دور مديري المدارس الثانوية بمحافظات غزة في تحسين المناخ التنظيمي بمدارسهم، وسبل تطويره

The study aims at identifying the role of secondary schools head teacher in Gaza governorates in improving organizational climate in their schools and the ways to develop it from the viewpoint of teachers’ throughout answering the following questions: 1) At what degree do the secondary schools head teachers in Gaza governorates practise their role in improving organizational climate from teachers’ point of view? 2) Are there any statistically significant differences on the level of the function (α ≤ 0.05) among teachers estimation average for their head teachers role in improving organizational climate in their schools which are significantly attributed to (sex, scientific qualification, years of service, educational region )? 3) What are the ways to develop the role of secondary schools head teachers in Gaza governorates in improving organizational climate in their schools? • The researcher has used the analytical descriptive method, because it is suitable to the subject of study. • The society of study includes all the teachers (male and female) of secondary schools all over Gaza governorates for the studying year (2007-2008), their number (3294) (M-F). • The sample of study consists of (515) teachers, who have been selected by the clustered random sampling method. • To achieve the aims of the study, the researcher prepared a questionnaire of five fields including the role of head teachers towards:(teachers, students, curriculum, buildings and school equipments, and local community). • The questionnaire contains (66) statements have been distributed on the five fields, in addition to the open question about the ways to develop the role of secondary schools head teachers in improving the organizational climate in their schools. • T-Test and analyzing One way ANOVA have been used to verify the hypotheses. • The researcher used the SPSS program to analyze the responses of sample individuals. The Results of study: 1- The degree of the secondary schools head teachers in Gaza governorates who practise their role to improve the organizational climate from teachers’ point of view was good and the relative arithmetic mean was 75.37%. 2- The most fields are practised by head teachers to their role in improving organizational climate in their schools from teachers’ point of view in order as follows: their role towards school buildings, facilities and equipment. Then towards teachers, students, curriculum and finally towards the local society. 3- There are statistically significant differences among the teachers estimations average for the head teachers practice degree and their role in improving the organizational climate in their schools in two fields: teachers, buildings, م facilities, and school equipment and combined fields of study, attributed to sex variable which in favor males. 4- There are no statistically significant differences among the teachers estimations average for the head teachers practice degree and their role in improving the organizational climate in their schools in the fields: students, curriculum and local community refer to sex variable. 5- There are no statistically significant differences among the teachers estimations average for the head teachers practice degree and their role in improving the organizational climate in their schools, attributed to the scientific qualification, years of service for all study fields. 6- There are no statistically significant differences among the teachers estimations average for the head teachers practice degree and their role in improving the organizational climate in their schools in two fields: teachers and curriculum attributed to educational region. 7- There are statistically significant differences among the teachers estimations average for the head teachers practice degree and their role in improving the organizational climate in their schools in fields: students, buildings, facilities, and school equipment and local community and all fields together attributed to educational region. Researcher recommends: 1- The secondary schools head teachers have to work constantly to improve the organizational climate in their schools by making plans and programs in order to achieve that, and making good impressions for the scholastic team about school environment that affect their behaviors and performance. 2- Teachers have to share more in making school decisions which positively reflect their performance and increase their sense of belonging to the school and raise their morale moreover to improve the organizational climate at school. 3- The secondary schools head teachers have to identify needs and problems of their students by making efforts to satisfy their needs, which make them comfortable and tranquility in a safe and stimulating environment. 4- To activate the relationship between school and local community to be a complementary relationship which lead to improve the organizational climate of the school. 5- Directorate of education in each region must introduce moral and Material incentives for head teacher who work hard to improve the organizational climate in their schools continuously by designing a standard for measure purpose for achieving its aims efficiently to develop the educational process.