التربية والتعليم

The study aims to identify the most implementation obstacles of the management by objectives in Al-Madinah Al-Munawara intermediate schools from the viewpoints of managers and teachers, and aims to find out the differences between the views of the members of the study sample concerning the implementation obstacles of the management by objectives in Al-Madinah Al-Munawara intermediate schools. We have completed locating the problem on the following main question of this study : What is the most implementation obstacles of the management by objectives according to the view points of managers and teachers in intermediate schools in Al-Madinah Al-Munawara? The study sample consists of (204) members of the local community representing managers and teachers in Al-Madinah Al-Munawara intermediate schools. The researcher adopted the descriptive surveying method to achieve the goals of the study. In addition, he conducted a questionnaire that included (24) statements distributed into four domains: educational administration, administration staff, teaching staff, and educational environment. Each of these dominos includes a number of implementation obstacles of the management by objectives. The researcher used the appropriate statistical methods to deal with data in order to find results, the statistical analysis process included frequencies, means, standard deviations, Pearson correlation coefficient, and T test for independent samples. The study showed a number of findings, some of which are the following: 1- There is a weakness in the implementation of the management by objectives in intermediate schools of AL-Medina Al-Munawara Al-Munawara. 2- The most implemented domain for the management by objectives is the domain of teaching staff, and the least is the domain of learning environment. 3- The limited power granted to the manager of the school represents a major obstacle in the domain of educational administration. 4- Not to give incentives for the distinguished teacher represents a major obstacle in the domain of teaching staff. 5- The invalidity of school buildings and the lack of educational awareness among students and parents, and non-completion of all school facilities, lack of community participation in the development of the learning environment are represent a major obstacles in the domain of educational environment 6- There are no statistically differences at the level of significance (0.05) between the views of both managers and teachers on the obstacles of the management by objectives implementation The researcher provides a number of recommendations, including: 1- Initiative to issue decisions, instructions and guidance that helps in implementing management by objectives in all administrative levels. 2- Increasing of the power granted to the managers, so that they can implement the management by objectives as required. 3- Focus on the learning environment by setting up a mechanism to identify the validity of school buildings and the completion of all equipment. 4- Encourage distinguished managers and teachers in the schools, and give them the material and moral incentives. 5- Increasing of attention to the school employees to inform of the plan of school, and set realistic goals and clear them.

Language is man's method to express his feelings, emotions and ideas. It is his means to satisfy his needs and carry out his desires. It is his device to control his environment. It is the fruit of human thinking. It is one of the greatest gifts from Allah. It is the most important means which achieves the progress for man over the years. It has a great position in man's life in general and child's life in particular. It is the child's tool for communication, expression and knowledge acquisition and other important things for him. Child literature is one of the most important sources for child language, his education and his comprehensive and integrated development. It has its role in developing the child's mental abilities and linguistic lexicon. It helps the child for creativity and creative thinking through using language. Stories and other kinds of literature helps in the process of thinking and creativity. If the main aim of stories is to amuse children, an outlet to their suppressed desires and releasing them from social restrictions imposed over them by modern life, they have educational and cultural aims to which educators resort to spread information, supporting a value or to arouse and develop child's thinking. Despite the importance of stories, the interest in stories and linking them to creativity is exclusive only for foreign studies .On the Arab level, that was ignored in our studies (according to the researcher's information) . To solve this problem, this study tries to answer the following main question:  How can we develop the ablites of story creativity for nursery children? The following questions arise from the above mentioned question:  What are the necessary ablites of story creativity for nursery children?  To what extent do nursery children have these ablites?  What is the suggested program to develop the ablites of story creativity for nursery children?  What is this program's effectiveness in developing the ablites of creativity in the field of story for these children?  Limitations of the study: This study concentrates on a sample of :  A group of children at the age of (4-6) years.  Audio-visual stories and drawings.  Uttered language of children.  Procedures of the study: This study follows the following procedures :  Identifying the creativity ablites in the field of story and which are suitable for children.  Displaying the pictures in front of the supervisors to give their opinions and suggestions.  Modifying the list in the light of the supervisors' notices and modifications.  Making the creativity measure in the field of story to measure the nursery children's possession of story creativity ablites, then putting it in its primary form and showing it to a group of experts to make sure of its validity to use and modifying it according to their opinions and notices. Then we should experiment this measure on a random sample of children to control it. Then we should measure its truth and firmness and preparing a form to correct it.  Identifying the philosophy of the suggested program.  Designing the program.  Applying the program and this requires the following : a)selecting a random sample of the first level children. These were divided into two groups : experimental and control groups. To assert the equivalence between the two groups, some measures should be applied such as; intelligence measure and the social, economic and cultural levels. b)Applying the creativity measure in the field of story on the sample of children(pre-applying). c)Applying the program on the experimental group according to its plan. d)Applying the creativity measure in the field of story on the sample of children(post-applying). e)Comparing the level of the children's performance before and after the program through their marks in this measure.  Results of the study and handling it statistically.  Recommendations of the study and its suggestions.  Results of the study:  The program showed great effectiveness in the creativity ablites in the field of story for nursery children.  There are no statistical differences between the scores of both the experimental group and control group in the pre-applying of the creativity measure in the story field (fluency, flexibility, originality and the total degree of the measure).  There are statistical differences between the scores of both the experimental group and the control group and the methods which help in activating children's imagination because imagination is considered one of the main components of creativity.  Encouraging children for creative writing in the field of story and providing them with prizes.  Nursery school teachers should be trained for using creative techniques in teaching children with evidences according to the components of creative teaching, its requirements and conditions.  Holding conferences, forums and seminars about the importance of stories for children and its role in developing creativity.  Concentrating on linking the components of the Arabic story and its relationship with creativity in nursery school.

Introduction : This study is an attempt to be a link in the link between allocated psychology and political science, it is looking for political participation in the psychological dimension to the policy community to enjoy in their daily lives, which makes them fall under the Political Psychology. The importance : The importance of the study lies in its attempt to know the relationship between each of the self-esteem and political participation among a sample of Palestinian society but they are university students, the difficult political conditions of the existence of the Israeli occupation and try to get rid of it compels us to examine the extent and effectiveness of community participation in the conduct of its affairs, value everyone in society is determined by its respect for the flag and its contribution to the conduct of things together, and also that the studies in the field of political psychology, which lies in the framework of this study few studies on the knowledge of the researcher, the researcher hopes to contribute to the study of a small brick in the edifice of political psychology. The Aims : Where lies the importance of the study are as follows : - Complete ongoing researchers in the field of political psychology, a new addition to the scientific research, to know and understand the problems of society and try to solve them. - Identify the nature of the relationship between self-esteem and political participation among university students in the variables of sex, economic and social levels, to know the psychological them. - As well as having failed to study self-esteem with political participation in the Palestinian environment, and to the knowledge of the researcher. Hypotheses: 1. There are no statistically significant relationship between self-esteem and political participation in the sample 2. There are no statistically significant differences in political participation due to self-esteem (low-high). 3. There are no statistically significant differences in political participation due to the sex of students (male-female). 4. There are no statistically significant differences in political participation attributable to the economic level of students (low-medium-high). 5. There are no statistically significant differences in self-esteem due to the sex of the students (male-female). 6. There are no statistically significant differences in self-esteem due to the economic level of students (low-medium-high). Sample: Selection of a simple random sample of students from the Rafah area educational Quads Open University provinces of Gaza, and the number of the sample (240) students, of whom responded to the study measurements (228) response rate of 95.0%, at (124), students (104) student, the average age of 23.44 years. Tools: Use the following tools researcher with the variables of the study : 1. Self-esteem inventory . 2. Political participation inventory . 3. Socio-economic Level form . Statistical Methods: The researcher used statistical methods following: 1. Correlation coefficients (Pearson) 2. Means and standard deviation. 3. T.Test. 4.Analysis of variance. 5. One-Way Anova. . The Results: Resulted in the most important results of the study as follows : 1. No statistically significant relationship between self-esteem and political participation in the sample. 2. No statistically significant differences in political participation due to self-esteem (low-high), meaning that the owners of high self-esteem and have the same low level of political participation. 3. There are statistically significant differences in political participation due to the sex of students (male-female), where she was in favor of males, they are more political participation by female students. 4. There are statistically significant differences in political participation attributable to the economic level of students (low-medium-high), the holders of high economic level are more political participation from middle and low. 5. No statistically significant differences between the two groups of middle grades male and female members of the study sample in self-esteem, as the students (male and female) have the same level of self-esteem. 6. There are statistically significant differences in self-esteem due to the economic level of students (low-medium-high), as the portable economic and social levels are more appreciative of themselves from the low - and middle-level Economic and Social Council.