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تقويم أداء إدارات أقسام العلوم التربوية والنفسية في كليات التربية في جامعة بغداد
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أهمية البحث والحاجة إليه :

يعد تفعيل بناء المؤسسات التربوية ورفع مستواها من المهمات الأساسية  التي ينبغي تحقيقها من خلال تحسين دورها في التعبير عن الأرادة المجتمعية المرتبطة  والمتناغمة مع مقومات البيئة المادية والبشرية وعلى وفق متغيري الزمان والمكان، وان مسؤولية الأدارة التربوية تتمحور في أعادة النظر في هياكلها الوظيفية الادارية واستثمار الطاقات البشرية العاملة وتنظيمها ووضعها في مدى تحقيق الاهداف وتوزيع المسؤوليات على وفق القدرات والكفاءات وتجزئة المراتب والتوجه نحو اللامركزية والبدء في بناء التصور للتخطيط الاستراتيجي واعتماد منهجية البحث العلمي كقاعدة للأختبارات وحماية العاملين والمختصين وان ذلك يصبح في غير موضعه ما لم تعتمد تقويم مستمر (الجعفري 2004: 6) ، لتحسين العملية التربوية وتطويرها .

كما تعد أسس التقويم القاعدة الاساسية للبناء المؤسسي لا سيما اذا تضمن مفاهيم ومعايير موضوعية موحدة في تقويم الاداء بحيث لا يتضمن  تصيد الاخطاء او اتهاماً او تجريحاً ، وانما يتعرف على نمط مستوى الاداء الفعلي مقارنة بالاداء المستهدف، فضلاً عن الاتصال الفعال يعد اساساً في التقويم لأنه يوفر النقل الواضح والسليم للأهداف ومعاييرها بين الرؤساء والمرؤوسين في المؤسسة التربوية الواحدة على اختلاف مستوياتها، ومن هنا يظهر مستوى اسمى وهو ان التقويم يعد تضميناً معرفياً لجميع المجالات السلوكية بأيجابيات وسلبيات ويجمع اداء الفرد عن مصادر معتمدة ويشترك فيها الفرد في التقويم وهذا هو اساس يوضح انجازات التقويم بالمرؤوسين تجاه قياداتهم (الخطيب 1985: 176).

وبما ان التقويم هو عملية تشخيصية لجوانب القوة والضعف، ويتميز بالنمو والاستمرارية لاي برنامج من بدايته  وطيلة مدة امتداده (الخصاونة 2002: 4) ومن هنا تأتي أهمية تقويم الاداء في عملية تطوير البرنامج التربوي وتخطيطها بشكل يضمن توافر نجاحها، بأعتبار ان التقويم هو الوسيلة التي يمكن من خلالها التعرف على مدى فاعلية الوسائل المستخدمة في تنفيذ البرامج وملاحظة النواحي التي تتطلب تعديلاً او تطويراً، ويوفر تغذية راجعة، وبذلك يمكن الاستفادة منه في تطوير العملية التربوية برمتها، وضمان قيادتها بفاعلية وكفاءة وتضمن تنشئة سليمة.

ومن مميزات تقويم الاداء اعتماده معايير سليمة للأنظمة ، واداة تتصف بالموضوعية والعلمية لا تعتمد على التقدير الشخصي، وهو وظيفة متخصصة لها قواعد واضحة وأسس متفق عليها بهدف المحافظة على مستوى جيد ومستمر للكفاية الانتاجية وفي تحديد اجراءات العمل والسلوك المرغوب في ادائها وتحفيز العاملين وتوجيه جهودهم نحو اتباع هذا السلوك (الفخري 1978: 8).

وما يزيد أهمية البحث هو الاستفادة من وجهات نظر (المعلمين) كونهم الاقدر على اعطاء احكام تتصف بالدقة حول الأداء، وكونهم الفئة الاكثر احتكاكاً واطلاعاً بسير الاعمال (الزاملي 1989: 24-25)، وهذا يمكنهم من ممارسة التقويم للأداء والحكم على صلاحية العاملين ولا سيما الجدد منهم التي يمكن في ضوئه استمرارهم في شغل مناصبهم او الاستغناء عنهم، كما يتخذ اساساً للنقل النوعي، اذ يكشف التقويم عجز بعض الافراد عن النهوض بواجبات وظائفهم الامر الذي يفرض نقلهم الى وظائف اكثر اتفاقاً مع قدراتهم وامكاناتهم (الجميعي 1987: 302-304)، أو الاستفادة منهم في مناصب اكثر نوعية.

الحاجة الى البحث :

وفي ضوء ذلك فان البحث يسهم في تقويم اداء ادارات اقسام العلوم التربوية والنفسية، ووضع صيغة تقويمية مستقبلية والكشف عن نقاط القوة والضعف فيها، ويسهم في اختيار القيادات الادارية الفاعلة، ويوضح المسارات الصحيحة لمستوى الأداء الاداري الفاعل.

هدف البحث :

يرمي البحث الى تقويم اداء ادارات اقسام العلوم التربوية والنفسية في كليات التربية.

مجتمع البحث :

يتحدد البحث في اقسام العلوم التربوية والنفسية في كليات التربية بجامعة بغداد، وبذلك سيقتصر على الكليات التي يوجد فيها هذه الاقسام وهي (كلية التربية ابن الرشد، وابن الهيثم، التربية بنات).

 

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