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برنامج لتقويم اداء رؤساء الاقسام العلمية في الجامعات العراقية
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مشكلة البحث

       لقد حدا بالمهتمين في الميدان التربوي، والادارة التربوية بصورة خاصة، ان يجدوا علاقات ايجابية بين متغيرات الميدان التربوي عامة والاداري بصورة خاصة وقد تمخض هذا عن وجود علاقة ايجابية بين اداء المديرين ورؤساء الاقسام ودرجة التقويم، ومن هنا يتضح انه كلما كان التقويم عالياً في درجته، يتضح ان هناك اداءً فاعلاً ولكن ليس بالشكل الحقيقي لمعنى التقويم ما لم يكن هناك تصور مسبق لمتغيرات التقويم، تنتظم تلك المتغيرات في انموذج يوضع لهذا الغرض (الراوي، 2000، ص52).

       وكذلك الحال في رفع كفاية العاملين في مجال تقويم الاداء واستخدام احدث وسائل التقويم وتعميق مهارات الاتصال لخدمة اغراض التقويم. (المؤتمر التربوي الثاني والعشرون،1996، ص7). ان العالم الان يشهد تجمعات وتكتلات لا بد للادارة التربوية من ان تدرك معنى ذلك لكي تعد العدة للمواجهة، وذلك من خلال احداث تغييرات جذرية في طريقة واسلوب اعداد القيادات الادارية العليا والوسطى في ادارة المؤسسة العلمية وذلك لاهميتها الواضحة في الانعكاسات على تحسين فاعلية الاداء بصورة عامة، وتقديم اداء العاملين بخاصة، بحيث يرتقي ذلك الى اتخاذ قرارات ايجابية تخدم اغراض تقويم الاداء في المؤسسة العلمية (الفخري،1990، ص165). واكد مؤتمر التعليم العالي الثالث المنعقد في العراق عام 1987 على انتشار مظاهر الضعف في اداء بعض القيادات التربوية الجامعية ودعا الى ضرورة اختيار الشخص المناسب لمن يتولى مهمة القيادة وتعزيز دور الجامعة والادارة الجامعية ودعمها لمتطلبات التجديد والتحديث والتطوير وللتأكيد على الدور القيادي لها (وزارة التعليم العالي والبحث العلمي، المؤتمرالثالث للتعليم العالي في العراق عام 1987). ان عملية التحديث والتطوير تتم من خلال النظر الى تقويم فاعلية الاداء على انها وسيلة للاتصال والتحفيز وتحسين القوى البشرية العاملة فضلاً على انها اداة رقابية لها علاقة بوظائف الاستقطاب والاختبار والتدريب واستمرارية العمل وليس بعكس ذلك حينما ينظرون الى التقويم على انه اداة لتصنيف الفاعلية لاغراض الترقية والفصل من الخدمة او التنقل (العقدة، 1999، ص22). وقد اكدت ندوة تحديث الادارة الجامعية على ضرورة اعداد وتحديث القيادات الادارية في الجامعات العربية، كما اكدت على اهمية المكانة التي تحتلها الادارة الجامعية والدور المؤثر الذي تؤديه في سير العمل الاداري التربوي (الدرة،1989، ص23).

       ان عملية تحقيق اهداف المؤسسة التربوية لا سيما في مجال التقويم لم تأتي من فراغ وانما هي عملية منهجية مدروسة تتطلب جهوداً في وظائف التخطيط والاعداد والمراجعة بحيث تشمل الامكانيات البشرية والمادية كافة، بحيث تتحق الدراسة في كيفية الوصول الى الاهداف واي تفسير في اهدافها (مركز البحوث التربوية، 2000، ص81) .

       ومن خلال اطلاع الباحث على واقع الجامعات العراقية ولقائه مع بعض هيئات التدريس فيها، لاحظ ان هناك تذمراً حول نمط سلوك بعض رؤساء الاقسام، كما وجد بعض الاخفاقات القيادية التي تعد مشكلة حقيقية تؤثر سلباً على رضا اعضاء هيئة التدريس مما يزيد لديهم الشعور بالاحباط، وربما الى عدم الرغبة في مهنة التدريس، او تغيير اماكن عملهم.

       ومما تقدم يمكن القول ان فاعلية تقويم الاداء على مستوى العمليات الادارية تمسك دفة النسيج التربوي بمدخلاته واذا ما ضعف التقويم حدثت فجوة في تحقيق اهداف المؤسسة الاكاديمية، واذا ما فشلت اكثر من جهة في تقويم الاداء احدث ذلك شرخاً كبيراً في المؤسسة التربوية الاكاديمية مما يدعو ذلك الى تفحص مسبق لعملية التقويم في المؤسسة لا سيما ان اتجاهات الدراسات في حل المشكلات الادارية بصورة عامة، والتربوية بصورة خاصة، هي ان ترتبط مباشرة في بناء الانموذج لانه الصيغة العلمية الملائمة وافضل من اي اجراء اخر يضع الحلول المؤقتة في كم هائل من المعلومات وسيل كبير من التفسيرات يصعب على رجل الادارة تصفحها او ادراكها (الراوي، 2001، ص3).

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