Abstract:
This study aimed to find the level at which the educational supervisors have supervisory competencies and its relationship with the supervisory practices from the point of view of governmental schools’ principles in the northern governances. Besides، it also aimed to assess the effects of study variables on these competencies، including (gender، academic qualifications، experience، and specialization). The study adopted the descriptive، analytical، and correlation approaches. A stratified sample was used that included (319) participants from governmental schools’ principles in northern governances. The researcher developed a questionnaire composed of (62) paragraph , to improve the study tool it went into several steps before being approved : the exploratory study and the validity of the study tool, where the researcher examined the validity in two ways: by presenting the questionnaire to arbitrators committee composed of (11) arbitrators, and the internal validity (structure of the questionnaire).
Results found that the level at which the educational supervisors have supervisory competencies from the point of view of governmental schools’ principles in the northern governances was moderate with a mean of (3.66). Personal competencies field of the educational supervisors achieved the highest mean of (3.89)، and a high level. On the other hand, the managerial competencies field had the lowest mean of all other dimensions with a mean of (3.38) and a moderate level. The level at which the educational supervisors implement the supervisory practices also achieved a moderate level with a mean of (3.64). Additionally، effective educational leadership recorded a high mean of (3.74) with a high-level effect. Lastly، regarding the field of the concentration on the quality of teachers’ performance، the results showed that it had a low mean of (3.49) and a moderate level effect. The results also showed no statistically significant differences in the averages of the degree of educational supervisors’ possession of supervisory competencies depending on the variables: (gender، educational qualification، experience in management، and governance). Likewise، there were no statistically significant differences in the averages of the level at which the educational supervisors implement the supervisory practices based on the variables: (gender، specialization، and governance). On the other hand، the differences were statistically significant based on the educational qualification variable in favor of the principals who held a bachelor’s degree and for principals who possessed more than ten years of experience. Finally، the results also revealed the existence of a statistically significant correlation at the level of significance (α <.05) between the level at which the educational supervisors have supervisory competencies and the supervisory practices from the point view of governmental schools’ principles in the northern governances، with a correlation factor of (.81).
and based on the previously mentioned result, it could be recommended that management and educational supervision should focus on the quality of teachers' performance. moreover, the supervisor should participate in improving the teacher's planning skills
