الإدارة العامة

This study aimed at exploring the supervisory practices that should be available in mathematics supervisors in light of the economic knowledge through answering the following questions: 1. What supervisory practices should be available in mathematics supervisors in light of the economic knowledge from the perspective of the supervisors themselves? 2. What supervisory practices should be available in mathematics supervisors in light of the economic knowledge from the perspective of the teachers? In order to answer these questions, a questionnaire was developed and then used after ensuring its reliability and validity. The sample of the study consisted of (73) supervisors, who were all the supervisors working in The Directorates of Education in Jordan. A random sample of mathematics teachers working in public schools in the First Directorate of Education in Amman, which follows the Ministry of Education, was also assigned and consisted of (110) male teachers and (52) female teachers representing (30%) of the population of the study. The questionnaire which was developed for this purpose consisted of (73) items distributed to the following six areas: Professional Development, Planning, Administration, Learning and Teaching Strategies, Human Relations, Profession Morals, and Evaluation Strategies. The questionnaire was distributed to the sample of the study, and collected. Data gathered was analyzed by computing the mean scores, standard deviations, and percentages. The following results were obtained: the mean scores of the supervisory practices that should be used in light of the economic knowledge in Jordan from the perspective of supervisors were between (3.86 – 4.47), where the range of these practices according to the highest degree of practices was as follows: Human Relations, Profession Morals, Evaluation Strategies, Learning Strategies, Professional Development, and Planning. The mean scores of the supervisory practices that should be used in light of the economic knowledge in Jordan from the perspectives of teachers were between (2.90 – 3.12), where the range of these practices according to the highest degree of practices was as follows: Human Relations, Profession Morals, Evaluation Strategies, Administration, Learning and Teaching Strategies, Professional Development, and Planning. Based on these results, the researcher recommended the need for training teachers and supervisors about the economic knowledge through specialized cycles administered by experts in the field and supervised by the Ministry of Education.

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.