The Degree of Availability of Performance competencies for Teachers of Public Secondary Schools and Their Relationship to supervisory roles from Their Point of View in Hebron Governorate

Abstract

The study aimed to identify the degree of availability of performance competencies for public secondary school teachers and their relationship to supervisory roles from their point of view in the Hebron Governorate, the descriptive correlative approach was used, and the study tools were applied to a stratified random sample, based on the directorate and gender layers, that included (344) male and female teachers from public schools. Secondary school in Hebron governorate, at a rate of (13%) of the study population, which numbered (2498). The results of the research indicated that the degree of availability of performance competencies for teachers of public secondary schools in Hebron Governorate from their point of view was high, in terms of the arithmetic mean, which reached (4.27), and the field of implementation obtained the highest arithmetic averages, where the arithmetic mean was (4.30), and at a level of High, as for the evaluation domain, it got the lowest (arithmetic average), as it got an arithmetic average (4.24), and at a high level. The results indicated that the degree of practicing supervisory roles from the point of view of secondary public-school teachers in Hebron governorate was average, in terms of the arithmetic mean, which amounted to (3.66). The field of implementation obtained the highest arithmetic averages, with an arithmetic mean of (3.72) and a high level, while the field of planning obtained the lowest areas (arithmetic average) as it obtained an arithmetic mean (3.62) and an average level. The results also indicated that there were no statistically significant differences at the significance level (α ≤ .05) between the averages of the degree of availability of performance competencies among public secondary school teachers in Hebron governorate due to the two variables (gender and district), while it indicated that there were statistically significant differences attributed to The experience variable is in favor of (more than 10 years), and there are statistically significant differences due to the educational qualification variable in favor of (Masters and above). The results showed that there were no statistically significant differences between the average degree of practicing supervisory roles from the point of view of secondary government school teachers in the Hebron governorate due to the variables (sex, experience and educational qualification). While it indicated that there were statistically significant differences due to the variable of the directorate in favor of the directorates of (Hebron, North Hebron, and South Hebron). The results of the study indicated the existence of a statistically significant correlation between the two degrees of availability of performance competencies and supervisory roles, which is a positive linear correlation, in which the correlation coefficient is (.37). Based on the results of the study, the researcher recommended increasing the activation of the various supervisory roles through methods of educational supervision, and not limiting or focusing on the classroom visit method.