ﺍﻟﻴﻭﻡ ﺍﻟﺩﺭﺍﺴﻲﹴ‪ ،‬ﻭﺘﻜﻠﻴﻔﻬﻡ ﺒﺘﺩﺭﻴﺱ ﻤﻭﺍﺩ ﺨﺎﺭﺠﺔ ﻋﻥ ﺘﺨﺼﺼﺎﺘﻬﻡ‪ ،‬ﻭﺒﻌﺩ ﺍﻟﻤﺅﺴﺴﺔ ﻋﻥ ﺍﻟﻤﺩﻴﻨﺔ ﺍﻟﺘﻲ ﻴﻌـﻴﺵ‬
‫ﺒﻬﺎ ﺃﻫل ﺍﻟﻤﻌﻠﻡ‪ ،‬ﻭﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ )‪(0.05 ≥ α‬‬
‫ﻓﻲ ﺩﺭﺠﺔ ﺘﺄﺜﻴﺭ ﻫﺫﻩ ﺍﻟﻌﻭﺍﻤل ﻋﻠﻰ ﺍﻟﺭﻀﺎ ﺘﺒﻌﹰﺎ ﻟﺠﻨﺴﻴﺔ ﺍﻟﻤﻌﻠﻡ‪ ،‬ﻭﺃﻅﻬﺭﺕ ﻋﺩﻡ ﻭﺠـﻭﺩ ﻓـﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟـﺔ‬
‫ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ )‪ (0.05 ≥ α‬ﺘﺒﻌﹰﺎ ﻟﻤﺘﻐﻴﺭ ﺨﺒﺭﺓ ﺍﻟﻤﻌﻠﻡ‪.‬‬

‫* ﺩﺭﺍﺴﺔ ﺍﻟﺸﻭﺍﻤﺭﺓ )‪(2007‬‬

‫ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻟﺭﻀﺎ ﺍﻟﻤﻬﻨﻲ ﻟﺩﻯ ﻤﻌﻠﻤﻲ ﻭﻤﻌﻠﻤﺎﺕ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺨﺎﺼﺔ ﻓـﻲ‬
‫ﻤﺩﺍﺭﺱ ﻨﻭﺭ ﺍﻟﻬﺩﻯ ﺍﻟﺘﻁﺒﻴﻘﻴﺔ ﻓﻲ ﺒﻠﺩﺓ ﺒﻴﺘﻭﻨﻴﺎ‪ ،‬ﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ‬
‫ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ )‪ (0.05 ≥ α‬ﻷﺜﺭ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﻠﻤﻌﻠﻤﻴﻥ ﻭﺍﻟﻤﻌﻠﻤﺎﺕ ﺘﺒﻌﹰﺎ ﻟﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ‪ ،‬ﻭﺃﻅﻬﺭﺕ ﻋﺩﻡ‬
‫ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ )‪ (0.05 ≥ α‬ﺘﺒﻌﹰﺎ ﻟﻤﺘﻐﻴﺭ ﺍﻟﻤﺅﻫـل ﺍﻟﻌﻠﻤـﻲ‪ ،‬ﻭﻋـﺩﻡ‬
‫ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ )‪ (0.05 ≥ α‬ﺘﺒﻌﹰﺎ ﻟﻤﺘﻐﻴﺭ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ‪.‬‬

‫* ﺩﺭﺍﺴﺔ ﺍﻟﺸﻴﺦ ﺨﻠﻴل‪ ،‬ﻭﺸﺭﻴﺭ )‪(2007‬‬

‫ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﻤﻌﺭﻓﺔ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻭﺒﻌﺽ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺩﻴﻤﻐﺭﺍﻓﻴﺔ ﻟﺩﻯ ﺍﻟﻤﻌﻠﻤـﻴﻥ‬
‫)ﺍﻟﺠﻨﺱ‪ ،‬ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ‪ ،‬ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ‪ ،‬ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺩﺭﺍﺴﻴﺔ(‪ ،‬ﺃﺠﺭﻴﺕ ﺍﻟﺩﺭﺍﺴـﺔ ﻓـﻲ ﻤـﺩﺍﺭﺱ ﺍﻟـﺴﻠﻁﺔ‬
‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﻏﺯﺓ‪ ،‬ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ )‪ (360‬ﻤﻌﻠﻤﹰﺎ ﻭﻤﻌﻠﻤﺔ‪ ،‬ﻭﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻌﻴﻨﺔ ﺒﺎﻟﻁﺭﻴﻘﺔ‬
‫ﺍﻟﻌﺸﻭﺍﺌﻴﺔ ﺍﻟﻌﻨﻘﻭﺩﻴﺔ ﻤﻥ )‪ (18‬ﻤﺩﺭﺴﺔ‪ ،‬ﻭﻗﺩ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺴﺘﺒﺎﻨﻪ ﻟﻘﻴﺎﺱ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‪ ،‬ﻭﻗﺩ ﺃﺴﻔﺭﺕ ﻨﺘـﺎﺌﺞ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﻋﻥ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻜﻜل ﻟﺼﺎﻟﺢ ﺍﻹﻨﺎﺙ ﻭﺤﻤﻠـﺔ ﺍﻟـﺩﺒﻠﻭﻡ‬
‫ﻭﺍﻟﻤﺘﻭﺴﻁ ﻭﺍﻟﻤﺭﺤﻠﺔ ﺍﻷﺴﺎﺴﻴﺔ ﺍﻟﺩﻨﻴﺎ‪ ،‬ﺒﻴﻨﻤﺎ ﻟﻡ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﻓﻲ ﺍﻟﺭﻀﺎ ﻋﻥ ﺍﻟﻤﺎﺩﺓ‪ .‬ﻭﺒﺎﻟﻨﺴﺒﺔ ﻟﺘﺤﻘﻴﻕ ﺍﻟﻤﻬﻨـﺔ‬
‫ﻟﻠﺫﺍﺕ ﻓﻜﺎﻨﺕ ﺍﻟﻔﺭﻭﻕ ﻟﺼﺎﻟﺢ ﺍﻹﻨﺎﺙ ﻭﺤﻤﻠﺔ ﺍﻟﺩﺒﻠﻭﻡ ﺍﻟﻤﺘﻭﺴﻁ ﻭﺍﻟﻤﺭﺤﻠﺔ ﺍﻷﺴﺎﺴﻴﺔ ﺍﻟﺩﻨﻴﺎ‪ ،‬ﻭﺒﺎﻟﻨـﺴﺒﺔ ﻟﻁﺒﻴﻌـﺔ‬
‫ﺍﻟﻌﻤل ﻭﻅﺭﻭﻓﻪ ﻭﺍﻟﻌﻼﻗﺔ ﺒﺎﻟﻤﺴﺅﻭﻟﻴﻥ ﻜﺎﻨﺕ ﺍﻟﻔﺭﻭﻕ ﻟﺼﺎﻟﺢ ﺍﻹﻨﺎﺙ ﻭﺤﻤﻠﺔ ﺍﻟـﺩﺒﻠﻭﻡ ﺍﻟﻤﺘﻭﺴـﻁ ﻭﺍﻟﻤﺭﺤﻠـﺔ‬
‫ﺍﻷﺴﺎﺴﻴﺔ ﺍﻟﺩﻨﻴﺎ‪ ،‬ﺃﻤﺎ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ ﻓﻼ ﻴﻭﺠﺩ ﻟﻬﺎ ﺃﻱ ﺍﺜﺭ ﻋﻠﻰ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‪.‬‬

‫* ﺩﺭﺍﺴﺔ ﺍﻟﻌﺎﺠﺯ‪ ،‬ﻭﻨﺸﻭﺍﻥ )‪(2004‬‬

‫ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﻤﻌﺭﻓﺔ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻭﺘﻁﻭﻴﺭ ﻓﻌﺎﻟﻴﺔ ﺃﺩﺍﺀ ﺍﻟﻤﻌﻠﻤﻴﻥ ﺒﻤﺩﺍﺭﺱ ﻭﻜﺎﻟـﺔ‬
‫ﺍﻟﻐﻭﺙ ﺍﻟﺩﻭﻟﻴﺔ ﺒﻐﺯﺓ‪ ،‬ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺴﺘﺒﺎﻨﻪ ﻜﺄﺩﺍﺓ ﻟﻠﺩﺭﺍﺴﺔ ﺘﻜﻭﻨﺕ ﻤﻥ ﺨﻤﺴﺔ ﻤﺠﺎﻻﺕ‪ ،‬ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴـﺔ‬
‫ﻤﻥ )‪ (302‬ﻤﻥ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻭﺍﻟﻤﻌﻠﻤﺎﺕ‪ ،‬ﻭﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻥ ﺃﻜﺜﺭ ﻋﻭﺍﻤل ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﺍﻟﺘﻲ ﺘﺴﻬﻡ‬
‫ﻓﻲ ﺘﻁﻭﻴﺭ ﻓﻌﺎﻟﻴﺔ ﺃﺩﺍﺀ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻜﺎﻨﺕ ﺴﻼﻤﺔ ﺍﻟﻨﻅﺎﻡ ﻭﺍﻻﻨﻀﺒﺎﻁ ﺍﻟﻤﺩﺭﺴﻲ‪ ،‬ﻭﻤﺭﺍﻋﺎﺓ ﺍﺤﺘﻴﺎﺠـﺎﺕ ﺍﻟﻤﻌﻠﻤـﻴﻥ‬

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‫ﺍﻟﻤﻬﻨﻴﺔ ﻓﻲ ﺍﻟﺠﺩﻭل ﺍﻟﻤﺩﺭﺴﻲ‪ ،‬ﻭﺘﻭﻓﻴﺭ ﺍﻷﻤﻥ ﻭﺍﻷﻤﺎﻥ ﻭﺍﻟﺤﺭﻴﺔ ﻭﺍﻟﺩﻴﻤﻘﺭﺍﻁﻴﺔ ﻟﻠﻤﻌﻠﻤﻴﻥ‪ ،‬ﻭﺍﺴﺘﺨﺩﺍﻡ ﺃﺴـﺎﻟﻴﺏ‬
‫ﻤﺘﻨﻭﻋﺔ ﻭﺤﺩﻴﺜﺔ ﻓﻲ ﺍﻹﺸﺭﺍﻑ ﺍﻟﺘﺭﺒﻭﻱ‪ ،‬ﻜﻤﺎ ﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺇﺤـﺼﺎﺌﻴﹰﺎ ﺒـﻴﻥ‬
‫ﻋﻭﺍﻤل ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻭﺘﻁﻭﻴﺭ ﻓﻌﺎﻟﻴﺔ ﺃﺩﺍﺀ ﺍﻟﻤﻌﻠﻤﻴﻥ ﺍﻟﻤﺩﺭﺴﻲ ﻟﺼﺎﻟﺢ ﺍﻟﺫﻜﻭﺭ‪ ،‬ﻭﻁﺒﻘﺎ ﻟﻠﻤﺭﺤﻠﺔ ﺍﻟﺘﻌﻠﻴﻤﻴـﺔ‬
‫ﻟﺼﺎﻟﺢ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻹﻋﺩﺍﺩﻴﺔ‪ ،‬ﻭﻁﺒﻘﹰﺎ ﻟﻠﻤﺅﻫل ﻟﺼﺎﻟﺢ ﺤﻤﻠﺔ ﺍﻟﺸﻬﺎﺩﺍﺕ ﺍﻟﻌﻠﻴﺎ‪ ،‬ﻜﻤﺎ ﺃﻅﻬﺭﺕ ﻋﺩﻡ ﻭﺠـﻭﺩ ﻓـﺭﻭﻕ‬
‫ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﹰﺎ ﺒﺎﻟﻨﺴﺒﺔ ﻟﺴﻨﻭﺍﺕ ﺍﻟﺨﺩﻤﺔً‪.‬‬

‫* ﺩﺭﺍﺴﺔ ﺸﻘﻴﺭ )‪(2011‬‬

‫ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺩﺭﺠﺔ ﻤﻤﺎﺭﺴﺔ ﻤﺩﻴﺭﻱ ﺍﻟﻤـﺩﺍﺭﺱ ﺍﻟﺤﻜﻭﻤﻴـﺔ ﻭﻤـﺩﻴﺭﺍﺘﻬﺎ ﻟﻠﻘﻴـﺎﺩﺓ‬
‫ﺍﻟﺘﺸﺎﺭﻜﻴﺔ ﻭﻋﻼﻗﺘﻬﺎ ﺒﺎﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻓﻲ ﻤﺤﺎﻓﻅﺎﺕ ﺸﻤﺎل ﺍﻟﻀﻔﺔ ﺍﻟﻐﺭﺒﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻟﻤﻌﻠﻤﻴﻥ‪ ،‬ﻭﺒﻴﺎﻥ‬
‫ﺍﺜﺭ ) ﺍﻟﺠﻨﺱ‪ ،‬ﻭﺍﻟﺨﺒﺭﺓ ﺍﻟﻌﻤﻠﻴﺔ‪ ،‬ﻭﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻭﻤﻜﺎﻥ ﺍﻟﻤﺩﺭﺴﺔ( ﻓﻲ ﻭﺠﻬﺎﺕ ﻨﻅﺭ ﺍﻟﻤﻌﻠﻤﻴﻥ‪ ،‬ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ‬
‫ﺍﺴﺘﺒﺎﻨﻪ ﻜﺄﺩﺍﺓ ﻟﻠﺩﺭﺍﺴﺔ‪ ،‬ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ )‪ (604‬ﻤﻌﻠﻤﺎﹰ‪ ،‬ﻭﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻥ ﻫﻨﺎﻙ ﻤﺴﺘﻭﻯ‬
‫ﻋﺎل ﻓﻲ ﻤﻤﺎﺭﺴﺔ ﻤﺩﻴﺭﻱ ﺍﻟﻤﺩﺍﺭﺱ ﻟﻠﻘﻴﺎﺩﺓ ﺍﻟﺘﺸﺎﺭﻜﻴﺔ ﻭﻭﺠﻭﺩ ﻤﺴﺘﻭﻯ ﻋﺎل ﻤـﻥ ﺍﻟﺭﻀـﺎ ﺍﻟـﻭﻅﻴﻔﻲ ﻟـﺩﻯ‬
‫ﺍﻟﻤﻌﻠﻤﻴﻥ‪ ،‬ﻭﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤـﺴﺘﻭﻯ ﺩﻻﻟـﺔ )‪≥ α‬‬
‫‪ (0.05‬ﺒﻴﻥ ﻤﻤﺎﺭﺴﺔ ﻤﺩﻴﺭﻱ ﺍﻟﻤﺩﺍﺭﺱ ﻟﻠﻘﻴﺎﺩﺓ ﺍﻟﺘﺸﺎﺭﻜﻴﺔ ﻭﻤﺴﺘﻭﻯ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ ﺍﻟﻤﻌﻠﻤـﻴﻥ ﺘﻌـﺯﻯ‬
‫ﻟﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ ﻓﻲ ﺠﻤﻴﻊ ﻤﺠﺎﻻﺕ ﺍﻷﺩﺍﺓ ﻤﺎ ﻋﺩﺍ ﻤﺠﺎل ﺍﻷﺩﺍﺀ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻭﻟﺼﺎﻟﺢ ﺍﻹﻨﺎﺙ‪ ،‬ﻭﺠﻭﺩ ﻓـﺭﻭﻕ ﺫﺍﺕ‬
‫ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ )‪ (0.05 ≥ α‬ﺒﻴﻥ ﻤﻤﺎﺭﺴﺔ ﻤﺩﻴﺭﻱ ﺍﻟﻤﺩﺍﺭﺱ ﻟﻠﻘﻴﺎﺩﺓ ﺍﻟﺘﺸﺎﺭﻜﻴﺔ ﻭﻤـﺴﺘﻭﻯ‬
‫ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ ﺍﻟﻤﻌﻠﻤﻴﻥ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ ﺍﻟﺨﺒﺭﺓ ﺍﻟﻌﻤﻠﻴﺔ ﻓﻲ ﺠﻤﻴﻊ ﻤﺠﺎﻻﺕ ﺍﻷﺩﺍﺓ ﻤـﺎ ﻋـﺩﺍ ﻤﺠـﺎﻻﺕ‬
‫ﺍﻟﺭﻀﺎ ﻋﻥ ﺍﻟﻤﻬﻨﺔ‪ ،‬ﻭﺍﻟﻤﻜﺎﻨﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺍﻷﺩﺍﺀ ﺍﻟﺘﻌﻠﻴﻤﻲ‪ ،‬ﻭﻟﺼﺎﻟﺢ ﺃﺼﺤﺎﺏ ﺍﻟﺨﺒﺭﺓ ﺍﻟﻌﻤﻠﻴﺔ )ﺃﻗل ﻤـﻥ ‪7‬‬
‫ﺴﻨﻭﺍﺕ(‪ ،‬ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ )‪ (0.05 ≥ α‬ﺒﻴﻥ ﻤﻤﺎﺭﺴـﺔ ﻤـﺩﻴﺭﻱ‬
‫ﺍﻟﻤﺩﺍﺭﺱ ﻟﻠﻘﻴﺎﺩﺓ ﺍﻟﺘﺸﺎﺭﻜﻴﺔ ﻭﻤﺴﺘﻭﻯ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ ﺍﻟﻤﻌﻠﻤﻴﻥ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ ﻓﻲ ﺠﻤﻴﻊ‬
‫ﻤﺠﺎﻻﺕ ﺍﻷﺩﺍﺓ ﻤﺎ ﻋﺩﺍ ﻤﺠﺎل ﺍﻟﻌﻼﻗﺔ ﻤﻊ ﺍﻟﻁﻠﺒﺔ ﻭﻟﺼﺎﻟﺢ ﺤﻤﻠﺔ ﺍﻟﺩﺒﻠﻭﻡ‪ ،‬ﻋـﺩﻡ ﻭﺠـﻭﺩ ﻓـﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟـﺔ‬
‫ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ )‪ (0.05 ≥ α‬ﺒﻴﻥ ﻤﻤﺎﺭﺴﺔ ﻤﺩﻴﺭﻱ ﺍﻟﻤﺩﺍﺭﺱ ﻟﻠﻘﻴﺎﺩﺓ ﺍﻟﺘﺸﺎﺭﻜﻴﺔ ﻭﻤﺴﺘﻭﻯ ﺍﻟﺭﻀﺎ‬
‫ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ ﺍﻟﻤﻌﻠﻤﻴﻥ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ ﻤﻜﺎﻥ ﺍﻟﻤﺩﺭﺴﺔ‪ ،‬ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺇﻴﺠﺎﺒﻴﺔ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﹰﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ‬
‫)‪ (0.05 ≥ α‬ﺒﻴﻥ ﺩﺭﺠﺔ ﻤﻤﺎﺭﺴﺔ ﻤﺩﻴﺭﻱ ﺍﻟﻤﺩﺍﺭﺱ ﻟﻠﻘﻴﺎﺩﺓ ﺍﻟﺘﺸﺎﺭﻜﻴﺔ ﻭﻤﺴﺘﻭﻯ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻤﻥ ﻭﺠﻬـﺔ‬
‫ﻨﻅﺭ ﺍﻟﻤﻌﻠﻤﻴﻥ‪.‬‬

‫ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻷﺠﻨﺒﻴﺔ‬

‫* ﺩﺭﺍﺴﺔ ﻜﺎﻴﺭ ‪ ،Kaur‬ﻜﻴﻭﻤﺎﺭ ‪(2008) Kumar‬‬

‫ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﻤﻘﺎﺭﻨﺔ ﻀﻐﻭﻁ ﺍﻟﻌﻤل ﻭﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﻠﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺤﻜﻭﻤﻴـﺔ ﻭﻏﻴـﺭ‬
‫ﺍﻟﺤﻜﻭﻤﻴﺔ ﻓﻲ ﺇﻗﻠﻴﻡ ﺍﻟﺒﻨﺠﺎﺏ‪ ،‬ﻭﻗﺩ ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ )‪ (200‬ﻤﻌﻠﻡ ﻭﻤﻌﻠﻤﺔ‪ ،‬ﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻥ‬

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‫ﻫﻨﺎﻙ ﻓﺭﻭﻗﹰﺎ ﻓﻲ ﻀﻐﻭﻁ ﺍﻟﻌﻤل ﻟﺩﻯ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻓﻲ ﻜل ﻤﻥ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻭﻏﻴـﺭ ﺍﻟﺤﻜﻭﻤﻴـﺔ ﻭﻜﺎﻨـﺕ‬
‫ﺍﻟﻔﺭﻭﻕ ﻟﺼﺎﻟﺢ ﻤﻌﻠﻤﻲ ﺍﻟﻤﺩﺍﺭﺱ ﻏﻴﺭ ﺍﻟﺤﻜﻭﻤﻴﺔ‪.‬‬

‫* ﺩﺭﺍﺴﺔ ﺒﻴﻠﺘﺯﺭ‪ ،‬ﻭﺁﺨﺭﻴﻥ ‪(2008) Peltzer et al‬‬

‫ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻟﻜﺸﻑ ﻋﻥ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﻀﻐﻭﻁ ﺍﻟﻌﻤل ﺍﻟﺫﺍﺘﻴﺔ‪ ،‬ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻭﺍﻨﺘﺸﺎﺭ ﺍﻷﻤﺭﺍﺽ‬
‫ﺍﻟﻤﺭﺘﺒﻁﺔ ﺒﺎﻟﻀﻐﻭﻁ ﻟﺩﻯ ﺍﻟﻤﻌﻠﻤﻴﻥ‪ ،‬ﻭﻗﺩ ﺃﺠﺭﻴﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﻌﺎﻤﺔ ﻓﻲ ﺠﻨﻭﺏ ﺇﻓﺭﻴﻘﻴـﺎ‪ ،‬ﺘﻜﻭﻨـﺕ‬
‫ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ )‪ (21307‬ﻤﻌﻠﻤﹰﺎ ﻤﻥ ﻤﻌﻠﻤﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﻌﺎﻤﺔ‪ ،‬ﻭﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺍﺭﺘﻔﺎﻉ ﻤﺴﺘﻭﻴﺎﺕ‬
‫ﺍﻟﺘﻭﺘﺭ ﺒﺸﻜل ﻜﺒﻴﺭ ﺒﻴﻥ ﺍﻟﻤﻌﻠﻤﻴﻥ‪ ،‬ﻭﺃﻅﻬﺭﺕ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺒﻴﻥ ﻀﻐﻭﻁ ﺍﻟﻌﻤل ﻭﻋﺩﻡ ﺍﻟﺭﻀﺎ ﻋﻥ ﺍﻟﻌﻤل ﻤـﻊ‬
‫ﻤﻌﻅﻡ ﺍﻷﻤﺭﺍﺽ ﺍﻟﻤﺭﺘﺒﻁﺔ ﺒﺎﻟﻀﻐﻭﻁ ﻫﻲ ‪ :‬ﺍﺭﺘﻔﺎﻉ ﻀـﻐﻁ ﺍﻟـﺩﻡ ﻭﺃﻤـﺭﺍﺽ ﺍﻟﻘﻠـﺏ ﻭﻗﺭﺤـﺔ ﺍﻟﻤﻌـﺩﺓ‬
‫ﻭﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺇﺴﺎﺀﺓ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺘﺒﻎ ﻭﺍﻟﻜﺤﻭل‪ ،‬ﻭﺒﻴﻨﺕ ﺃﻥ ﻀﻐﻭﻁ ﻁﺭﺍﺌﻕ ﺍﻟﺘﺩﺭﻴﺱ ﻭﺍﻨﺨﻔﺎﺽ ﺩﻋﻡ‬
‫ﺍﻷﻗﺭﺍﻥ ﻜﺎﻨﺕ ﻤﺭﺘﺒﻁﺔ ﺒﺎﺭﺘﻔﺎﻉ ﻀﻐﻁ ﺍﻟﺩﻡ‪ ،‬ﻭﺍﺭﺘﺒﻁ ﺍﻨﻌﺩﺍﻡ ﺍﻷﻤﻥ ﺍﻟﻭﻅﻴﻔﻲ ﻭﻏﻴﺎﺏ ﺍﻟﺘﻘﺩﻡ ﺍﻟﻭﻅﻴﻔﻲ ﺒﺎﻹﺼﺎﺒﺔ‬
‫ﺒﻘﺭﺤﺔ ﺍﻟﻤﻌﺩﺓ ﻭﺍﻻﻀﻁﺭﺍﺏ ﺍﻟﻌﻘﻠﻲ‪.‬‬

‫ﺩﺭﺍﺴﺔ ﻟﻴﺎﻜﻭ ﻭﺸﻭﻤﺎﺨﺭ )‪(1995‬‬ ‫•‬

‫ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺘﻲ ﺘﺅﺜﺭ ﻋﻠﻰ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻭﻋـﺩﻡ ﺍﻟﺭﻀـﺎ ﺍﻟـﻭﻅﻴﻔﻲ‬
‫ﻷﻋﻀﺎﺀ ﺍﻟﻬﻴﺌﺎﺕ ﺍﻟﺘﺩﺭﻴﺴﻴﺔ ﻓﻲ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻌﻠﻴﺎ ﺍﻟﺠﺎﻤﻌﻴﺔ ﻤﻥ ﺨﻼل ﺘﺤﻠﻴل ﻫﺫﻩ ﺍﻟﻌﻭﺍﻤل ﺒﺎﺴـﺘﺨﺩﺍﻡ ﺘﻘـﺴﻴﻡ‬
‫ﻫﺭﺯﺒﺭﺝ ﻓﻲ ﻨﻅﺭﻴﺔ ﺍﻟﻌﺎﻤﻠﻴﻥ‪ ،‬ﺤﻴﺙ ﺤﺎﻭﻟﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻌﺭﻓﺔ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺘﻲ ﺘﺅﺩﻱ ﺇﻟﻰ ﺍﻟﺸﻌﻭﺭ ﺒﺎﻟﺴﻌﺎﺩﺓ ﻓـﻲ‬
‫ﺍﻟﻌﻤل‪ ،‬ﻭﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺴﺒﺒﺔ ﻟﻌﺩﻡ ﺍﻻﺭﺘﻴﺎﺡ ﻓﻲ ﺍﻟﻌﻤل‪ ،‬ﻭﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻥ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺴﺒﺒﺔ ﻟﻠﺭﻀﺎ ﻋﻥ‬
‫ﺍﻟﻌﻤل ﺘﻤﺜﻠﺕ ﻓﻲ ﺍﻟﺸﻌﻭﺭ ﺒﺎﻹﻨﺠﺎﺯ ﻭﻓﺭﺹ ﺍﻟﻨﻤﻭ ﻭﺘﻘﺩﻴﺭ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﺃﻥ ﺇﺸﺒﺎﻉ ﻫﺫﻩ ﺍﻟﺤﺎﺠﺎﺕ ﺘـﺅﺩﻱ ﺇﻟـﻰ‬
‫ﺩﺭﺠﺔ ﻋﺎﻟﻴﺔ ﻤﻥ ﺍﻟﺭﻀﺎ ﻋﻥ ﺍﻟﻌﻤل ﻭﺘﺤﺴﻴﻥ ﺍﻷﺩﺍﺀ‪ ،‬ﻭﺃﻅﻬﺭﺕ ﺃﻥ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺘﻲ ﻴﺅﺩﻱ ﻋﺩﻡ ﻭﺠﻭﺩﻫـﺎ ﺇﻟـﻰ‬
‫ﻋﺩﻡ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻫﻲ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺭﺘﺒﻁﺔ ﺒﺎﻷﺠﻭﺭ‪ ،‬ﻭﺒﺴﻴﺎﺴﺔ ﺍﻟﻤﻨﻅﻤﺔ‪ ،‬ﻭﺍﻹﺸﺭﺍﻑ ﺍﻟﻔﻨـﻲ‪ ،‬ﻭﺍﻟﻌﻼﻗـﺎﺕ‬
‫ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻭﻅﺭﻭﻑ ﺍﻟﻌﻤل‪ ،‬ﻭﺍﻟﻌﻼﻗﺔ ﻤﻊ ﺍﻟﺭﺅﺴﺎﺀ‪ ،‬ﻭﺍﻟﻤﺭﻜﺯ ﺍﻻﺠﺘﻤﺎﻋﻲ‪.‬‬

‫ﺩﺭﺍﺴﺔ ﺃﺒﻭ ﺴﻴﺭﻱ )‪(1996‬‬ ‫•‬

‫ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻟﺘﺤﺭﻱ ﻋﻥ ﻋﻼﻗﺎﺕ ﻀﻐﻭﻁ ﺍﻟﻌﻤل ﻭﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻟﺘﻌﺎﻤـل ﻤﻌﻬـﺎ ﻤـﻥ ﺠﻬـﺔ‪،‬‬
‫ﻭﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻷﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺱ ﺍﻟﺠﺎﻤﻌﻴﺔ ﻤﻥ ﺠﻬﺔ ﺃﺨﺭﻯ‪ ،‬ﻭﻗﺩ ﺍﺴﺘﺨﺩﻡ ﺍﻟﺒﺎﺤﺙ ﺍﻟﻤﻨﻬﺞ‬
‫ﺍﻟﻭﺼﻔﻲ ﺍﻟﺘﺤﻠﻴﻠﻲ ﻤﻥ ﺨﻼل ﺘﻁﺒﻴﻕ ﺍﺴﺘﺒﺎﻨﺘﻴﻥ‪ ،‬ﺍﻷﻭﻟﻰ ﻟﻠﻜﺸﻑ ﻋﻥ ﻋﻭﺍﻤل ﻀﻐﻭﻁ ﺍﻟﻌﻤـل ﻭﺍﺴـﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬
‫ﺍﻟﺘﻌﺎﻤل ﻤﻌﻬﺎ ﻭﺍﻟﺜﺎﻨﻴﺔ ﻟﻤﻌﺭﻓﺔ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﻫﺫﻩ ﺍﻟﻌﻭﺍﻤل ﻭﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﻠﻌﺎﻤﻠﻴﻥ‪ ،‬ﻭﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﺃﻥ ﺍﻟﺨﺩﻤﺎﺕ ﺍﻟﺠﺎﻤﻌﻴﺔ ﺍﻟﻤﻘﺩﻤﺔ ﻟﻠﻌﺎﻤﻠﻴﻥ ﻤﺘﺩﻨﻴﺔ‪ ،‬ﻭﺃﺸﺎﺭﺕ ﺇﻟﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺎﺕ ﻤﻬﻤﺔ ﺇﺤﺼﺎﺌﻴﹰﺎ ﺒـﻴﻥ ﻀـﻐﻭﻁ‬
‫ﺍﻟﻌﻤل ﻭﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻟﺘﻌﺎﻤل ﻤﻌﻬﺎ‪ ،‬ﺤﻴﺙ ﺘﺒﻴﻥ ﺃﻨﻬﺎ ﺘﺅﺜﺭ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﻠﻌﺎﻤﻠﻴﻥ‪.‬‬

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 ‫ﺘﻌﻠﻴﻕ ﻋﻠﻰ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ‪:‬‬

‫ﻤﻥ ﺨﻼل ﻋﺭﺽ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ﻴﺘﻀﺢ ﺃﻥ ﻤﻨﻬﺎ ﻤﺎ ﺤﺎﻭل ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﻋﻭﺍﻤل ﺍﻟﺭﻀـﺎ ﺍﻟـﻭﻅﻴﻔﻲ‬
‫ﻭﻋﻼﻗﺘﻪ ﺒﺒﻌﺽ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ‪ ،‬ﻭﻤﻨﻬﺎ ﻤﺎ ﺤﺎﻭل ﻤﻌﺭﻓﺔ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﻤﻌﻠﻤﻲ ﻤﺎﺩﺓ ﺒﻌﻴﻨﻬﺎ‪ ،‬ﻭﻤﻨﻬﺎ ﻤﺎ ﺤـﺎﻭل‬
‫ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﻤﻌﻠﻤﻲ ﻤﺩﺭﺴﺔ ﺒﻌﻴﻨﻬﺎ‪ ،‬ﻭﻤﻨﻬﺎ ﻤﺎ ﺤﺎﻭل ﺇﻴﺠﺎﺩ ﻋﻼﻗـﺔ ﺒـﻴﻥ ﻨﻤـﻁ ﺍﻟﻘﻴـﺎﺩﺓ‬
‫ﺍﻟﺘﺸﺎﺭﻜﻴﺔ ﻟﻠﻤﺩﻴﺭﻴﻥ ﻭﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﻠﻤﻌﻠﻤﻴﻥ‪ ،‬ﻭﻤﻨﻬﺎ ﻤﺎ ﺤﺎﻭل ﺍﻟﻜﺸﻑ ﻋﻥ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﻀـﻐﻭﻁ ﺍﻟﻌﻤـل‬
‫ﻭﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‪ ،‬ﻭﻤﻨﻬﺎ ﻤﺎ ﺤﺎﻭل ﻤﻌﺭﻓﺔ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺘﻲ ﺘﺅﺩﻱ ﺇﻟﻰ ﺴﻌﺎﺩﺓ ﺍﻟﻬﻴﺌﺎﺕ ﺍﻟﺘﺩﺭﻴﺴﻴﺔ ﻓﻲ ﺍﻟﻌﻤل‪ .‬ﻭﻗﺩ‬
‫ﺘﻭﺼﻠﺕ ﺘﻠﻙ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺇﻟﻰ ﻭﺠﻭﺩ ﺃﺜﺭ ﻟﻠﺠﻭﺍﻨﺏ ﺍﻟﻤﺨﺘﻠﻔﺔ ﺍﻟﺘﻲ ﺩﺭﺴﺘﻬﺎ ﻋﻠﻰ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‪.‬‬

‫ﻭﻗﺩ ﺤﺎﻭﻟﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺃﺜﺭ ﺒﻌﺽ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺎﺩﻴﺔ ﻭﺍﻟﻤﻌﻨﻭﻴﺔ ﻤﺜل ﺍﻟﻌﺎﻤل ﺍﻻﻗﺘﺼﺎﺩﻱ‬
‫ﻭﺍﻟﻤﻜﺎﻨﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻟﻠﻤﻌﻠﻡ ﻭﺒﻴﺌﺔ ﺍﻟﻌﻤل ﻋﻠﻰ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ ﻤﻌﻠﻤﻲ ﻭﻤﻌﻠﻤﺎﺕ ﺍﻟﻤـﺩﺍﺭﺱ ﺍﻟﺤﻜﻭﻤﻴـﺔ‬
‫ﺍﻟﺜﺎﻨﻭﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺒﻴﺕ ﻟﺤﻡ‪ ،‬ﻭﻜﻴﻑ ﻴﻤﻜﻥ ﺃﻥ ﺘﺅﺜﺭ ﻫﺫﻩ ﺍﻟﻌﻭﺍﻤل ﻋﻠﻰ ﺘﻁﻭﻴﺭ ﻓﻌﺎﻟﻴﺔ ﺃﺩﺍﺀ ﺍﻟﻤﻌﻠﻤﻴﻥ‪.‬‬

‫ﻭﻗﺩ ﺍﺴﺘﻔﺎﺩﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ﻓﻲ ﺒﻨﺎﺀ ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺴﺔ ﻭﻤﻨﺎﻗﺸﺔ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ‬
‫ﺇﻟﻴﻬﺎ‪.‬‬

‫ﻤﺤﺩﺩﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ‬

‫‪.1‬ﺍﻟﺤﺩﻭﺩ ﺍﻟﻤﻜﺎﻨﻴﺔ ‪ :‬ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺒﻴﺕ ﻟﺤﻡ‪.‬‬

‫‪.2‬ﺍﻟﺤﺩﻭﺩ ﺍﻟﺒﺸﺭﻴﺔ ‪ :‬ﻤﻌﻠﻤﻭ ﻭﻤﻌﻠﻤﺎﺕ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺒﻴﺕ ﻟﺤﻡ‪.‬‬

‫‪.3‬ﺍﻟﺤﺩﻭﺩ ﺍﻟﺯﻤﺎﻨﻴﺔ ‪ :‬ﺘﻡ ﺇﺠﺭﺍﺀ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻲ ﺍﻟﻔﺘﺭﺓ ﺍﻟﺯﻤﻨﻴﺔ ﺍﻟﻭﺍﻗﻌﺔ ﻤﺎ ﺒﻴﻥ )‪ 2012|2|10‬ﻟﻐﺎﻴـﺔ ‪| 15‬‬
‫‪(2012| 4‬‬

‫ﺍﻟﺘﻌﺭﻴﻔﺎﺕ ﺍﻹﺠﺭﺍﺌﻴﺔ‬

‫ﺍﺴﺘﺨﺩﻡ ﺍﻟﺒﺎﺤﺙ ﻓﻲ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻋﺩﺓ ﻤﺼﻁﻠﺤﺎﺕ ﻤﻥ ﺍﻟﻀﺭﻭﺭﻱ ﺘﻌﺭﻴﻔﻬﺎ‪.‬‬

‫ﻋﻭﺍﻤل ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‪ :‬ﻭﻴﻌﻨﻰ ﺒﻬﺎ ﻤﺠﻤﻭﻋﺔ ﺍﻟﻤﺅﺜﺭﺍﺕ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻭﺍﻟﺴﻠﺒﻴﺔ ﺍﻟﺘﻲ ﺘﺅﺜﺭ ﻓـﻲ ﻤـﺴﺘﻭﻯ ﺍﻟﺭﻀـﺎ‬
‫ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺒﻴﺕ ﻟﺤﻡ‪.‬‬

‫ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‪ :‬ﻤﺩﻯ ﺍﻟﻘﺒﻭل ﺃﻭ ﺍﻟﺭﻓﺽ ﻟﺩﻯ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻟﻤﻬﻨﺘﻬﻡ ﻭﺃﺩﺍﺌﻬﻡ ﻨﺘﻴﺠﺔ ﺍﻹﺠﺭﺍﺀﺍﺕ ﺍﻟﻤﺘﻭﻓﺭﺓ ﻭﺍﻟﻤﺘﺒﻌﺔ ﻓﻲ‬
‫ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺒﻴﺕ ﻟﺤﻡ‪.‬‬

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‫ﺘﻁﻭﻴﺭ ﺃﺩﺍﺀ ﺍﻟﻤﻌﻠﻤﻴﻥ‪ :‬ﺘﺤﺴﻴﻥ ﺍﻟﻤﻤﺎﺭﺴﺎﺕ ﺍﻻﻴﺠﺎﺒﻴﺔ ﺍﻟﺘﻲ ﻴﻘﻭﻡ ﺒﻬﺎ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺍﻟﻤﺩﺭﺴﺔ ﻭﺍﻟﺘﻲ ﺘﺴﻬﻡ ﻓﻲ ﺯﻴـﺎﺩﺓ‬
‫ﻗﺩﺭﺘﻬﻡ ﻋﻠﻰ ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺒﻔﻌﺎﻟﻴﺔ ﺒﻨﺎ ًﺀ ﻋﻠﻰ ﺘﻭﻓﻴﺭ ﻤﻨﺎﺥ ﻭﻅﺭﻭﻑ ﻤﺎﺩﻴﺔ ﻭﻤﻌﻨﻭﻴﺔ ﻤﻼﺌﻤـﺔ ﻟﺤـﺩﻭﺙ‬
‫ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻡ‪.‬‬

‫ﺍﻟﻔﻌﺎﻟﻴﺔ‪ :‬ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻟﺘﺭﺒﻭﻴﺔ ﺍﻟﻤﺭﻏﻭﺒﺔ ﺒﺄﻗل ﺠﻬﺩ ﻭﻭﻗﺕ ﻭﺘﻜﻠﻔﺔ‪.‬‬

‫ﻤﻨﻬﺞ ﺍﻟﺩﺭﺍﺴﺔ ﻭﺇﺠﺭﺍﺀﺍﺘﻬﺎ‪:‬‬

‫ﺍﺘﺒﻊ ﺍﻟﺒﺎﺤﺙ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻭﺼﻔﻲ ﺍﻟﺘﺤﻠﻴﻠﻲ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺴﺔ ‪.‬‬

‫ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ‪:‬‬

‫ﺘﻜﻭﻥ ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺠﻤﻴﻊ ﻤﻌﻠﻤﻲ ﻭﻤﻌﻠﻤﺎﺕ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺒﻴﺕ ﻟﺤـﻡ‬
‫ﻭﺍﻟﺒﺎﻟﻎ ﻋﺩﺩﻫﻡ )‪ (990‬ﺨﻼل ﺍﻟﻌﺎﻡ ﺍﻟﺩﺭﺍﺴﻲ )‪.(2012/2011‬‬

‫ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‪:‬‬

‫ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ) ‪ ( 170‬ﻤﻌﻠﻤﹰﺎ ﻭﻤﻌﻠﻤﺔ‪ ،‬ﺤﻴﺙ ﺘﻡ ﺍﺨﺘﻴﺎﺭﻫﺎ ﺒﺎﻟﻁﺭﻴﻘﺔ ﺍﻟﻌﺸﻭﺍﺌﻴﺔ ﺍﻟﻁﺒﻘﻴﺔ‪ ،‬ﻭﻴﻭﻀﺢ‬
‫ﺍﻟﺠﺩﻭل )‪ (1‬ﺘﻭﺯﻴﻊ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺤﺴﺏ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ )ﺍﻟﺠﻨﺱ‪ ،‬ﻭﺍﻟﺭﺍﺘﺏ‪ ،‬ﻭﻋﺩﺩ ﺴـﻨﻭﺍﺕ ﺍﻟﺨﺒـﺭﺓ‪،‬‬
‫ﻭﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ(‪.‬‬

‫ﺠﺩﻭل )‪ (1‬ﺘﻭﺯﻴﻊ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺤﺴﺏ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ‪.‬‬

‫ﺍﻟﻨﺴﺒﺔ‬ ‫ﺍﻟﺘﻜﺭﺍﺭ‬ ‫ﺍﻟﻔﺌﺎﺕ‬ ‫ﺍﻟﻤﺘﻐﻴﺭ‬

‫‪48.2‬‬ ‫‪82‬‬ ‫ﺫﻜﺭ‬ ‫ﺍﻟﺠﻨﺱ‬

‫‪51.8‬‬ ‫‪88‬‬ ‫ﺃﻨﺜﻰ‬

‫‪100‬‬ ‫‪170‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬

‫‪38.8‬‬ ‫‪66‬‬ ‫‪2500-2000‬‬ ‫ﺍﻟﺭﺍﺘﺏ‬

‫‪40.6‬‬ ‫‪69‬‬ ‫‪3000-2501‬‬

‫‪17.6‬‬ ‫‪30‬‬ ‫‪3500-3001‬‬

‫‪2,9‬‬ ‫‪5‬‬ ‫ﺃﻜﺜﺭ ﻤﻥ ‪3500‬‬

‫‪11‬‬
 ‫‪100‬‬ ‫‪170‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬

‫‪25.3‬‬ ‫‪43‬‬ ‫‪ 5‬ﺴﻨﻭﺍﺕ ﻓﺄﻗل‬ ‫ﻋﺩﺩ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ‬

‫‪28.2‬‬ ‫‪48‬‬ ‫‪10-6‬‬

‫‪24.1‬‬ ‫‪41‬‬ ‫‪15-11‬‬

‫‪10‬‬ ‫‪17‬‬ ‫‪20-16‬‬

‫‪12.4‬‬ ‫‪21‬‬ ‫‪ 21‬ﻓﺄﻜﺜﺭ‬

‫‪100‬‬ ‫‪170‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬

‫‪6.5‬‬ ‫‪11‬‬ ‫ﺩﺒﻠﻭﻡ‬ ‫ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ‬

‫‪85.3‬‬ ‫‪145‬‬ ‫ﺒﻜﺎﻟﻭﺭﻴﻭﺱ‬

‫‪8.2‬‬ ‫‪14‬‬ ‫ﻤﺎﺠﺴﺘﻴﺭ ﻓﺄﻋﻠﻰ‬

‫‪100‬‬ ‫‪170‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬

‫ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺴﺔ‪:‬‬

‫ﺘﻜﻭﻨﺕ ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺍﺴﺘﺒﺎﻨﻪ ﺤﻴﺙ ﺍﺸﺘﻤﻠﺕ ﻋﻠﻰ ﻗﺴﻤﻴﻥ‪:‬‬

‫ﺍﻟﻘﺴﻡ ﺍﻷﻭل‪ :‬ﻴﺤﺘﻭﻱ ﻋﻠﻰ ﻤﻌﻠﻭﻤﺎﺕ ﺸﺨﺼﻴﺔ ﻋﻥ ﺍﻟﻤﺴﺘﺠﻴﺏ )ﺍﻟﺠﻨﺱ‪ ،‬ﻭﺍﻟﺭﺍﺘﺏ ‪ ،‬ﻭﻋـﺩﺩ ﺴـﻨﻭﺍﺕ ﺍﻟﺨﺒـﺭﺓ‪،‬‬
‫ﻭﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ(‬

‫ﺍﻟﻘﺴﻡ ﺍﻟﺜﺎﻨﻲ‪:‬ﺍﺴﺘﺒﺎﻨﻪ ﻋﻭﺍﻤل ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‪ ،‬ﻭﺍﺸﺘﻤﻠﺕ ﻋﻠﻰ ) ‪ ( 35‬ﻓﻘﺭﺓ ﻤﻭﺯﻋﺔ ﻋﻠﻰ ﺍﻷﺒﻌﺎﺩ ﺍﻟﺜﻼﺜﺔ )ﺍﻟﻌﺎﻤـل‬
‫ﺍﻻﻗﺘﺼﺎﺩﻱ‪ ،‬ﻭﺍﻟﻤﻜﺎﻨﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻟﻠﻤﻌﻠﻡ‪ ،‬ﻭﺒﻴﺌﺔ ﺍﻟﻌﻤل(‪.‬‬

‫ﺼﺩﻕ ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺴﺔ‪:‬‬

‫ﻟﻠﺘﺄﻜﺩ ﻤﻥ ﺼﺩﻕ ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺴﺔ ﻗﺎﻡ ﺍﻟﺒﺎﺤﺙ ﺒﻌﺭﻀﻬﺎ ﻋﻠﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻤﺤﻜﻤﻴﻥ ﺍﻟﻤﺘﺨﺼﺼﻴﻥ ﻓﻲ ﺍﻟﻌﻠـﻭﻡ‬
‫ﺍﻟﺘﺭﺒﻭﻴﺔ‪ ،‬ﻭﺫﻟﻙ ﺒﻐﺭﺽ ﺍﻟﺘﺤﻘﻕ ﻤﻥ ﻤﻨﺎﺴﺒﺔ ﺍﻟﺼﻴﺎﻏﺔ ﺍﻟﻠﻐﻭﻴﺔ ﻭﻤﻨﺎﺴﺒﺔ ﻓﻘﺭﺍﺕ ﺍﻷﺩﺍﺓ ﻟﻐﺭﺽ ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﻭﻗـﺩ ﺘـﻡ‬
‫ﺍﻷﺨﺫ ﺒﻤﻼﺤﻅﺎﺘﻬﻡ ﻓﺘﻡ ﺘﻌﺩﻴل ﺼﻴﺎﻏﺔ ﺒﻌﺽ ﺍﻟﻔﻘﺭﺍﺕ ﻭﺤﺫﻑ ﺒﻌﻀﻬﺎ ﺍﻵﺨﺭ‪ .‬ﻭﺘﻜﻭﻨﺕ ﺍﻻﺴﺘﺒﺎﻨﺔ ﺒﺼﻭﺭﺘﻬﺎ ﺍﻷﻭﻟﻴﺔ‬

‫‪12‬‬
‫ﻤﻥ )‪ ( 40‬ﻓﻘﺭﺓ ﻤﻭﺯﻋﺔ ﻋﻠﻰ ﺍﻷﺒﻌﺎﺩ ﺍﻟﺜﻼﺜﺔ‪ ،‬ﺤﻴﺙ ﺃﻋﻁﻲ ﻟﻜل ﻓﻘﺭﺓ ﻭﺯﻥ ﻤﺩﺭﺝ ﻭﻓﻕ ﺴﻠﻡ )ﻟﻴﻜﺭﺕ( ﺍﻟﺨﻤﺎﺴـﻲ‬
‫ﻟﺘﻘﺩﻴﺭ ﺩﺭﺠﺔ ﺍﻟﺭﻀﺎ ﻭﺫﻟﻙ ﻜﻤﺎ ﻴﻠﻲ‪:‬‬

‫ﺒﺩﺭﺠﺔ ﻗﻠﻴﻠﺔ ﺠﺩﺍ‬ ‫ﺒﺩﺭﺠﺔ ﻗﻠﻴﻠﺔ‬ ‫ﺒﺩﺭﺠﺔ ﻤﺘﻭﺴﻁﺔ‬ ‫ﺒﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ‬ ‫ﺒﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ ﺠﺩﺍ‬

‫ﺩﺭﺠﺔ ﻭﺍﺤﺩﺓ‬ ‫ﺩﺭﺠﺘﺎﻥ‬ ‫‪ 3‬ﺩﺭﺠﺎﺕ‬ ‫‪ 4‬ﺩﺭﺠﺎﺕ‬ ‫‪ 5‬ﺩﺭﺠﺎﺕ‬

‫ﻭﻗﺩ ﺘﻡ ﺍﻻﻋﺘﻤﺎﺩ ﻓﻲ ﺘﻁﻭﻴﺭ ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﺍﻷﺩﺏ ﺍﻟﺘﺭﺒﻭﻱ ﻭﺍﻟﺩﺭﺍﺴـﺎﺕ ﺍﻟـﺴﺎﺒﻘﺔ ﺫﺍﺕ ﺍﻟﻌﻼﻗـﺔ‪ .‬ﻭﺒﻌـﺩ‬
‫ﻋﺭﻀﻬﺎ ﻋﻠﻰ ﺍﻟﻤﺤﻜﻤﻴﻥ ﺤﺫﻓﺕ ) ‪ ( 5‬ﻓﻘﺭﺍﺕ ﻓﺄﺼﺒﺤﺕ ﺍﻻﺴﺘﺒﺎﻨﺔ ﺒﺼﻭﺭﺘﻬﺎ ﺍﻟﻨﻬﺎﺌﻴﺔ ﻤﻜﻭﻨﺔ ﻤـﻥ ) ‪ ( 35‬ﻓﻘـﺭﺓ‬
‫ﻤﻭﺯﻋﺔ ﻋﻠﻰ ﺍﻷﺒﻌﺎﺩ ﺍﻟﺜﻼﺜﺔ ﻜﻤﺎ ﻴﻠﻲ‪:‬‬

‫‪ .1‬ﺍﻟﻌﺎﻤل ﺍﻻﻗﺘﺼﺎﺩﻱ‪ :‬ﻴﺤﺘﻭﻱ ﻋﻠﻰ ) ‪ ( 10‬ﻓﻘﺭﺍﺕ ﻤﻥ ﺭﻗﻡ ) ‪.( 10-1‬‬

‫‪ .2‬ﺍﻟﻤﻜﺎﻨﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻟﻠﻤﻌﻠﻡ‪ :‬ﻴﺤﺘﻭﻱ ﻋﻠﻰ ) ‪ ( 10‬ﻓﻘﺭﺍﺕ ﻤﻥ ﺭﻗﻡ )‪.( 20 - 11‬‬

‫‪ .3‬ﺒﻴﺌﺔ ﺍﻟﻌﻤل‪ :‬ﻴﺤﺘﻭﻱ ﻋﻠﻰ )‪ ( 15‬ﻓﻘﺭﺓ ﻤﻥ ﺭﻗﻡ ) ‪.( 35 -21‬‬

‫ﺜﺒﺎﺕ ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺴﺔ‪:‬‬

‫ﻟﻠﺘﺄﻜﺩ ﻤﻥ ﺜﺒﺎﺕ ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺴﺔ ﻗﺎﻡ ﺍﻟﺒﺎﺤﺙ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻁﺭﻴﻘﺔ ﺍﻻﺨﺘﺒﺎﺭ ﻭﺇﻋﺎﺩﺓ ﺍﻻﺨﺘﺒﺎﺭ )‪ (test-re-test‬ﺤﻴﺙ‬
‫ﺘﻡ ﺘﻭﺯﻴﻊ ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ )‪ (10‬ﻤﻌﻠﻤﻴﻥ‪ ،‬ﻤﻥ ﺨﺎﺭﺝ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺘﻲ ﻁﺒﻘﺕ ﻋﻠﻴﻬﺎ ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﻜﻤـﺎ ﺘـﻡ‬
‫ﺤﺴﺎﺏ ﻤﻌﺎﻤل ﺍﻟﺜﺒﺎﺕ ﺒﻁﺭﻴﻘﺔ ﺍﻻﺘﺴﺎﻕ ﺍﻟﺩﺍﺨﻠﻲ ﻟﻠﻔﻘﺭﺍﺕ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﻌﺎﺩﻟﺔ ) ﻜﺭﻭﻨﺒﺎﺥ ﺃﻟﻔﺎ( ﺤﻴﺙ ﺒﻠﻎ ﻤﻌﺎﻤل ﺍﻟﺜﺒﺎﺕ‬
‫)‪.(0.78‬‬

‫ﺍﻟﻤﻌﺎﻟﺠﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ‪:‬‬

‫ﺒﻌﺩ ﺠﻤﻊ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﺘﻔﺭﻴﻎ ﺍﻟﺒﻴﺎﻨﺎﺕ‪ ،‬ﺃﺠﻴﺏ ﻋﻥ ﺃﺴﺌﻠﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺒﺭﻨـﺎﻤﺞ ﺍﻟﺘﺤﻠﻴـل ﺍﻹﺤـﺼﺎﺌﻲ‬
‫)‪.(SPSS‬‬

‫ﻭﻟﻺﺠﺎﺒﺔ ﻋﻥ ﺃﺴﺌﻠﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺘﻡ ﺤﺴﺎﺏ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ‪ ،‬ﻭﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺨﺘﺒﺎﺭ )ﺕ(‬
‫ﺍﻹﺤﺼﺎﺌﻲ‪ ،‬ﻭﺍﺨﺘﺒﺎﺭ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ ﻹﻴﺠﺎﺩ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﻓﻘﹰﺎ ﻷﺴﺌﻠﺔ ﺍﻟﺩﺭﺍﺴﺔ‪.‬‬

‫ﺇﺠﺭﺍﺀﺍﺕ ﺍﻟﺘﺼﺤﻴﺢ‪:‬‬

‫ﻟﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺩﺭﺠﺔ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ ﺍﻟﻤﻌﻠﻤﻴﻥ‪ ،‬ﺍﻋﺘﻤﺩ ﺍﻟﺒﺎﺤﺙ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻻﺴﺘﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ‬
‫ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻟﺘﻜﻭﻥ ﻤﺅﺸﺭﹰﺍ ﻋﻠﻰ ﺩﺭﺠﺔ ﺍﻟﺭﻀﺎ ﻭﻋﻠﻰ ﺍﻟﻨﺤﻭ ﺍﻵﺘﻲ‪:‬‬

‫*ﻋﺩ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﺍﻷﻗل ﻤﻥ )‪ (2.33‬ﻤﺅﺸﺭﹰﺍ ﻤﻨﺨﻔﻀﹰﺎ‪.‬‬

‫‪13‬‬
 ‫*ﻋﺩ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﺍﻟﺫﻱ ﻴﻘﻊ ﺒﻴﻥ )‪ (3.67-2.34‬ﻤﺅﺸﺭﹰﺍ ﻤﺘﻭﺴﻁﹰﺎ‪.‬‬

‫*ﻋﺩ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﺍﻟﺫﻱ ﻴﻔﻭﻕ )‪ (3.68‬ﻤﺅﺸﺭﹰﺍ ﻋﺎﻟﻴﹰﺎ‪.‬‬

‫ﺘﺤﻠﻴل ﺍﻟﻨﺘﺎﺌﺞ ﻭﻤﻨﺎﻗﺸﺘﻬﺎ‪:‬‬

‫ﻴﺘﻀﻤﻥ ﻫﺫﺍ ﺍﻟﺠﺯﺀ ﻋﺭﻀﹰﺎ ﻟﻠﻨﺘﺎﺌﺞ ﺍﻟﺘﻲ ﺘﻡ ﺍﻟﺤﺼﻭل ﻋﻠﻴﻬﺎ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﻭﺒﻌﺩ ﺇﺠﺭﺍﺀ ﺍﻟﻤﻌﺎﻟﺠـﺎﺕ‬
‫ﺍﻹﺤﺼﺎﺌﻴﺔ ﻭﻓﻘﹰﺎ ﻷﺴﺌﻠﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻭﻤﺘﻐﻴﺭﺍﺘﻬﺎ‪ ،‬ﻭﻴﻤﻜﻥ ﺘﻔﺼﻴل ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻴﻬﺎ ﺍﻟﺩﺭﺍﺴﺔ ﻜﻤﺎ ﻴﺄﺘﻲ‪:‬‬

‫ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻹﺠﺎﺒﺔ ﻋﻥ ﺍﻟﺴﺅﺍل ﺍﻷﻭل‪:‬‬

‫ﻤﺎ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺅﺜﺭﺓ ﻓﻲ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ ﺍﻟﻤﻌﻠﻤﻴﻥ ﺒﺎﻟﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺒﻴﺕ ﻟﺤﻡ؟‬

‫ﻟﻺﺠﺎﺒﺔ ﻋﻥ ﺍﻟﺴﺅﺍل ﺍﻷﻭل ﺤﺴﺒﺕ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻟﻨﺴﺏ ﺍﻟﻤﺌﻭﻴﺔ ﻟﻜل ﻓﻘﺭﺓ ﻭﻟﻠﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻜل ﺒﻌﺩ‬
‫ﻤﻥ ﺍﻷﺒﻌﺎﺩ ﺍﻟﺜﻼﺜﺔ‪.‬‬

‫ﻭﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ (2‬ﻴﻭﻀﺢ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻟﻔﻘﺭﺍﺕ ﺍﻟﺒﻌﺩ ﺍﻷﻭل )ﺍﻟﻌﺎﻤل‬
‫ﺍﻻﻗﺘﺼﺎﺩﻱ(‬

‫ﺠﺩﻭل )‪(2‬‬

‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻟﻔﻘﺭﺍﺕ ﺍﻟﺒﻌﺩ ﺍﻷﻭل )ﺍﻟﻌﺎﻤل ﺍﻻﻗﺘﺼﺎﺩﻱ(‬

‫ﺩﺭﺠﺔ ﺍﻟﺭﻀﺎ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﻔﻘﺭﺍﺕ‬ ‫ﺍﻟﺭﻗﻡ‬

‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬

‫* ﻤﻨﺨﻔﻀﺔ‬ ‫‪1.22‬‬ ‫‪4.49‬‬ ‫‪10‬‬

‫ﻴﻀﺎﻴﻘﻨﻲ ﻜﺜﻴﺭﺍ ﺘﺄﺨﺭ ﺼﺭﻑ ﺍﻟﺭﻭﺍﺘﺏ‬

‫ﻤﻨﺨﻔﻀﺔ‬ ‫‪0.67‬‬ ‫‪1.35‬‬

‫ﻴﻐﻁﻲ ﺍﻟﺭﺍﺘﺏ ﺍﺤﺘﻴﺎﺠﺎﺕ ﺍﻷﺴﺭﺓ‬
‫‪1‬‬

‫ﻤﻨﺨﻔﻀﺔ‬ ‫‪0.50‬‬ ‫‪1.30‬‬

‫ﻴﺘﻨﺎﺴﺏ ﺍﻟﺭﺍﺘﺏ ﻤﻊ ﺍﻟﻤﻬﻤﺔ ﺍﻟﺘﻲ ﺃﻗﻭﻡ ﺒﻬﺎ‬
‫‪2‬‬

‫ﻤﻨﺨﻔﻀﺔ‬ ‫‪0.50‬‬ ‫‪1.30‬‬

‫ﻴﺘﻭﻓﺭ ﻨﻅﺎﻡ ﺘﻘﺎﻋﺩ ﻤﻨﺼﻑ ﻟﻠﻤﻌﻠﻡ‬
‫‪4‬‬

‫ﻤﻨﺨﻔﻀﺔ‬ ‫‪0.55‬‬ ‫‪1.29‬‬

‫ﻴﺘﻭﻓﺭ ﻨﻅﺎﻡ ﺘﺄﻤﻴﻥ ﺼﺤﻲ ﻤﻨﺎﺴﺏ‬
‫‪3‬‬

‫ﻤﻨﺨﻔﻀﺔ‬ ‫‪0.54‬‬ ‫‪1.26‬‬ ‫‪8‬‬

‫ﺘﺘﻨﺎﺴﺏ ﺍﻟﻤﻜﺎﻓﺂﺕ ﺍﻟﻤﺎﻟﻴﺔ ﺍﻟﻤﻤﻨﻭﺤﺔ ﻟﻠﻤﻌﻠﻤﻴﻥ ﻤﻊ ﺍﻷﻋﻤـﺎل‬

‫‪14‬‬
 ‫ﺍﻹﻀﺎﻓﻴﺔ‬

‫ﻤﻨﺨﻔﻀﺔ‬ ‫‪0.52‬‬ ‫‪1.22‬‬

‫ﺘﺘﻨﺎﺴﺏ ﻋﻼﻭﺓ ﺍﻟﻤﻭﺍﺼﻼﺕ ﻤﻊ ﻤﻜﺎﻥ ﺇﻗﺎﻤﺘﻲ ﻭﻤﻜﺎﻥ ﺍﻟﻌﻤل‬
‫‪5‬‬

‫ﻤﻨﺨﻔﻀﺔ‬ ‫‪0.63‬‬ ‫‪1.17‬‬

‫ﻴﺭﻴﺤﻨﻲ ﻤﻨﺢ ﺍﻟﺤﻭﺍﻓﺯ ﺍﻟﻤﺎﺩﻴﺔ ﻭﺍﻟﻤﻌﻨﻭﻴﺔ ﻓﻲ ﺍﻟﻭﻗﺕ ﺍﻟﻤﻨﺎﺴﺏ‬
‫‪9‬‬

‫ﻤﻨﺨﻔﻀﺔ‬ ‫‪1.56‬‬ ‫‪1.56‬‬ ‫ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ‬

‫ﺃﻗﺼﻰ ﺩﺭﺠﺔ ﻟﻼﺴﺘﺠﺎﺒﺔ ‪ 5‬ﺩﺭﺠﺎﺕ‬

‫ﻨﻼﺤﻅ ﻤﻥ ﺍﻟﺠﺩﻭل ﺃﻥ ﺃﻫﻡ ﺍﻟﻔﻘﺭﺍﺕ ﻫﻲ "ﻴﻀﺎﻴﻘﻨﻲ ﻜﺜﻴﺭﺍ ﺘﺄﺨﺭ ﺼﺭﻑ ﺍﻟﺭﻭﺍﺘﺏ" ﺤﻴﺙ ﺠـﺎﺀﺕ ﺒﻤﺘﻭﺴـﻁ‬
‫ﺤﺴﺎﺒﻲ ‪ 4.4‬ﻭﻫﺫﺍ ﻴﻌﻁﻲ ﻤﺅﺸﺭﹰﺍ ﺇﻟﻰ ﻋﺩﻡ ﺭﻀﺎ ﻤﻥ ﻗﺒل ﺍﻟﻤﻌﻠﻤﻴﻥ‪ ،‬ﺜﻡ ﺠﺎﺀﺕ ﺍﻟﻔﻘﺭﺓ "ﻴﻐﻁﻲ ﺍﻟﺭﺍﺘﺏ ﺍﺤﺘﻴﺎﺠـﺎﺕ‬
‫ﺍﻷﺴﺭﺓ" ﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ‪ ،1.35‬ﻭﻗﺩ ﻜﺎﻨﺕ ﺍﻗل ﺍﻟﻔﻘﺭﺍﺕ ﻤﻭﺍﻓﻘﺔ ﻫﻲ "ﻴﺘﻡ ﺘﻘـﺩﻴﻡ ﻋـﻼﻭﺍﺕ ﺴـﻨﻭﻴﺔ ﻤﺠﺯﻴـﺔ‬
‫ﻟﻠﻤﻌﻠﻤﻴﻥ" ﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ‪ .1.13‬ﻭﺒﻠﻐﺕ ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ‪ 1.56‬ﻭﻫﻲ ﺘﺩل ﻋﻠﻰ ﺩﺭﺠﺔ ﻤﻨﺨﻔﻀﺔ ﻤﻥ ﺍﻟﺭﻀﺎ ﻋﻥ‬
‫ﺍﻟﻌﺎﻤل ﺍﻻﻗﺘﺼﺎﺩﻱ ﻟﺩﻯ ﺍﻟﻤﻌﻠﻤﻴﻥ‪.‬‬

‫ﻭﺘﺅﻜﺩ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻭﺍﺭﺩﺓ ﻓﻲ ﺍﻟﺠﺩﻭل ﺃﻋﻼﻩ ﺃﻨﻪ ﻴﻤﻜﻥ ﺘﺤﺴﻴﻥ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﻠﻤﻌﻤﻠﻴﻥ ﻤﻥ ﺨﻼل ﻋـﺩﻡ ﺘـﺄﺨﺭ‬
‫ﺼﺭﻑ ﺍﻟﺭﺍﺘﺏ ﻭﺘﺤﺴﻴﻥ ﺍﻟﻭﻀﻊ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻟﻬﻡ ﻤﻥ ﺨﻼل ﻤﻨﺤﻬﻡ ﻋﻼﻭﺍﺕ ﺴﻨﻭﻴﺔ ﻤﻨﺎﺴـﺒﺔ‪ ،‬ﻭﻤـﻨﺤﻬﻡ ﺤـﻭﺍﻓﺯ‬
‫ﻤﺎﺩﻴﺔ‪ ،‬ﻭﺼﺭﻑ ﻋﻼﻭﺍﺕ ﻤﻭﺍﺼﻼﺕ ﻭﺘﻭﻓﻴﺭ ﻨﻅﺎﻡ ﺘﺄﻤﻴﻥ ﺼﺤﻲ ﻤﻨﺎﺴﺏ ﻤﻥ ﺨﻼل ﺭﻋﺎﻴﺔ ﺃﺴﺭﻫﻡ ﻭﺘﻭﻓﻴﺭ ﻓﺭﺹ‬
‫ﺘﻌﻠﻴﻡ ﻷﺒﻨﺎﺌﻬﻡ‪ ،‬ﻭﺘﻭﻓﻴﺭ ﻨﻅﺎﻡ ﺘﻘﺎﻋﺩ ﻤﻨﺼﻑ‪ ،‬ﻭﺇﻏﻨﺎﺌﻬﻡ ﻋﻥ ﻤﻤﺎﺭﺴﺔ ﺃﺩﻭﺍﺭ ﺴﻠﺒﻴﺔ ﻜﺎﻟﺘﻜﺴﺏ ﻓﻲ ﺍﻟـﺭﺯﻕ ﻭﺍﻟﺒﺤـﺙ‬
‫ﻻ ﺇﻀﺎﻓﻴﺔ ﻻ ﺘﻠﻴـﻕ ﺒﻤﺭﻜـﺯﻫﻡ ﺍﻟﻌﻠﻤـﻲ‬
‫ﺍﻟﺩﺍﺌﻡ ﻋﻥ ﺍﻟﺜﺭﻭﺓ ﻋﻠﻰ ﺤﺴﺎﺏ ﺍﻟﻘﻴﻡ ﺍﻹﻨﺴﺎﻨﻴﺔ ‪ ،‬ﻓﺘﺭﺍﻫﻡ ﻴﻤﺎﺭﺴﻭﻥ ﺃﻋﻤﺎ ﹰ‬
‫ﻭﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻭﻫﺫﺍ ﺒﺩﻭﺭﻩ ﺴﻴﺴﺎﻫﻡ ﻓﻲ ﺘﻁﻭﻴﺭ ﺃﺩﺍﺀ ﺍﻟﻤﻌﻠﻤﻴﻥ ﺒﺼﻭﺭﺓ ﺃﻓﻀل ﻤﻤﺎ ﻫﻭ ﻤﻭﺠﻭﺩ ﺤﺎﻟﻴﹰﺎ‪.‬‬

‫ﺠﺩﻭل )‪(3‬‬

‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻟﻔﻘﺭﺍﺕ ﺍﻟﺒﻌﺩ ﺍﻟﺜﺎﻨﻲ )ﺍﻟﻤﻜﺎﻨﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻟﻠﻤﻌﻠﻡ(‬

‫ﺩﺭﺠﺔ ﺍﻟﺭﻀﺎ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﻔﻘﺭﺍﺕ‬ ‫ﺍﻟﺭﻗﻡ‬

‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬

‫ﻋﺎﻟﻴﺔ‬ ‫‪0.84‬‬ ‫‪4.70‬‬

‫ﻴﺴﻌﺩﻨﻲ ﺘﻜﺭﻴﻡ ﺍﻟﻤﻌﻠﻤﻴﻥ ﺍﻟﺫﻴﻥ ﻴﻨﻬﻭﻥ ﺍﻟﺨﺩﻤﺔ‬
‫‪20‬‬

‫ﻋﺎﻟﻴﺔ‬ ‫‪0.73‬‬ ‫‪4.59‬‬

‫ﺍﺸﻌﺭ ﺒﺄﻨﻨﻲ ﺃﻨﺠﺯ ﻋﻤﻼ ﻤﻬﻤﺎ ﻭﻨﺎﻓﻌﺎ ﻟﻲ ﻭﻟﻠﻤﺠﺘﻤﻊ‬
‫‪18‬‬

‫* ﻤﻨﺨﻔﻀﺔ‬ ‫‪1.20‬‬ ‫‪4.28‬‬

‫ﺍﺸﻌﺭ ﺒﺭﻏﺒﺔ ﻟﻠﻌﻤل ﻓﻲ ﻤﻬﻨﺔ ﺃﺨﺭﻯ ﺤﺘﻰ ﻟﻭ ﺒﺎﻟﺭﺍﺘﺏ ﻨﻔﺴﻪ‬
‫‪19‬‬

‫ﻤﺘﻭﺴﻁﺔ‬ ‫‪0.64‬‬ ‫‪3.25‬‬

‫ﺍﺸﻌﺭ ﺒﺎﻟﻤﺘﻌﺔ ﺃﺜﻨﺎﺀ ﺍﻟﺘﺩﺭﻴﺱ‬
‫‪17‬‬

‫‪15‬‬
 ‫ﻤﺘﻭﺴﻁﺔ‬ ‫‪0.64‬‬ ‫ﻴﺸﻜل ﺍﻟﻌﻤل ﻓﻲ ﻤﻬﻨﺔ ﺍﻟﺘﻌﻠﻴﻡ ﻤﺼﺩﺭ ﻓﺨـﺭ ﻭﺘﻘـﺩﻴﺭ ﻤـﻥ ‪3.13‬‬ ‫‪13‬‬

‫ﺍﻟﻌﺎﺌﻠﺔ‬

‫ﻤﺘﻭﺴﻁﺔ‬ ‫‪0.60‬‬ ‫‪3.08‬‬

‫ﺘﻨﺴﺠﻡ ﻤﻬﻨﺔ ﺍﻟﺘﻌﻠﻴﻡ ﻤﻊ ﻤﻴﻭﻟﻲ ﺍﻟﺸﺨﺼﻴﺔ‬
‫‪16‬‬

‫ﻤﺘﻭﺴﻁﺔ‬ ‫‪0.49‬‬ ‫‪2.93‬‬

‫ﻴﻭﻓﺭ ﺍﻟﻌﻤل ﻓﻲ ﻤﻬﻨﺔ ﺍﻟﺘﻌﻠﻴﻡ ﺍﺴﺘﻘﺭﺍﺭﺍ ﻭﻅﻴﻔﻴﺎ‬
‫‪12‬‬

‫ﻤﺘﻭﺴﻁﺔ‬ ‫‪0.74‬‬ ‫ﺘﺤﻘﻕ ﻤﻬﻨﺔ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻻﺴﺘﻘﺭﺍﺭ ﺍﻟﻨﻔـﺴﻲ ﻭﺍﻻﻁﻤﺌﻨـﺎﻥ ﻋﻠـﻰ ‪2.91‬‬ ‫‪15‬‬

‫ﺍﻟﻤﺴﺘﻘﺒل‬

‫ﻤﺘﻭﺴﻁﺔ‬ ‫‪0.66‬‬ ‫‪2.87‬‬

‫ﻴﻭﻓﺭ ﺍﻟﻌﻤل ﻓﻲ ﻤﻬﻨﺔ ﺍﻟﺘﻌﻠﻴﻡ ﻤﺭﻜﺯﺍ ﺍﺠﺘﻤﺎﻋﻴﺎ ﺠﻴﺩﺍ‬
‫‪11‬‬

‫ﻤﺘﻭﺴﻁﺔ‬ ‫‪0.68‬‬ ‫‪2.78‬‬

‫ﻴﺘﻴﺢ ﺍﻟﻌﻤل ﻓﻲ ﻤﻬﻨﺔ ﺍﻟﺘﻌﻠﻴﻡ ﻭﻗﺘﺎ ﻤﻨﺎﺴﺒﺎ ﻟﻠﺘﻭﺍﺠﺩ ﻤﻊ ﺍﻷﺴﺭﺓ‬
‫‪14‬‬

‫ﻤﺘﻭﺴﻁﺔ‬ ‫‪0.37‬‬ ‫‪3.45‬‬ ‫ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ‬

‫ﺃﻗﺼﻰ ﺩﺭﺠﺔ ﻟﻼﺴﺘﺠﺎﺒﺔ ‪ 5‬ﺩﺭﺠﺎﺕ‬

‫ﻨﻼﺤﻅ ﻤﻥ ﺍﻟﺠﺩﻭل ﺃﻥ ﺃﻫﻡ ﺍﻟﻔﻘﺭﺍﺕ ﻫﻲ"ﻴﺴﻌﺩﻨﻲ ﺘﻜﺭﻴﻡ ﺍﻟﻤﻌﻠﻤﻴﻥ ﺍﻟﺫﻴﻥ ﻴﻨﻬﻭﻥ ﺍﻟﺨﺩﻤـﺔ" ﺒﻤﺘﻭﺴـﻁ ﺤـﺴﺎﺒﻲ‬
‫‪ 4.70‬ﻴﻠﻴﻬﺎ ﺍﻟﻔﻘﺭﺓ "ﺍﺸﻌﺭ ﺒﺄﻨﻨﻲ ﺃﻨﺠﺯ ﻋﻤﻼ ﻤﻬﻤﺎ ﻭﻨﺎﻓﻌﺎ ﻟﻲ ﻭﻟﻠﻤﺠﺘﻤﻊ" ﺒﻤﺘﻭﺴﻁ ‪ 4.59‬ﻭﻗﺩ ﻜﺎﻨﺕ ﺍﻗل ﺍﻟﻔﻘـﺭﺍﺕ‬
‫ﻤﻭﺍﻓﻘﺔ ﻫﻲ "ﻴﺘﻴﺢ ﺍﻟﻌﻤل ﻓﻲ ﻤﻬﻨﺔ ﺍﻟﺘﻌﻠﻴﻡ ﻭﻗﺘﺎ ﻤﻨﺎﺴﺒﺎ ﻟﻠﺘﻭﺍﺠﺩ ﻤﻊ ﺍﻷﺴﺭﺓ" ﺒﻤﺘﻭﺴﻁ ﻤﻘﺩﺍﺭﻩ ‪ 2.78‬ﻭﺒﻠﻐﺕ ﺍﻟﺩﺭﺠـﺔ‬
‫ﺍﻟﻜﻠﻴﺔ ‪ .3.45‬ﻭﻫﻲ ﺘﺸﻴﺭ ﺇﻟﻰ ﺩﺭﺠﺔ ﺭﻀﺎ ﻤﺘﻭﺴﻁﺔ ﻟﺩﻯ ﺍﻟﻤﻌﻠﻤﻴﻥ ﺘﺠﺎﻩ ﺍﻟﻤﻜﺎﻨﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻟﻠﻤﻌﻠﻡ‪ .‬ﻭﻤﻤﺎ ﻴﻼﺤﻅ‬
‫ﻫﻨﺎ ﺃﻥ ﻨﺴﺒﺔ ﻋﺎﻟﻴﺔ ﻤﻥ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻴﺸﻌﺭﻭﻥ ﺒﺭﻏﺒﺔ ﻓﻲ ﺍﻟﻌﻤل ﻓﻲ ﻤﻬﻨﺔ ﺃﺨﺭﻯ ﺤﺘﻰ ﻟﻭ ﺒﺎﻟﺭﺍﺘﺏ ﻨﻔﺴﻪ‪ ،‬ﺤﻴﺙ ﺤﺎﺯﺕ‬
‫ﻫﺫﻩ ﺍﻟﻔﻘﺭﺓ ﻋﻠﻰ ﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ‪ 4.28‬ﻭﻓﻲ ﺫﻟﻙ ﻤﺅﺸﺭ ﻭﺍﻀﺢ ﻋﻠﻰ ﻋﺩﻡ ﺍﺭﺘﻴﺎﺡ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺍﻟﻤﻬﻨـﺔ‪ ،‬ﻭﻤـﻥ‬
‫ﺍﻟﻤﻌﻠﻭﻡ ﺃﻥ ﺘﺩﻨﻲ ﺭﻀﺎ ﺍﻟﻤﻌﻠﻡ ﻋﻥ ﻭﺍﻗﻌﻪ ﺍﻟﻤﻬﻨﻲ ﻴﻨﻌﻜﺱ ﺴﻠﺒﹰﺎ ﻋﻠﻰ ﻨﻔﺴﻴﺘﻪ‪ ،‬ﻓﻴﺴﻴﻁﺭ ﻋﻠﻴﻪ ﺩﺍﺌﻤﹰﺎ ﺸﻌﻭﺭ ﺒﺎﻹﺤﺒـﺎﻁ‬
‫ﻭﺨﻴﺒﺔ ﺍﻷﻤل‪ ،‬ﻟﺫﻟﻙ ﻻ ﺒﺩ ﻤﻥ ﺒﻨﺎﺀ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻴﺠﺎﺒﻴﺔ ﻟﺩﻯ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻨﺤﻭ ﺩﻭﺭﻫﻡ ﻜﻘﺎﺩﺓ ﺘﺭﺒﻭﻴﻴﻥ ﺼﺎﻨﻌﻴﻥ ﻟﻠﺘﻐﻴﻴـﺭ‬
‫ﻭﺴﺎﻋﻴﻥ ﺇﻟﻰ ﺘﺠﻭﻴﺩ ﺍﻟﺘﻌﻠﻴﻡ‪.‬‬

‫ﺠﺩﻭل )‪(4‬‬

‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻟﻔﻘﺭﺍﺕ ﺍﻟﺒﻌﺩ ﺍﻟﺜﺎﻟﺙ )ﺒﻴﺌﺔ ﺍﻟﻌﻤل(‬

‫ﺩﺭﺠﺔ ﺍﻟﺭﻀﺎ‬ ‫ﺍﻟﻤﺘﻭﺴـــﻁ ﺍﻻﻨﺤﺭﺍ‬ ‫ﺍﻟﻔﻘﺭﺍﺕ‬ ‫ﺍﻟﺭﻗﻡ‬

‫ﻑ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬
‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬

‫‪16‬‬
 ‫ﻋﺎﻟﻴﺔ‬ ‫‪0.44‬‬ ‫‪4.74‬‬
‫ﻴﻘﻭﻡ ﻤﺩﻴﺭ ﺍﻟﻤﺩﺭﺴﺔ ﺒﺯﻴﺎﺭﺍﺕ ﻤﻴﺩﺍﻨﻴﺔ ﻟﻠﺼﻔﻭﻑ‬
‫‪25‬‬

‫ﻋﺎﻟﻴﺔ‬ ‫‪0.53‬‬ ‫‪4.70‬‬

‫ﻴﻘﺩﻡ ﻤﺩﻴﺭ ﺍﻟﻤﺩﺭﺴﺔ ﺘﻐﺫﻴﺔ ﺭﺍﺠﻌﺔ ﻟﻠﻤﻌﻠﻡ ﻋﻥ ﻋﻤﻠﻪ‬
‫‪26‬‬

‫ﻋﺎﻟﻴﺔ‬ ‫‪0.55‬‬ ‫‪4.65‬‬ ‫ﻴﻘﻴﻡ ﻤﺩﻴﺭ ﺍﻟﻤﺩﺭﺴﺔ ﻋﻼﻗﺎﺕ ﺇﻨﺴﺎﻨﻴﺔ ﻤﻊ ﺠﻤﻴـﻊ ﺍﻟﻤﻌﻠﻤـﻴﻥ‬ ‫‪23‬‬

‫ﺒﺩﺭﺠﺔ ﻤﺘﻭﺍﺯﻨﺔ‬

‫ﻋﺎﻟﻴﺔ‬ ‫‪0.63‬‬ ‫‪4.65‬‬

‫ﻴﻘﻭﻡ ﻤﺩﻴﺭ ﺍﻟﻤﺩﺭﺴﺔ ﺒﻤﺘﺎﺒﻌﺔ ﺘﻭﺼﻴﺎﺕ ﺍﻟﻤﺸﺭﻓﻴﻥ ﺍﻟﺘﺭﺒﻭﻴﻴﻥ‬
‫‪27‬‬

‫ﻋﺎﻟﻴﺔ‬ ‫‪0.64‬‬ ‫‪4.59‬‬

‫ﻴﺘﻘﺒل ﻤﺩﻴﺭ ﺍﻟﻤﺩﺭﺴﺔ ﺍﻗﺘﺭﺍﺤﺎﺕ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻭﺁﺭﺍﺌﻬﻡ‬
‫‪22‬‬

‫ﻋﺎﻟﻴﺔ‬ ‫‪0.64‬‬ ‫‪4.59‬‬ ‫ﻴﺘﻡ ﺘﻘﻭﻴﻡ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻤﻥ ﻗﺒل ﻤﺩﻴﺭ ﺍﻟﻤﺩﺭﺴﺔ ﺍﺴﺘﻨﺎﺩﺍ ﺇﻟﻰ ﺃﺴﺱ‬ ‫‪24‬‬

‫ﺘﺭﺒﻭﻴﺔ‬

‫ﻋﺎﻟﻴﺔ‬ ‫‪0.73‬‬ ‫‪4.58‬‬ ‫ﻴﺭﺍﻋﻲ ﻤﺩﻴﺭ ﺍﻟﻤﺩﺭﺴﺔ ﻅﺭﻭﻑ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻭﺭﻏﺒـﺎﺘﻬﻡ ﻓـﻲ‬ ‫‪21‬‬

‫ﺘﻭﺯﻴﻊ ﺍﻟﺠﺩﻭل ﺍﻟﺩﺭﺍﺴﻲ ﻭﺍﻟﻤﻨﺎﻭﺒﺔ‬

‫ﻋﺎﻟﻴﺔ‬ ‫‪0.71‬‬ ‫‪4.54‬‬ ‫ﻴﻭﻅﻑ ﻤﺩﻴﺭ ﺍﻟﻤﺩﺭﺴﺔ ﺍﻟﻤﺭﺍﻓﻕ ﺍﻟﺘﻌﻠﻴﻤﻴـﺔ ﻤﺜـل ﺍﻟﻤﻜﺘﺒـﺔ‬ ‫‪28‬‬

‫ﻭﺍﻟﻤﺨﺘﺒﺭ ﺒﻬﺩﻑ ﺘﺤﺴﻴﻥ ﺍﻷﺩﺍﺀ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻟﻠﻤﻌﻠﻤﻴﻥ‬

‫ﻋﺎﻟﻴﺔ‬ ‫‪0.50‬‬ ‫‪3.91‬‬

‫ﺘﺴﻭﺩ ﻋﻼﻗﺔ ﺠﻴﺩﺓ ﺒﻴﻥ ﺍﻟﻤﺩﺭﺴﺔ ﻭﻤﺅﺴﺴﺎﺕ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺤﻠﻲ‬
‫‪35‬‬

‫ﻋﺎﻟﻴﺔ‬ ‫‪0.44‬‬ ‫‪3.90‬‬

‫ﻴﺘﻭﻓﺭ ﻓﻲ ﺍﻟﻤﺩﺭﺴﺔ ﻨﻅﺎﻡ ﺍﻨﻀﺒﺎﻁ ﻤﻨﺎﺴﺏ‬
‫‪31‬‬

‫ﻋﺎﻟﻴﺔ‬ ‫‪0.34‬‬ ‫‪3.87‬‬

‫ﻴﺘﻭﻓﺭ ﻗﺩﺭ ﻤﻨﺎﺴﺏ ﻤﻥ ﺍﻟﻨﻅﺎﻓﺔ ﻭﺍﻟﺼﺤﺔ ﺍﻟﻤﺩﺭﺴﻴﺔ‬
‫‪32‬‬

‫ﻤﺘﻭﺴﻁﺔ‬ ‫‪0.62‬‬ ‫‪2.99‬‬

‫ﺘﺭﺍﻋﻲ ﺘﻨﻘﻼﺕ ﺍﻟﻤﻌﻠﻤﻴﻥ ﺒﻴﻥ ﺍﻟﻤﺩﺍﺭﺱ ﻤﻜﺎﻥ ﺴﻜﻨﻬﻡ‬
‫‪29‬‬

‫ﻤﺘﻭﺴﻁﺔ‬ ‫‪0.56‬‬ ‫‪2.96‬‬

‫ﺘﺴﺎﻫﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻓﻲ ﺘﺤﺴﻴﻥ ﺍﻟﻨﻤﻭ ﺍﻟﻤﻬﻨﻲ ﻟﻠﻤﻌﻠﻤﻴﻥ‬
‫‪34‬‬

‫ﻤﺘﻭﺴﻁﺔ‬ ‫‪0.56‬‬ ‫‪2.86‬‬

‫ﺘﺭﻜﺯ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻋﻠﻰ ﺤﺎﺠﺎﺕ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻭﺭﻏﺒﺎﺘﻬﻡ‬
‫‪33‬‬

‫ﻤﻨﺨﻔﻀﺔ‬ ‫‪1.14‬‬ ‫‪1.81‬‬

‫ﻴﺘﻭﻓﺭ ﻓﻲ ﺍﻟﻤﺩﺭﺴﺔ ﺠﻭ ﻨﻔﺴﻲ ﺍﻨﻔﻌﺎﻟﻲ ﻤﺤﺒﺏ ﻟﻠﻤﻌﻠﻤﻴﻥ‬
‫‪30‬‬

‫ﻋﺎﻟﻴﺔ‬ ‫‪0.33‬‬ ‫‪3.96‬‬ ‫ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ‬

‫ﺃﻗﺼﻰ ﺩﺭﺠﺔ ﻟﻼﺴﺘﺠﺎﺒﺔ ‪ 5‬ﺩﺭﺠﺎﺕ‬

‫ﻨﻼﺤﻅ ﻤﻥ ﺍﻟﺠﺩﻭل ﺃﻥ ﺃﻜﺜﺭ ﺍﻟﻔﻘﺭﺍﺕ ﻨﺎﻟﺕ ﺭﻀﺎ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻫﻲ "ﻴﻘﻭﻡ ﻤـﺩﻴﺭ ﺍﻟﻤﺩﺭﺴـﺔ ﺒﺯﻴـﺎﺭﺍﺕ ﻤﻴﺩﺍﻨﻴـﺔ‬
‫ﻟﻠﺼﻔﻭﻑ" ﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ‪ ،4.74‬ﺘﻠﺘﻬﺎ ﺍﻟﻔﻘﺭﺓ "ﻴﻘﺩﻡ ﻤﺩﻴﺭ ﺍﻟﻤﺩﺭﺴﺔ ﺘﻐﺫﻴﺔ ﺭﺍﺠﻌﺔ ﻟﻠﻤﻌﻠﻡ ﻋﻥ ﻋﻤﻠـﻪ" ﺒﻤﺘﻭﺴـﻁ‬

‫‪17‬‬
‫ﺤﺴﺎﺒﻲ ‪ ،4.70‬ﻭﻗﺩ ﻜﺎﻨﺕ ﺍﻗل ﺍﻟﻔﻘﺭﺍﺕ ﻤﻭﺍﻓﻘﺔ ﻫﻲ "ﻴﺘﻭﻓﺭ ﻓﻲ ﺍﻟﻤﺩﺭﺴﺔ ﺠﻭ ﻨﻔﺴﻲ ﺍﻨﻔﻌﺎﻟﻲ ﻤﺤﺒـﺏ ﻟﻠﻤﻌﻠﻤـﻴﻥ"‬
‫ﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ‪ ،1.81‬ﻭﺒﻠﻐﺕ ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ‪ ،3.96‬ﻭﻓﻲ ﻫﺫﺍ ﺩﻻﻟﺔ ﻋﻠﻰ ﺩﺭﺠﺔ ﺭﻀﺎ ﻋﺎﻟﻴﺔ ﻋﻥ ﺒﻴﺌﺔ ﺍﻟﻌﻤـل‬
‫ﻤﻥ ﻗﺒل ﺍﻟﻤﻌﻠﻤﻴﻥ‪ .‬ﻭﻤﻤﺎ ﻴﻼﺤﻅ ﻫﻨﺎ ﺃﻥ ﺍﻟﺠﻭ ﺍﻟﻨﻔﺴﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ ﻜﺎﻨﺕ ﺩﺭﺠﺔ ﺍﻟﺭﻀﺎ ﻋﻨﻪ ﻤﻨﺨﻔﻀﺔ‪ ،‬ﻭﺘﺘﻔـﻕ ﻫـﺫﻩ‬
‫ﺍﻟﻨﺘﻴﺠﺔ ﻤﻊ ﺭﻏﺒﺔ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺍﻟﻌﻤل ﺒﻭﻅﻴﻔﺔ ﺃﺨﺭﻯ ﻟﻭ ﺃﺘﻴﺢ ﻟﻬﻡ ﺫﻟﻙ‪ ،‬ﻟﺫﻟﻙ ﻻ ﺒﺩ ﻤﻥ ﺍﻟﻌﻤل ﻋﻠﻰ ﺘـﻭﻓﻴﺭ ﺠـﻭ‬
‫ﻨﻔﺴﻲ ﺍﻨﻔﻌﺎﻟﻲ ﺃﻓﻀل ﻤﻤﺎ ﻫﻭ ﻤﻭﺠﻭﺩ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺤﺎﻟﻴﹰﺎ‪ ،‬ﻭﻴﻤﻜﻥ ﺘﺤﻘﻴﻕ ﺫﻟﻙ ﻤﻥ ﺨﻼل ﺘـﻭﻓﻴﺭ ﺒﻴﺌـﺔ ﻴـﺴﻭﺩﻫﺎ‬
‫ﺍﻟﺘﻔﺎﻫﻡ ﻭﺨﻠﻕ ﺠﻭ ﻤﻥ ﺍﻹﺨﺎﺀ ﻭﺍﻟﻤﻭﺩﺓ ﻭﺍﻻﺤﺘﺭﺍﻡ ﺍﻟﻤﺘﺒﺎﺩل ﺒﻴﻥ ﺍﻟﺠﻤﻴﻊ ﻟﻠﻭﺼﻭل ﺇﻟﻰ ﺠﻭ ﻨﻔﺴﻲ ﻤﻨﺎﺴﺏ ﻟﻠﻌﻤل ﻤﻤﺎ‬
‫ﻴﺯﻴﺩ ﺇﻨﺘﺎﺠﻴﺔ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻭﻴﺴﺎﻫﻡ ﻓﻲ ﺘﻁﻭﻴﺭ ﻓﻌﺎﻟﻴﺔ ﺃﺩﺍﺌﻬﻡ‪.‬‬

‫ﻭﻴﻭﻀﺢ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ (5‬ﺘﺭﺘﻴﺏ ﺍﻷﺒﻌﺎﺩ ﺤﺴﺏ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻭﺩﺭﺠﺔ ﺍﻟﺭﻀﺎ‬
‫ﺍﻟﻭﻅﻴﻔﻲ ﺒﺸﻜل ﻋﺎﻡ ﻟﺩﻯ ﺍﻟﻤﻌﻠﻤﻴﻥ‪.‬‬

‫ﺍﻟﺠﺩﻭل )‪ (5‬ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻟﻌﻭﺍﻤل ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﺤﺴﺏ ﻤﺘﻭﺴﻁﺎﺘﻬﺎ‬
‫ﺍﻟﺤﺴﺎﺒﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻟﻤﻌﻠﻤﻴﻥ‪.‬‬

‫ﺩﺭﺠﺔ ﺍﻟﺭﻀﺎ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﺒﻌﺩ‬ ‫ﺍﻟﺭﺘﺒﺔ‬

‫ﻤﻨﺨﻔﻀﺔ‬ ‫‪0.32‬‬ ‫ﺍﻟﻌﺎﻤـــــل ‪1.56‬‬ ‫‪1‬‬

‫ﺍﻻﻗﺘﺼﺎﺩﻱ‬

‫ﻤﺘﻭﺴﻁﺔ‬ ‫‪0.37‬‬ ‫ﺍﻟﻤﻜﺎﻨـــــﺔ ‪3.45‬‬ ‫‪2‬‬

‫ﺍﻻﺠﺘﻤﺎﻋﻴـــﺔ‬
‫ﻟﻠﻤﻌﻠﻡ‬

‫ﻋﺎﻟﻴﺔ‬ ‫‪0.33‬‬ ‫‪3.96‬‬ ‫ﺒﻴﺌﺔ ﺍﻟﻌﻤل‬ ‫‪3‬‬

‫ﻤﺘﻭﺴﻁﺔ‬ ‫‪0.23‬‬ ‫‪3.13‬‬ ‫ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ‬

‫ﻴﺒﻴﻥ ﺍﻟﺠﺩﻭل ﺃﻥ ﺩﺭﺠﺔ ﺍﻟﺭﻀﺎ ﻟﺩﻯ ﺍﻟﻤﻌﻠﻤﻴﻥ ﺠﺎﺀﺕ ﻜﻤﺎ ﻴﻠﻲ‪:‬‬

‫ﺒﻴﺌﺔ ﺍﻟﻌﻤل ﺠﺎﺀﺕ ﺒﺎﻟﻤﺭﺘﺒﺔ ﺍﻷﻭﻟﻰ ﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ )‪ (3.96‬ﻭﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ )‪ (0.33‬ﻭﺒﺩﺭﺠﺔ ﺭﻀـﺎ‬
‫ﻋﺎﻟﻴﺔ‪ ،‬ﺃﻤﺎ ﺍﻟﻤﻜﺎﻨﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻟﻠﻤﻌﻠﻡ ﻓﻘﺩ ﺠﺎﺀﺕ ﺒﺎﻟﻤﺭﺘﺒﺔ ﺍﻟﺜﺎﻨﻴﺔ ﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ )‪ (3.45‬ﻭﺒـﺎﻨﺤﺭﺍﻑ ﻤﻌﻴـﺎﺭﻱ‬
‫‪ ( 0.37‬ﻭﺒﺩﺭﺠﺔ ﺭﻀﺎ ﻤﺘﻭﺴﻁﺔ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺠﺎﺀ ﺍﻟﻌﺎﻤل ﺍﻻﻗﺘﺼﺎﺩﻱ ﺒﺎﻟﻤﺭﺘﺒﺔ ﺍﻟﺜﺎﻟﺜـﺔ ﺒﻤﺘﻭﺴـﻁ ﺤـﺴﺎﺒﻲ )‪(1.56‬‬
‫ﻭﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ )‪ (0.32‬ﻭﺒﺩﺭﺠﺔ ﺭﻀﺎ ﻤﻨﺨﻔﻀﺔ‪ .‬ﻭﻴﻤﻜﻥ ﺘﻔﺴﻴﺭ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺒﺤﺭﺹ ﻤﺩﺭﺍﺀ ﺍﻟﻤﺩﺍﺭﺱ ﻋﻠـﻰ‬
‫ﺘﻭﻓﻴﺭ ﺒﻴﺌﺔ ﻋﻤل ﻤﻨﺎﺴﺒﺔ ﻭﻤﺭﻴﺤﺔ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ ﻹﺩﺭﺍﻜﻬﻡ ﻟﻤﺩﻯ ﺃﻫﻤﻴﺔ ﻤﺜل ﻫﺫﻩ ﺍﻟﺒﻴﺌﺔ ﻟﺘﻤﻜﻴﻥ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻤـﻥ ﺍﻟﻘﻴـﺎﻡ‬
‫ﺒﻌﻤﻠﻬﻡ ﺒﺸﻜل ﺼﺤﻴﺢ‪.‬‬

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 ‫ﻭﻴﻼﺤﻅ ﺃﻥ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﺒﺸﻜل ﻋﺎﻡ ﻟﺩﻯ ﺍﻟﻤﻌﻠﻤﻴﻥ ﺠﺎﺀ ﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ )‪ (3.13‬ﻭﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴـﺎﺭﻱ‬
‫)‪ (0.23‬ﺤﻴﺙ ﻜﺎﻨﺕ ﺩﺭﺠﺔ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻤﺘﻭﺴﻁﺔ‪.‬‬

‫ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻹﺠﺎﺒﺔ ﻋﻥ ﺍﻟﺴﺅﺍل ﺍﻟﺜﺎﻨﻲ‪:‬‬

‫≥ ‪ (0.05‬ﻓﻲ ﺘﺼﻭﺭﺍﺕ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻋﻥ ﺍﻟﺭﻀﺎ‬ ‫ﻫل ﻫﻨﺎﻙ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ)‪α‬‬
‫ﺍﻟﻭﻅﻴﻔﻲ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺒﻴﺕ ﻟﺤﻡ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭﺍﺕ )ﺍﻟﺠﻨﺱ‪ ،‬ﻭﺍﻟﺭﺍﺘﺏ‪ ،‬ﻭﻋـﺩﺩ‬
‫ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ‪ ،‬ﻭﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ(؟‬

‫ﻭﻗﺩ ﺍﻨﺒﺜﻘﺕ ﻋﻥ ﻫﺫﺍ ﺍﻟﺴﺅﺍل ﺍﻟﻔﺭﻀﻴﺎﺕ ﺍﻵﺘﻴﺔ‪:‬‬

‫‪ .1‬ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ )‪ (0.05 ≥ α‬ﻓﻲ ﺩﺭﺠﺔ ﺍﻟﺭﻀـﺎ ﺍﻟـﻭﻅﻴﻔﻲ ﻟـﺩﻯ‬
‫ﺍﻟﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺒﻴﺕ ﻟﺤﻡ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ‪.‬‬

‫ﻟﻠﺘﺤﻘﻕ ﻤﻥ ﺼﺤﺔ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻷﻭﻟﻰ ﺤﺴﺒﺕ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻻﺴﺘﺠﺎﺒﺎﺕ ﺃﻓـﺭﺍﺩ‬
‫ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﻭﺍﺴﺘﺨﺩﻡ ﺍﺨﺘﺒﺎﺭ )ﺕ( ﺍﻹﺤﺼﺎﺌﻲ ﻭﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ (6‬ﻴﻭﻀﺢ ﺫﻟﻙ ‪.‬‬

‫ﺍﻟﺠﺩﻭل )‪(6‬‬

‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻭﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ )ﺕ( ﺍﻹﺤﺼﺎﺌﻲ ﻻﺴﺘﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺘﺒﻌﹰﺎ‬
‫ﻟﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ‪.‬‬

‫ـﺴﺘﻭﻯ‬
‫ﺍﻟﻤﺘﻭﺴــﻁ ﺍﻻﻨﺤــــﺭﺍﻑ ﻗﻴﻤــــﺔ ﺕ ﺩﺭﺠــﺎﺕ ﻤـ‬ ‫ﺍﻟﺒﻌﺩ‬
‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﺍﻟﺤﺭﻴﺔ‬ ‫ﺍﻟﻤﺤﺴﻭﺒﺔ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻟﺠﻨﺱ‬

‫‪0.66‬‬ ‫‪168‬‬ ‫‪0.43‬‬ ‫‪0.31‬‬ ‫‪1.55‬‬ ‫‪82‬‬ ‫ﺫﻜﺭ‬

‫‪0.32‬‬ ‫‪1.58‬‬ ‫‪88‬‬ ‫ﺃﻨﺜﻰ‬ ‫ﺍﻟﻌﺎﻤل ﺍﻻﻗﺘﺼﺎﺩﻱ‬

‫‪0.81‬‬ ‫‪168‬‬ ‫‪0.23‬‬ ‫‪0.37‬‬ ‫‪3.46‬‬ ‫‪82‬‬ ‫ﺫﻜﺭ‬ ‫ﺍﻟﻤﻜﺎﻨﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻟﻠﻤﻌﻠﻡ‬

‫‪0.37‬‬ ‫‪3.45‬‬ ‫‪88‬‬ ‫ﺃﻨﺜﻰ‬

‫‪0.61‬‬ ‫‪168‬‬ ‫‪0.49‬‬ ‫‪0.31‬‬ ‫‪3.97‬‬ ‫‪82‬‬ ‫ﺫﻜﺭ‬ ‫ﺒﻴﺌﺔ ﺍﻟﻌﻤل‬

‫‪0.35‬‬ ‫‪3.94‬‬ ‫‪88‬‬ ‫ﺃﻨﺜﻰ‬

‫‪0.80‬‬ ‫‪168‬‬ ‫‪0.24‬‬ ‫‪0.23‬‬ ‫‪3.13‬‬ ‫‪82‬‬ ‫ﺫﻜﺭ‬ ‫ﺍﻟﻜﻠﻲ‬

‫‪19‬‬
 ‫‪0.23‬‬ ‫‪3.12‬‬ ‫‪88‬‬ ‫ﺃﻨﺜﻰ‬

‫ﺘﺸﻴﺭ ﺍﻟﻤﻌﻁﻴﺎﺕ ﺍﻟﻭﺍﺭﺩﺓ ﻓﻲ ﺍﻟﺠﺩﻭل ﺍﻟﺴﺎﺒﻕ ﺇﻟﻰ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟـﺔ‬
‫)‪ (0.05 ≥ α‬ﻓﻲ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻟﺩﺭﺠﺔ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻓﻲ‬
‫ﻤﺤﺎﻓﻅﺔ ﺒﻴﺕ ﻟﺤﻡ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ ‪.‬‬

‫ﻭﻴﻤﻜﻥ ﺘﻔﺴﻴﺭ ﺫﻟﻙ ﺒﺄﻥ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻤﻥ ﻜﻼ ﺍﻟﺠﻨﺴﻴﻥ )ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ( ﻴﻌﻴﺸﻭﻥ ﻨﻔﺱ ﺍﻟﻅﺭﻭﻑ ﻭﻴﺨﻀﻌﻭﻥ ﻟﻨﻔﺱ‬
‫ﺍﻷﻨﻅﻤﺔ ﻭﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﻭﺍﻟﻘﻭﺍﻨﻴﻥ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺒﺤﻴﺙ ﻻ ﺘﻤﻴﺯ ﻫﺫﻩ ﺍﻷﻨﻅﻤﺔ ﻭﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺒﻴﻥ ﻤﺩﺍﺭﺱ ﺍﻟﺫﻜﻭﺭ ﻭﻤﺩﺍﺭﺱ‬
‫ﺍﻹﻨﺎﺙ‪.‬‬

‫‪-2‬ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺜﺎﻨﻴﺔ‪ " :‬ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ )‪ (0.05 ≥ α‬ﻓﻲ ﺩﺭﺠﺔ ﺍﻟﺭﻀﺎ‬
‫ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺒﻴﺕ ﻟﺤﻡ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ ﺍﻟﺭﺍﺘﺏ‪.‬‬

‫ﻟﻠﺘﺤﻘﻕ ﻤﻥ ﺼﺤﺔ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺜﺎﻨﻴﺔ ﺤﺴﺒﺕ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻻﺴﺘﺠﺎﺒﺎﺕ ﺃﻓـﺭﺍﺩ‬
‫ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﻭﺍﺴﺘﺨﺩﻡ ﺍﺨﺘﺒﺎﺭ )ﺕ( ﺍﻹﺤﺼﺎﺌﻲ ﻭﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ (7‬ﻴﻭﻀﺢ ﺫﻟﻙ ‪.‬‬

‫ﺍﻟﺠﺩﻭل )‪(7‬‬

‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻻﺴﺘﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻭﻓﻘﺎ ﻟﻤﺘﻐﻴﺭ ﺍﻟﺭﺍﺘﺏ‬

‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﺒﻌﺩ‬
‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻟﺭﺍﺘﺏ‬

‫‪0.36‬‬ ‫‪1.60‬‬ ‫‪66‬‬ ‫‪2500-2000‬‬

‫‪0.28‬‬ ‫‪1.54‬‬ ‫‪69‬‬ ‫‪3000-2501‬‬ ‫ﺍﻟﻌﺎﻤل ﺍﻻﻗﺘﺼﺎﺩﻱ‬

‫‪0.31‬‬ ‫‪1.57‬‬ ‫‪30‬‬ ‫‪3500-3001‬‬

‫‪0.19‬‬ ‫‪1.48‬‬ ‫‪5‬‬ ‫ﺃﻜﺜﺭ ﻤﻥ ‪3500‬‬

‫‪0.37‬‬ ‫‪3.49‬‬ ‫‪66‬‬ ‫‪2500-2000‬‬

‫‪0.36‬‬ ‫‪3.43‬‬ ‫‪69‬‬ ‫‪3000-2501‬‬ ‫ﺍﻟﻤﻜﺎﻨﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻟﻠﻤﻌﻠﻡ‬

‫‪0.37‬‬ ‫‪3.43‬‬ ‫‪30‬‬ ‫‪3500-3001‬‬

‫‪20‬‬
 ‫‪0.47‬‬ ‫‪3.34‬‬ ‫‪5‬‬ ‫ﺃﻜﺜﺭ ﻤﻥ ‪3500‬‬

‫‪0.35‬‬ ‫‪3.97‬‬ ‫‪66‬‬ ‫‪2500-2000‬‬ ‫ﺒﻴﺌﺔ ﺍﻟﻌﻤل‬

‫‪0.31‬‬ ‫‪3.96‬‬ ‫‪69‬‬ ‫‪3000-2501‬‬

‫‪0.33‬‬ ‫‪3.95‬‬ ‫‪30‬‬ ‫‪3500-3001‬‬

‫‪0.36‬‬ ‫‪3.76‬‬ ‫‪5‬‬ ‫ﺃﻜﺜﺭ ﻤﻥ ‪3500‬‬

‫‪0.24‬‬ ‫‪3.16‬‬ ‫‪66‬‬ ‫‪2500-2000‬‬ ‫ﺍﻟﻜﻠﻲ‬

‫‪0.21‬‬ ‫‪3.12‬‬ ‫‪69‬‬ ‫‪3000-2501‬‬

‫‪0.21‬‬ ‫‪3.12‬‬ ‫‪30‬‬ ‫‪3500-3001‬‬

‫‪0.26‬‬ ‫‪2.99‬‬ ‫‪5‬‬ ‫ﺃﻜﺜﺭ ﻤﻥ ‪3500‬‬

‫ﻴﺒﻴﻥ ﺍﻟﺠﺩﻭل ﺃﻨﻪ ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻓﻲ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴـﺔ ﺘﺒﻌـﹰﺎ‬
‫ﻟﻤﺘﻐﻴﺭ ﺍﻟﺭﺍﺘﺏ‪.‬‬

‫ﻭﻟﻠﺘﺄﻜﺩ ﻤﻥ ﺫﻟﻙ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺨﺘﺒﺎﺭ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ‪ ،‬ﻭﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ (8‬ﻴﻭﻀﺢ ﺫﻟﻙ‪.‬‬

‫ﺍﻟﺠﺩﻭل )‪(8‬‬

‫ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ ﻻﺴﺘﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺘﺒﻌﹰﺎ ﻟﻤﺘﻐﻴﺭ ﺍﻟﺭﺍﺘﺏ‪.‬‬

‫ـﻁ ﻗﻴﻤـــﺔ ﻑ ﺍﻟﺩﻻﻟــــﺔ‬

‫ﻤﺠﻤــﻭﻉ ﺩﺭﺠــﺎﺕ ﻤﺘﻭﺴـــ‬ ‫ﻤﺼﺩﺭ ﺍﻟﺘﺒﺎﻴﻥ‬ ‫ﺍﻟﺒﻌﺩ‬
‫ﺍﻹﺤﺼﺎﺌﻴﺔ‬ ‫ﺍﻟﻤﺤﺴﻭﺒﺔ‬ ‫ﺍﻟﻤﺭﺒﻌﺎﺕ‬ ‫ﺍﻟﺤﺭﻴﺔ‬ ‫ﺍﻟﻤﺭﺒﻌﺎﺕ‬

‫‪0.70‬‬ ‫‪0.48‬‬ ‫‪0.05‬‬ ‫‪3‬‬ ‫‪0.14‬‬ ‫ﺒﻴﻥ ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬

‫‪0.10‬‬ ‫‪166‬‬ ‫‪16.70‬‬ ‫ﺩﺍﺨل ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬ ‫ﺍﻟﻌﺎﻤل ﺍﻻﻗﺘﺼﺎﺩﻱ‬

‫‪169‬‬ ‫‪16.85‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬

‫‪0.70‬‬ ‫‪0.48‬‬ ‫‪0.06‬‬ ‫‪3‬‬ ‫‪0.19‬‬ ‫ﺒﻴﻥ ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬

‫‪0.14‬‬ ‫‪166‬‬ ‫‪22.49‬‬ ‫ﺩﺍﺨل ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬

‫‪21‬‬
 ‫‪169‬‬ ‫‪22.68‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬ ‫ﺍﻟﻤﻜﺎﻨﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬
‫ﻟﻠﻤﻌﻠﻡ‬

‫‪0.58‬‬ ‫‪0.66‬‬ ‫‪0.07‬‬ ‫‪3‬‬ ‫‪0.22‬‬ ‫ﺒﻴﻥ ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬

‫‪0.11‬‬ ‫‪166‬‬ ‫‪18.24‬‬ ‫ﺩﺍﺨل ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬ ‫ﺒﻴﺌﺔ ﺍﻟﻌﻤل‬

‫‪169‬‬ ‫‪18.45‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬

‫‪0.37‬‬ ‫‪1.06‬‬ ‫‪0.05‬‬ ‫‪3‬‬ ‫‪0.16‬‬ ‫ﺒﻴﻥ ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬ ‫ﺍﻟﻜﻠﻲ‬

‫‪0.05‬‬ ‫‪166‬‬ ‫‪8.42‬‬ ‫ﺩﺍﺨل ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬

‫‪169‬‬ ‫‪8.58‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬

‫ﺘﺸﻴﺭ ﺍﻟﻤﻌﻁﻴﺎﺕ ﺍﻟﻭﺍﺭﺩﺓ ﻓﻲ ﺍﻟﺠﺩﻭل ﺍﻟﺴﺎﺒﻕ ﺇﻟﻰ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ‬
‫)‪ (0.05 ≥ α‬ﻓﻲ ﺩﺭﺠﺔ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺒﻴﺕ ﻟﺤﻡ‬
‫ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ ﺍﻟﺭﺍﺘﺏ‪.‬‬

‫ﻭﺭﺒﻤﺎ ﻴﻌﻭﺩ ﺫﻟﻙ ﺇﻟﻰ ﺃﻥ ﺍﻟﻤﻌﻠﻤﻴﻥ ﺒﻐﺽ ﺍﻟﻨﻅﺭ ﻋﻥ ﺍﻟﺭﺍﺘﺏ ﻓﺈﻨﻬﻡ ﻴﺤﻤﻠﻭﻥ ﻨﻔﺱ ﺍﻟﺘﻭﺠﻪ ﺘﺠﺎﻩ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‬
‫ﻭﺫﻟﻙ ﺒﺴﺒﺏ ﺘﺸﺎﺒﻪ ﺍﻟﻅﺭﻭﻑ ﺍﻟﺘﻲ ﻴﻌﻴﺸﻭﻨﻬﺎ‪ .‬ﻭﺃﻥ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻭﺍﻟﻤﻌﻠﻤﺎﺕ ﻴﻌﻠﻤﻭﻥ ﻤﺴﺒﻘﹰﺎ ﺍﻟﺭﺍﺘﺏ ﺍﻟـﺫﻱ ﻴﻤﻜـﻥ ﺃﻥ‬
‫ﻴﺘﻘﺎﻀﻭﻩ ﻤﻥ ﺨﻼل ﻭﻅﻴﻔﺘﻬﻡ‪ ،‬ﻭﺒﺎﻟﺘﺎﻟﻲ ﻻ ﻴﻭﺠﺩ ﺃﻤﺎﻤﻬﻡ ﺨﻴﺎﺭ ﺇﻻ ﺍﻟﻘﺒﻭل ﺒﻤﺎ ﻫﻭ ﻤﻭﺠﻭﺩ ﻭﺨـﺼﻭﺼﹰﺎ ﻓـﻲ ﻫـﺫﻩ‬
‫ﺍﻟﻅﺭﻭﻑ ﺍﻟﺘﻲ ﻴﻌﻴﺸﻬﺎ ﺍﻟﺸﻌﺏ ﺍﻟﻔﻠﺴﻁﻴﻨﻲ ﺒﺸﻜل ﻋﺎﻡ ﻤﻥ ﻭﻀﻊ ﺍﻗﺘﺼﺎﺩﻱ ﺴﻲﺀ‪.‬‬

‫‪-3‬ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ‪ " :‬ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ )‪ (0.05 ≥ α‬ﻓﻲ ﺩﺭﺠﺔ ﺍﻟﺭﻀﺎ‬
‫ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺒﻴﺕ ﻟﺤﻡ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ ﻋﺩﺩ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ‪.‬‬

‫ﻟﻠﺘﺤﻘﻕ ﻤﻥ ﺼﺤﺔ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ ﺤﺴﺒﺕ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻻﺴـﺘﺠﺎﺒﺎﺕ ﺃﻓـﺭﺍﺩ‬
‫ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﻭﺍﺴﺘﺨﺩﻡ ﺍﺨﺘﺒﺎﺭ )ﺕ( ﺍﻹﺤﺼﺎﺌﻲ ﻭﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ (9‬ﻴﻭﻀﺢ ﺫﻟﻙ ‪.‬‬

‫ﺍﻟﺠﺩﻭل )‪(9‬‬

‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻻﺴﺘﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻭﻓﻘﺎ ﻟﻤﺘﻐﻴﺭ ﻋﺩﺩ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ‬

‫ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﻋﺩﺩ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ‬ ‫ﺍﻟﺒﻌﺩ‬

‫ﺍﻻﻨﺤﺭﺍﻑ‬

‫‪22‬‬
‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬

‫‪0.38‬‬ ‫‪1.60‬‬ ‫‪43‬‬ ‫ﺃﻗل ﻤﻥ ‪ 5‬ﺴﻨﻭﺍﺕ‬

‫‪0.28‬‬ ‫‪1.54‬‬ ‫‪48‬‬ ‫‪ 10-6‬ﺴﻨﻭﺍﺕ‬ ‫ﺍﻟﻌﺎﻤل ﺍﻻﻗﺘﺼﺎﺩﻱ‬

‫‪0.37‬‬ ‫‪1.62‬‬ ‫‪41‬‬ ‫‪ 15-11‬ﺴﻨﺔ‬

‫‪0.21‬‬ ‫‪1.51‬‬ ‫‪17‬‬ ‫‪ 20-16‬ﺴﻨﺔ‬

‫‪0.18‬‬ ‫‪1.49‬‬ ‫‪21‬‬ ‫‪ 21‬ﺴﻨﺔ ﻓﺄﻜﺜﺭ‬

‫‪0.35‬‬ ‫‪3.53‬‬ ‫‪43‬‬ ‫ﺃﻗل ﻤﻥ ‪ 5‬ﺴﻨﻭﺍﺕ‬

‫‪0.37‬‬ ‫‪3.39‬‬ ‫‪48‬‬ ‫‪ 10-6‬ﺴﻨﻭﺍﺕ‬ ‫ﺍﻟﻤﻜﺎﻨﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻟﻠﻤﻌﻠﻡ‬

‫‪0.35‬‬ ‫‪3.50‬‬ ‫‪41‬‬ ‫‪ 15-11‬ﺴﻨﺔ‬

‫‪0.42‬‬ ‫‪3.29‬‬ ‫‪17‬‬ ‫‪ 20-16‬ﺴﻨﺔ‬

‫‪0.33‬‬ ‫‪3.46‬‬ ‫‪21‬‬ ‫‪ 21‬ﺴﻨﺔ ﻓﺄﻜﺜﺭ‬

‫‪0.30‬‬ ‫‪4.02‬‬ ‫‪43‬‬ ‫ﺃﻗل ﻤﻥ ‪ 5‬ﺴﻨﻭﺍﺕ‬ ‫ﺒﻴﺌﺔ ﺍﻟﻌﻤل‬

‫‪0.38‬‬ ‫‪3.89‬‬ ‫‪48‬‬ ‫‪ 10-6‬ﺴﻨﻭﺍﺕ‬

‫‪0.34‬‬ ‫‪3.97‬‬ ‫‪41‬‬ ‫‪ 15-11‬ﺴﻨﺔ‬

‫‪0.29‬‬ ‫‪3.90‬‬ ‫‪17‬‬ ‫‪ 20-16‬ﺴﻨﺔ‬

‫‪0.25‬‬ ‫‪3.97‬‬ ‫‪21‬‬ ‫‪ 21‬ﺴﻨﺔ ﻓﺄﻜﺜﺭ‬

‫‪0.23‬‬ ‫‪3.19‬‬ ‫‪43‬‬ ‫ﺃﻗل ﻤﻥ ‪ 5‬ﺴﻨﻭﺍﺕ‬ ‫ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ‬

‫‪0.22‬‬ ‫‪3.08‬‬ ‫‪48‬‬ ‫‪ 10-6‬ﺴﻨﻭﺍﺕ‬

‫‪0.23‬‬ ‫‪3.17‬‬ ‫‪41‬‬ ‫‪ 15-11‬ﺴﻨﺔ‬

‫‪0.20‬‬ ‫‪3.04‬‬ ‫‪17‬‬ ‫‪ 20-16‬ﺴﻨﺔ‬

‫‪23‬‬
 ‫‪0.17‬‬ ‫‪3.12‬‬ ‫‪21‬‬ ‫‪ 21‬ﺴﻨﺔ ﻓﺄﻜﺜﺭ‬

‫ﻴﺒﻴﻥ ﺍﻟﺠﺩﻭل ﺃﻨﻪ ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻓﻲ ﻤﺘﻭﺴﻁﺎﺕ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴـﺔ ﺘﺒﻌـﹰﺎ‬
‫ﻟﻤﺘﻐﻴﺭ ﻋﺩﺩ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ‪.‬‬

‫ﻭﻟﻠﺘﺄﻜﺩ ﻤﻥ ﺫﻟﻙ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺨﺘﺒﺎﺭ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ‪ ،‬ﻭﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ (10‬ﻴﻭﻀﺢ ﺫﻟﻙ‪.‬‬

‫ﺍﻟﺠﺩﻭل )‪(10‬‬

‫ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ ﻻﺴﺘﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻭﻓﻘﹰﺎ ﻟﻤﺘﻐﻴﺭ ﻋﺩﺩ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ‪.‬‬

‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﻗﻴﻤﺔ ﻑ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺠﻤﻭﻉ‬ ‫ﻤﺼﺩﺭ ﺍﻟﺘﺒﺎﻴﻥ‬ ‫ﺍﻟﺒﻌﺩ‬

‫ﺍﻹﺤﺼﺎﺌﻴﺔ‬ ‫ﺍﻟﻤﺤﺴﻭﺒﺔ‬ ‫ﺍﻟﻤﺭﺒﻌﺎﺕ‬ ‫ﺍﻟﺤﺭﻴﺔ‬ ‫ﺍﻟﻤﺭﺒﻌﺎﺕ‬

‫‪0.41‬‬ ‫‪0.99‬‬ ‫‪0.10‬‬ ‫‪4‬‬ ‫‪0.40‬‬ ‫ﺒﻴﻥ ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬

‫‪0.10‬‬ ‫‪165‬‬ ‫‪16.45‬‬ ‫ﺩﺍﺨل ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬ ‫ﺍﻟﻌﺎﻤل ﺍﻻﻗﺘﺼﺎﺩﻱ‬

‫‪169‬‬ ‫‪16.85‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬

‫‪0.11‬‬ ‫‪1.90‬‬ ‫‪0.25‬‬ ‫‪4‬‬ ‫‪1.00‬‬ ‫ﺒﻴﻥ ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬

‫‪0.13‬‬ ‫‪165‬‬ ‫‪21.68‬‬ ‫ﺩﺍﺨل ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬

‫‪169‬‬ ‫‪22.68‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬ ‫ﺍﻟﻤﻜﺎﻨﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬

‫ﻟﻠﻤﻌﻠﻡ‬

‫‪0.41‬‬ ‫‪1.00‬‬ ‫‪0.11‬‬ ‫‪4‬‬ ‫‪0.44‬‬ ‫ﺒﻴﻥ ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬

‫‪0.11‬‬ ‫‪165‬‬ ‫‪18.02‬‬ ‫ﺩﺍﺨل ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬ ‫ﺒﻴﺌﺔ ﺍﻟﻌﻤل‬

‫‪169‬‬ ‫‪18.45‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬

‫‪0.06‬‬ ‫‪2.35‬‬ ‫‪0.12‬‬ ‫‪4‬‬ ‫‪0.46‬‬ ‫ﺒﻴﻥ ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬ ‫ﺍﻟﻜﻠﻲ‬

‫‪0.05‬‬ ‫‪165‬‬ ‫‪8.12‬‬ ‫ﺩﺍﺨل ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬

‫‪169‬‬ ‫‪8.58‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬

‫‪24‬‬
 ‫ﺘﺸﻴﺭ ﺍﻟﻤﻌﻁﻴﺎﺕ ﺍﻟﻭﺍﺭﺩﺓ ﻓﻲ ﺍﻟﺠﺩﻭل ﺍﻟﺴﺎﺒﻕ ﺇﻟﻰ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ‬
‫)‪ (0.05 ≥α‬ﻓﻲ ﺩﺭﺠﺔ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺒﻴﺕ ﻟﺤﻡ‬
‫ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ ﻋﺩﺩ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ‪.‬‬

‫ﻭﻴﻤﻜﻥ ﺘﻔﺴﻴﺭ ﺫﻟﻙ ﺒﺄﻥ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻤﻥ ﺃﺼﺤﺎﺏ ﺍﻟﺨﺒﺭﺍﺕ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻴﺘﻡ ﺇﺨﻀﺎﻋﻬﻡ ﻟـﺩﻭﺭﺍﺕ ﻭﺒـﺭﺍﻤﺞ ﺇﻋـﺩﺍﺩ‬
‫ﺘﺄﻫﻴﻠﻴﺔ ﻤﻤﺎ ﻴﺠﻌﻠﻬﻡ ﻴﺘﺴﺎﻭﻭﻥ ﻓﻲ ﺨﺒﺭﺘﻬﻡ ﺒﺭﻏﻡ ﺍﺨﺘﻼﻑ ﻋﺩﺩ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ ﻓﻲ ﺍﻟﻌﻤل‪ .‬ﻭﺃﻥ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻤﻥ ﺫﻭﻱ‬
‫ﺍﻟﺨﺒﺭﺍﺕ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻴﻌﻴﺸﻭﻥ ﻨﻔﺱ ﺍﻟﻭﺍﻗﻊ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﻴﺨﻀﻌﻭﻥ ﻟﻨﻔﺱ ﺍﻷﻨﻅﻤﺔ ﻭﺍﻟﻘـﻭﺍﻨﻴﻥ ﺒﻐـﺽ‬
‫ﺍﻟﻨﻅﺭ ﻋﻥ ﻋﺩﺩ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ‪.‬‬

‫‪-3‬ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺭﺍﺒﻌﺔ‪ " :‬ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟـﺔ )‪ (0.05 ≥ α‬ﻓـﻲ ﺩﺭﺠـﺔ‬
‫ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺒﻴﺕ ﻟﺤﻡ ﺘﻌـﺯﻯ ﻟﻤﺘﻐﻴـﺭ ﺍﻟﻤﺅﻫـل‬
‫ﺍﻟﻌﻠﻤﻲ‪.‬‬

‫ﻟﻠﺘﺤﻘﻕ ﻤﻥ ﺼﺤﺔ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺭﺍﺒﻌﺔ ﺤﺴﺒﺕ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻻﺴﺘﺠﺎﺒﺎﺕ ﺃﻓـﺭﺍﺩ‬
‫ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﻭﺍﺴﺘﺨﺩﻡ ﺍﺨﺘﺒﺎﺭ )ﺕ( ﺍﻹﺤﺼﺎﺌﻲ ﻭﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ (11‬ﻴﻭﻀﺢ ﺫﻟﻙ ‪.‬‬

‫ﺍﻟﺠﺩﻭل )‪(11‬‬

‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻻﺴﺘﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻭﻓﻘﺎ ﻟﻤﺘﻐﻴﺭ ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ‬

‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﺒﻌﺩ‬
‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ‬

‫‪0.14‬‬ ‫‪1.49‬‬ ‫‪11‬‬ ‫ﺩﺒﻠﻭﻡ‬

‫‪0.31‬‬ ‫‪1.55‬‬ ‫‪145‬‬ ‫ﺒﻜﺎﻟﻭﺭﻴﻭﺱ‬ ‫ﺍﻟﻌﺎﻤل ﺍﻻﻗﺘﺼﺎﺩﻱ‬

‫‪0.43‬‬ ‫‪1.76‬‬ ‫‪14‬‬ ‫ﻤﺎﺠﺴﺘﻴﺭ ﻓﺄﻋﻠﻰ‬

‫‪0.42‬‬ ‫‪3.30‬‬ ‫‪11‬‬ ‫ﺩﺒﻠﻭﻡ‬

‫‪0.35‬‬ ‫‪3.46‬‬ ‫‪145‬‬ ‫ﺒﻜﺎﻟﻭﺭﻴﻭﺱ‬ ‫ﺍﻟﻤﻜﺎﻨﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻟﻠﻤﻌﻠﻡ‬

‫‪0.48‬‬ ‫‪3.44‬‬ ‫‪14‬‬ ‫ﻤﺎﺠﺴﺘﻴﺭ ﻓﺄﻋﻠﻰ‬

‫‪0.20‬‬ ‫‪3.99‬‬ ‫‪11‬‬ ‫ﺩﺒﻠﻭﻡ‬ ‫ﺒﻴﺌﺔ ﺍﻟﻌﻤل‬

‫‪25‬‬
 ‫‪0.33‬‬ ‫‪3.97‬‬ ‫‪145‬‬ ‫ﺒﻜﺎﻟﻭﺭﻴﻭﺱ‬

‫‪0.43‬‬ ‫‪3.81‬‬ ‫‪14‬‬ ‫ﻤﺎﺠﺴﺘﻴﺭ ﻓﺄﻋﻠﻰ‬

‫‪0.17‬‬ ‫‪3.08‬‬ ‫‪11‬‬ ‫ﺩﺒﻠﻭﻡ‬ ‫ﺍﻟﻜﻠﻲ‬

‫‪0.22‬‬ ‫‪3.13‬‬ ‫‪145‬‬ ‫ﺒﻜﺎﻟﻭﺭﻴﻭﺱ‬

‫‪0.34‬‬ ‫‪3.12‬‬ ‫‪14‬‬ ‫ﻤﺎﺠﺴﺘﻴﺭ ﻓﺄﻋﻠﻰ‬

‫ﺘﺸﻴﺭ ﺍﻟﻤﻌﻁﻴﺎﺕ ﺍﻟﻭﺍﺭﺩﺓ ﻓﻲ ﺍﻟﺠﺩﻭل ﺃﻋﻼﻩ ﺇﻟﻰ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ )‪≥ α‬‬
‫‪ (0.05‬ﻓﻲ ﺩﺭﺠﺔ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ ﺍﻟﻤﻌﻠﻤﻴﻥ ﺘﺒﻌﹰﺎ ﻟﻤﺘﻐﻴﺭ ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ‪.‬‬

‫ﻭﻟﻠﻭﻗﻭﻑ ﻋﻠﻰ ﺩﻻﻟﺔ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‪ ،‬ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺨﺘﺒﺎﺭ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ ﻭﺍﻟﺠـﺩﻭل ﺭﻗـﻡ‬
‫)‪ (12‬ﻴﻭﻀﺢ ﺫﻟﻙ‪.‬‬

‫ﺍﻟﺠﺩﻭل )‪(12‬‬

‫ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ ﻻﺴﺘﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻭﻓﻘﹰﺎ ﻟﻤﺘﻐﻴﺭ ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ‬

‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﻗﻴﻤﺔ ﻑ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺠﻤﻭﻉ‬ ‫ﻤﺼﺩﺭ ﺍﻟﺘﺒﺎﻴﻥ‬ ‫ﺍﻟﺒﻌﺩ‬

‫ﺍﻹﺤﺼﺎﺌﻴﺔ‬ ‫ﺍﻟﻤﺤﺴﻭﺒﺔ‬ ‫ﺍﻟﻤﺭﺒﻌﺎﺕ‬ ‫ﺍﻟﺤﺭﻴﺔ‬ ‫ﺍﻟﻤﺭﺒﻌﺎﺕ‬

‫‪0.038‬‬ ‫‪3.22‬‬ ‫‪0.32‬‬ ‫‪2‬‬ ‫‪0.64‬‬ ‫ﺒﻴﻥ ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬

‫‪0.10‬‬ ‫‪167‬‬ ‫‪16.20‬‬ ‫ﺩﺍﺨل ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬ ‫ﺍﻟﻌﺎﻤل ﺍﻻﻗﺘﺼﺎﺩﻱ‬

‫‪169‬‬ ‫‪16.85‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬

‫‪0.36‬‬ ‫‪1.03‬‬ ‫‪0.14‬‬ ‫‪2‬‬ ‫‪0.28‬‬ ‫ﺒﻴﻥ ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬

‫‪0.13‬‬ ‫‪167‬‬ ‫‪22.41‬‬ ‫ﺩﺍﺨل ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬

‫‪169‬‬ ‫‪22.68‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬ ‫ﺍﻟﻤﻜﺎﻨﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬

‫ﻟﻠﻤﻌﻠﻡ‬

‫‪0.24‬‬ ‫‪1.43‬‬ ‫‪0.16‬‬ ‫‪2‬‬ ‫‪0.31‬‬ ‫ﺒﻴﻥ ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬

‫‪0.11‬‬ ‫‪167‬‬ ‫‪18.14‬‬ ‫ﺩﺍﺨل ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬ ‫ﺒﻴﺌﺔ ﺍﻟﻌﻤل‬

‫‪26‬‬
 ‫‪169‬‬ ‫‪18.45‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬

‫‪0.73‬‬ ‫‪0.31‬‬ ‫‪0.02‬‬ ‫‪2‬‬ ‫‪0.03‬‬ ‫ﺒﻴﻥ ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬ ‫ﺍﻟﻜﻠﻲ‬

‫‪0.05‬‬ ‫‪167‬‬ ‫‪8.55‬‬ ‫ﺩﺍﺨل ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬

‫‪169‬‬ ‫‪8.58‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬

‫ﺘﺸﻴﺭ ﺍﻟﻤﻌﻁﻴﺎﺕ ﺍﻟﻭﺍﺭﺩﺓ ﻓﻲ ﺍﻟﺠﺩﻭل ﺍﻟﺴﺎﺒﻕ ﺇﻟﻰ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ‬
‫)‪ (0.05 ≥ α‬ﻓﻲ ﺩﺭﺠﺔ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺒﻴﺕ ﻟﺤﻡ‬
‫ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ ﻓﻲ ﺒﻌﺩ ﺍﻟﻤﻜﺎﻨﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻟﻠﻤﻌﻠﻡ ﻭﺒﻌﺩ ﺒﻴﺌﺔ ﺍﻟﻌﻤل‪ ،‬ﻭﺃﺸﺎﺭﺕ ﺇﻟﻰ ﻭﺠـﻭﺩ ﻓـﺭﻭﻕ‬
‫ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ )‪ (0.05 ≥ α‬ﻓﻲ ﺒﻌﺩ ﺍﻟﻌﺎﻤل ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﻜﺎﻨـﺕ ﻟـﺼﺎﻟﺢ ﺤﻤﻠـﺔ‬
‫ﺍﻟﻤﺎﺠﺴﺘﻴﺭ‪ ،‬ﻭﺭﺒﻤﺎ ﻴﻌﻭﺩ ﺫﻟﻙ ﺇﻟﻰ ﻭﺠﻭﺩ ﻁﻤﻭﺡ ﻟﺩﻯ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻤﻥ ﺤﻤﻠﺔ ﺍﻟﻤﺎﺠﺴﺘﻴﺭ ﻟﻠﺤـﺼﻭل ﻋﻠـﻰ ﺘﺭﻗﻴـﺎﺕ‬
‫ﻭﺍﻟﻭﺼﻭل ﺇﻟﻰ ﻤﻨﺎﺼﺏ ﻋﻠﻴﺎ ﻟﺘﺤﻘﻴﻕ ﻭﻀﻊ ﺍﻗﺘﺼﺎﺩﻱ ﺃﻓﻀل ﻴﺘﻨﺎﺴﺏ ﻤﻊ ﻤﺅﻫﻠﻬﻡ ﺍﻟﻌﻠﻤﻲ‪.‬‬

‫ﻭﻓﻲ ﻀﻭﺀ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﻴﻭﺼﻲ ﺍﻟﺒﺎﺤﺙ ﺒﻤﺎ ﻴﺄﺘﻲ‪:‬‬

‫‪ .1‬ﺍﻻﺭﺘﻘﺎﺀ ﺒﺎﻟﻤﺴﺘﻭﻯ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺍﻻﺠﺘﻤﺎﻋﻲ ﻟﻠﻤﻌﻠﻡ ﺒﻤﺎ ﻴﻤﻜﻨﻪ ﻤﻥ ﻤﻭﺍﺠﻬﺔ ﺃﻋﺒﺎﺀ ﻭﻤﺼﺎﻋﺏ ﺍﻟﺤﻴﺎﺓ ﺤﺘﻰ‬
‫ﻴﺘﻔﺭﻍ ﻟﻌﻤﻠﻪ‪.‬‬

‫‪ .2‬ﺘﻐﻴﻴﺭ ﻨﻅﺭﺓ ﺍﻟﻤﺠﺘﻤﻊ ﻟﻤﻬﻨﺔ ﺍﻟﺘﻌﻠﻴﻡ ﻭﺍﻻﺭﺘﻘﺎﺀ ﺒﻤﺴﺘﻭﻯ ﻤﻥ ﺍﻟﺘﻘﺩﻴﺭ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻴـﻭﺍﺯﻱ ﺃﻫﻤﻴـﺔ ﻤﻬﻨـﺔ‬
‫ﺍﻟﺘﻌﻠﻴﻡ ﻭﺸﺭﻓﻬﺎ‪.‬‬

‫‪ .3‬ﺘﻭﻓﻴﺭ ﺠﻭ ﻨﻔﺴﻲ ﺍﻨﻔﻌﺎﻟﻲ ﻤﺤﺒﺏ ﻟﻠﻤﻌﻠﻤﻴﻥ ﻤﻤﺎ ﻴﺅﺩﻱ ﺇﻟﻰ ﺘﺤﺴﻴﻥ ﺍﻟﺘﻌﻠﻴﻡ ﻭﻴﺴﺎﻋﺩ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﻟﺘﺭﻜﻴﺯ‬
‫ﻓﻲ ﺃﻋﻤﺎﻟﻬﻡ ﺍﻟﻤﻬﻨﻴﺔ ﻭﺍﻟﻘﻴﺎﻡ ﺒﻬﺎ ﻋﻠﻰ ﺃﻜﻤل ﻭﺠﻪ‪.‬‬

‫‪ .4‬ﺍﻟﻘﻴﺎﻡ ﺒﺩﺭﺍﺴﺎﺕ ﻤﺸﺎﺒﻬﺔ ﻓﻲ ﺍﻟﻤﺤﺎﻓﻅﺎﺕ ﺍﻷﺨﺭﻯ ﻟﻠﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ ﺍﻟﻤﻌﻠﻤـﻴﻥ‬
‫ﻓﻴﻬﺎ‪.‬‬

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 ‫ﺍﻟﻤﺭﺍﺠﻊ ﺍﻟﻌﺭﺒﻴﺔ‬

‫‪ .1‬ﺠﺎﻤﻌﺔ ﺍﻟﻘﺩﺱ ﺍﻟﻤﻔﺘﻭﺤﺔ‪ .(2008).‬ﺇﺩﺍﺭﺓ ﺍﻟﺼﻑ ﻭﺘﻨﻅﻴﻤﻪ‪ ،‬ﻤﻨﺸﻭﺭﺍﺕ ﺠﺎﻤﻌﺔ ﺍﻟﻘﺩﺱ ﺍﻟﻤﻔﺘﻭﺤﺔ‪.‬‬

‫‪ .2‬ﺍﻟﺠﺭﻴﺩ‪ ،‬ﻋﺎﺭﻑ ﺒﻥ ﻤﺎﻁل )‪" ،(2007‬ﺍﻟﺘﺤﻔﻴﺯ ﻭﺩﻭﺭﻩ ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ‬
‫ﺒﺸﺭﻁﺔ ﻤﻨﻁﻘﺔ ﺍﻟﺠﻭﻑ"‪ .‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ‪ ،‬ﺠﺎﻤﻌﺔ ﻨﺎﻴﻑ ﻟﻠﻌﻠﻭﻡ ﺍﻷﻤﻨﻴﺔ‪.‬‬

‫‪ .3‬ﺍﻟﺤﺭﺍﺤﺸﺔ‪ ،‬ﻤﺤﻤﺩ ﻋﺒﻭﺩ )‪" ،(2008‬ﺍﻟﻨﻤﻁ ﺍﻟﻘﻴﺎﺩﻱ ﺍﻟﺫﻱ ﻴﻤﺎﺭﺴﻪ ﻤﺩﻴﺭﻭ ﺍﻟﻤـﺩﺍﺭﺱ ﻭﻋﻼﻗﺘـﻪ‬
‫ﺒﻤﺴﺘﻭﻯ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﻠﻤﻌﻠﻤﻴﻥ ﻓﻲ ﻤﺩﻴﺭﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻡ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺍﻟﻁﻔﻴﻠﺔ"‪ ،‬ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ‬
‫ﺩﻤﺸﻕ‪ ،‬ﺍﻟﻤﺠﻠﺩ ‪ ،24‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل ﺹ ‪ _323‬ﺹ ‪.362‬‬

‫‪ .4‬ﺤﻤﺩﻱ‪ ،‬ﻤﻭﺴﻰ ﻋﺒﺩ ﺍﷲ ﻤﻬﺩﻱ )‪" ،(2011‬ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻤﺩﺨل ﺭﺌـﻴﺱ ﻟﺘﻁـﻭﻴﺭ ﺍﻟﻌﻤـل‬
‫ﺍﻟﺘﺭﺒﻭﻱ"‪ ،‬ﺼﺤﻴﻔﺔ ﺠﺎﺯﺍﻥ ﺍﻟﺘﺭﺒﻭﻴﺔ‪ ،‬ﻤﻥ ﻤﻭﻗﻊ ‪.http://jep.gov.sa‬‬

‫‪ .5‬ﺸﻘﻴﺭ‪ ،‬ﻋﻼﺀ ﺘﻭﻓﻴﻕ ﺭﺸﻴﺩ )‪" ،(2011‬ﺩﺭﺠﺔ ﻤﻤﺎﺭﺴﺔ ﻤﺩﻴﺭﻱ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻭﻤـﺩﻴﺭﺍﺘﻬﺎ‬
‫ﻟﻠﻘﻴﺎﺩﺓ ﺍﻟﺘﺸﺎﺭﻜﻴﺔ ﻭﻋﻼﻗﺘﻬﺎ ﺒﺎﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻓﻲ ﻤﺤﺎﻓﻅﺎﺕ ﺸﻤﺎل ﺍﻟﻀﻔﺔ ﺍﻟﻐﺭﺒﻴﺔ ﻤﻥ ﻭﺠﻬﺎﺕ ﻨﻅﺭ‬
‫ﺍﻟﻤﻌﻠﻤﻴﻥ ﻭﺍﻟﻤﻌﻠﻤﺎﺕ ﻓﻴﻬﺎ"‪ ،‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻟﻨﺠﺎﺡ ﺍﻟﻭﻁﻨﻴﺔ‪.‬‬

‫‪ .6‬ﺍﻟﺸﻤﺭﻱ‪ ،‬ﺴﺎﻟﻡ ﻋﻭﺍﺩ )‪" ،(2009‬ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﺁﺜﺎﺭﻩ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﻟﻭﻅﻴﻔﻲ"‪،‬‬
‫ﺩﺭﺍﺴﺔ ﺘﻁﺒﻴﻘﻴﺔ ﻋﻠﻰ ﺍﻟﻘﻁﺎﻉ ﺍﻟﺼﻨﺎﻋﻲ ﻓﻲ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺨﻔﺠﻲ ﺍﻟﻤﺸﺘﺭﻜﺔ‪ ،‬ﺭﺴﺎﻟﺔ ﻤﺎﺠـﺴﺘﻴﺭ ﻏﻴـﺭ‬
‫ﻤﻨﺸﻭﺭﺓ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻟﻤﻠﻙ ﻋﺒﺩ ﺍﻟﻌﺯﻴﺯ‪.‬‬

‫‪ .7‬ﺍﻟﺸﻭﺍﻤﺭﺓ‪ ،‬ﻤﺤﻤﺩ ﺨﻠﻴل ﻋﻴﺴﻰ )‪" ،(2007‬ﻤﺴﺘﻭﻯ ﺍﻟﺭﻀﺎ ﺍﻟﻤﻬﻨﻲ ﻟـﺩﻯ ﻤﻌﻠﻤـﻲ ﻭﻤﻌﻠﻤـﺎﺕ‬
‫ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺨﺎﺼﺔ ﻓﻲ ﻤﺩﺍﺭﺱ ﻨﻭﺭ ﺍﻟﻬﺩﻯ ﺍﻟﺘﻁﺒﻴﻘﻴﺔ ﻓﻲ ﺒﻠﺩﺓ ﺒﻴﺘﻭﻨﻴﺎ"‪ .‬ﺭﺴـﺎﻟﺔ ﻤﺎﺠـﺴﺘﻴﺭ ﻏﻴـﺭ‬
‫ﻤﻨﺸﻭﺭﺓ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻟﻘﺩﺱ‪.‬‬

‫‪ .8‬ﺍﻟﺸﻴﺦ ﺨﻠﻴل‪ ،‬ﺠﻭﺍﺩ ﻤﺤﻤﺩ‪ ،‬ﺸﺭﻴﺭ‪ ،‬ﻋﺯﻴﺯﺓ ﻋﺒﺩ ﺍﷲ )‪" ،(2007‬ﺍﻟﺭﻀـﺎ ﺍﻟـﻭﻅﻴﻔﻲ ﻭﻋﻼﻗﺘـﻪ‬
‫ﺒﺒﻌﺽ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ )ﺍﻟﺩﻴﻤﻐﺭﺍﻓﻴﺔ( ﻟﺩﻯ ﺍﻟﻤﻌﻠﻤﻴﻥ"‪ ،‬ﻤﺠﻠﺔ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻹﺴـﻼﻤﻴﺔ )ﺴﻠـﺴﻠﺔ ﺍﻟﺩﺭﺍﺴـﺎﺕ‬
‫ﺍﻹﻨﺴﺎﻨﻴﺔ‪ ،‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺴﺎﺩﺱ ﻋﺸﺭ‪ ،‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل‪ ،‬ﺹ ‪-683‬ﺹ ‪ 711‬ﻴﻨﺎﻴﺭ ‪.2011‬‬

‫‪ .9‬ﺍﻟﻌﺎﺠﺯ‪ ،‬ﻓﺅﺍﺩ‪ ،‬ﻭﻨﺸﻭﺍﻥ‪ ،‬ﺠﻤﻴل )‪ " ،(2004‬ﻋﻭﺍﻤل ﺍﻟﺭﻀﺎ ﻭﺘﻁـﻭﻴﺭ ﻓﻌﺎﻟﻴـﺔ ﺃﺩﺍﺀ ﺍﻟﻤﻌﻠﻤـﻴﻥ‬
‫ﺒﻤﺩﺍﺭﺱ ﻭﻜﺎﻟﺔ ﺍﻟﻐﻭﺙ ﺍﻟﺩﻭﻟﻴﺔ ﺒﻐﺯﺓ"‪ .‬ﺒﺤﺙ ﻤﻘﺩﻡ ﺇﻟﻰ ﺍﻟﻤﺅﺘﻤﺭ ﺍﻟﺘﺭﺒـﻭﻱ ﺍﻷﻭل‪ ،‬ﻜﻠﻴـﺔ ﺍﻟﺘﺭﺒﻴـﺔ‪،‬‬
‫ﺍﻟﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ‪.‬‬

‫‪ .10‬ﻋﺒﺩ ﺍﻟﻤﺎﻟﻙ‪ ،‬ﻤﻜﻔﺱ )‪" ،(2008‬ﻨﻤﻁ ﺍﻟﻘﻴﺎﺩﺓ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻟﺭﻀﺎ ﺍﻟـﻭﻅﻴﻔﻲ‬
‫ﻷﺴﺎﺘﺫﺓ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺜﺎﻨﻭﻱ"‪ ،‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻟﺤﺎﺝ ﻟﺨﻀﺭ ﺒﺎﺘﻨﺔ‪ -‬ﺍﻟﺠﺯﺍﺌﺭ‬

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‫ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ ﻤﻌﻠﻤﻲ ﺍﻟﻌﻠﻭﻡ ﺒﺎﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻭﻴـﺔ ﻓـﻲ ﺍﻟﻤﻤﻠﻜـﺔ‬،(2006) ،‫ ﺍﻟﻤﻌﻴﻠﻲ‬.11
‫ ﺍﻟﻤﺠﻠـﺩ‬،‫ ﺍﻟﻌﻠﻭﻡ ﺍﻹﻨـﺴﺎﻨﻴﺔ ﻭﺍﻹﺩﺍﺭﻴـﺔ‬،‫ ﺍﻟﻤﺠﻠﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻟﺠﺎﻤﻌﺔ ﺍﻟﻤﻠﻙ ﻓﻴﺼل‬.‫ﺍﻟﻌﺭﺒﻴﺔ ﺍﻟﺴﻌﻭﺩﻴﺔ‬
.‫ ﺍﻟﻌﺩﺩ ﺍﻷﻭل‬،‫ﺍﻟﺴﺎﺒﻊ‬

‫ﺩﺍﺭ‬:‫ ﻏـﺯﺓ‬،‫ ﺍﻟﺴﻠﻭﻙ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﻭﺍﻹﺸـﺭﺍﻑ ﺍﻟﺘﺭﺒـﻭﻱ‬،‫ ﺠﻤﻴل ﻭﻴﻌﻘﻭﺏ‬،‫ ﻨﺸﻭﺍﻥ‬.12
.2000 ،‫ﺍﻟﻤﻨﺎﺭﺓ‬

‫ﺍﻟﻤﺭﺍﺠﻊ ﺍﻷﺠﻨﺒﻴﺔ‬

1. Kaur, S and Kumar (2008), "Comparative Study of Government and

nongovernment College Teachers in relation to job Satisfaction and Job Stress", (ED
502218), online Submission, ERIC.

2. Liacqu, Joseph A. and Schumacher, Phyllis, 1995- Factors Contributing to Job

Satisfaction in Higher Education. Education, Vol. 116, Issue, 1, Fall, p11.

3. Peltzer, K et al (2008): "Job Stress, Job Satisfaction and Stress_ related illness
among South African educators", Stress Medicine, 25(3) 247- 257.

4. Abouserie, Reda, 1996- Stress, Coping Strategies, and job Satisfaction in University
Academic Staff. Educational Psychology, Vol. (16), p.p 8-49.

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