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كفايات مدير المدرسة , مشرف تربوي
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لقد تطورت مفاهيم الباحثين والمتخصصين والانظمة التي تعمل المدرسة بموجبها بتطور العصر ، واحدثت تغييرات كبيرة في مفاهيم الادارة المدرسية ونمط القيادة ، حيث تغير هذا المفهوم من تسيير الواقع الحالي وفقاً للواقع والقوانين الى مفهوم جديد هو الادارة المستقبلية التي تقوم على الرؤى والسياسات والستراتيجيات التي تتفاعل مع متغيرات المستقبل واصبحت مهمة مدير المدرسة لتنسيق هذه الرؤى والسياسات والستراتيجيات المستقبلية وفقاً لمبادئ المشاركة الجماعية والشفافية (البيلاوي ، 2002 : 238-247) .

          والادارة المدرسية هي احدى اوجه الادارة التعليمية التي تعني بمفهومها العلمي ، العملية التي تتم من خلالها تعبئة الجهود البشرية والمادية وتوجيهها من اجل تحقيق اهداف المدرسة التعليمية ، فهي كل نشاط يتحقق من ورائه الاهداف التربوية تحقيقاً فعالاً ، وفي هذا الاطار تعني النواحي الادارية والفنية جميعاً ، وتهتم بالمعلم والمنهج وطرق التدريس والنشاطات المدرسية والاشراف الفني وتمويل البرامج التعليمية وتنظيم العلاقة بين المؤسسات التعليمية والمجتمع (المعهد العربي للتخطيط ، 1982 : 11) .

          وان وجود ادارة علمية حديثة هي من اهم المتطلبات الهادفة الى تطوير العملية التربوية وتحسين جوانبها ، وبأمكان هذه الادارة ان تؤدي دوراً قيادياً مسؤولاً في توجيه العملية التربوية وتحقيق اهدافها (احمد ، 1985 : 10) ، وتتضح هذه الاهمية من خلال التطورات العلمية والتقنية في العصر الراهن التي شملت ميادين متعددة من المعرفة ، وادت الى ازدياد مجالات النشاطات البشرية واتساعها نحو مزيد من التخصص ، مما ادى الى احداث تغييرات واسعة في الانماط الادارية لمواجهة مشكلات التنظيم البشري والعلاقات الانسانية وتعقيداتها (مرسي ، 1971 ، 11) .

          ومن بين ما اهتمت به الادارة التربوية الحديثة ، الاشراف التربوي بوصفه عنصراً هاماً من عملياتها الاساسية وجزءاً اساسياً من مكوناتها الرئيسية ، الهدف منه تحسين العملية التعليمية بأبعادها المختلفة وعملياتها المتعددة ، فهو ذلك الجزء الذي يعنى بالعناصر البشرية المكونة للتنظيم الاداري او المؤسسة الادارية التربوية من اجل اقامة علاقات انسانية تجعل جميع الافراد العاملين في قطاع التربية يقدمون اسهاماتهم بصورة كاملة(الحدراوي1988: 3)

          فالاشراف التربوي دوره الهام في اعداد وتطوير الهيئة التعليمية من خلال اهتمامه بتقويم النظام التربوي بجوانبه المختلفة ، ودوره الاساس في تنمية المعلمين مهنياً وعلمياً واسهاماته بدراسة وتحليل المشكلات التربوية التي تعترض سبل التعليم وتوفيره للمواطنين ، واهتمامه بمبدأ العلاقات الانسانية التي تسود اطراف العملية التربوية وجميع الافراد الذين يؤثرون في سيرها (وزارة التربية العراقية 1976 : 2-4) ، ويرى علماء تربويون ان الاشراف مهمة قيادية وتدريبية ، وان هذه المهمة تعتبر ان تعليم المعلمين كيفية التعلم والقيادة المهنية في اعادة تشكيل التربية العامة ، وبتحديد ادق تطوير مناهج التربية وكيفية تدريسها واشكالها .

          ويمكن تحديد الاشراف على انه سلوك يعمم رسمياً من قبل المؤسسة المسؤولة عن التعليم والتي تؤثر في سلوك المعلمين وبطريقة تسهل عليهم تربية التلاميذ وتحقيق اهداف المؤسسة التربوية ، كما يعرف الاشراف الفني بصورة اكثر تطوراً بأنه مهمة قيادية تمد جسور الاتصالات بين الادارة والمناهج والتدريس وتنسيق الانشطة المدرسية المصاحبة للتعليم (رفاعي وآخرون ، 2000 : 173) ، ومن مهامه ايضاً اتخاذ القرارات واختيار الاشخاص لتولي المسؤوليات المختلفة ، وتشجيع ودعم المبدعين وطرح الاراء والافكار الحديثة والتأكيد على ان يكون العاملين فيه قدوة صالحة معهم في سلوكهم التعليمي .

          وهنا يجب ان لا نغفل كون الادارة المدرسية ليست غاية في حد ذاتها وانما هي وسيلة تحقيق اهداف العملية التربوية ، وتهدف الادارة الى تنظيم المدرسة على اسس تمكنها من تحقيق الرسالة المناطة بها في تربية النشئ ، وتقوم على قواعد واصول علمية توجه العمل في المدرسة من خلالها ، ولذا يجب على مدير المدرسة ان يكون على وعي تام بهذه الاصول والقواعد ليتسنى له القيام بدوره القيادي بدرجة عالية من الكفاية(الدويك وآخرون، ب ت :13)

          فالادارة المدرسية لها دور كبير في تحقيق العملية التعليمية بجميع نواحيها الادارية والفنية والانسانية ، فهي المسؤولة عن كل ما يتصل بالهيئة التعليمية والتلاميذ والمناهج وطرق التدريس والاشراف الفني والنهوض بالمكتبات وتنظيم العلاقة بين المدرسة وبيئتها والمجتمع المحلي ، وعلاج التأخر المدرسي وانتظام الطلاب والخدمات الصحية المقدمة لهم ، والتوجيه والارشاد واشراك اولياء امور التلاميذ بكل ما يعود بالمنفعة على ابنائهم وتشجيع العلاقة الايجابية بين المعلمين (المطلق 1989 : 130-131) .

 

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Publication Date
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