الخلاصة:
This study aimed to identify the reality of the training programs offered to educational supervisors and their relationship to the level of their supervisory performance according to the educational supervisors' points of view. The study adopted the mixed approach, which includes both: the qualitative approach and the descriptive-relational approach. The study scale was applied to a stratified random sample of (138) male and female supervisors from the study population consisting of (540) male and female supervisors. Three focus groups, including (21) male and female supervisors, were implemented, and two tools were used. The first used: a scale consisting of two axes: the reality of the training programs. The second tool used: the focus group. The validity and reliability of both have been confirmed.
The reality of the training programs provided to educational supervisors came from respondents with an average degree. The arrangement of the dimensions of the reality of the training programs was based on descending order, the objectives of the training programs, the evaluation of the effectiveness of the training programs, the content of the training programs, and program implementation. In addition, the results also showed that there were no differences in the respondents' responses to the variable "reality of training programs," which refers to educational qualification, gender, number of training courses, number of years of service at work, specialization, and directorate.
The results also showed that the supervisory performance of educational supervisors came with a high degree, and showed that there were statistically significant differences at the significance level )α<.05( on the supervisory performance scale due to the gender variable, and it came in favor of females. And there are differences according to the variable of the directorate, and the differences came in favor of the North Hebron Directorate. The results showed that there were no statistically significant differences according to the variables of academic qualification and gender and the interaction between them, and also that there were no statistically significant differences according to the variables of the number of training courses, the number of years of service in supervisory work and the interaction between them. It also showed that there were no statistically significant differences due to the variables of specialization, and the interaction between the specialization and the directorate, The results showed that there was a direct, positive, statistically significant relationship at the significance level (α<.05) between the reality of the training programs offered to educational supervisors and the supervisory performance.
According to the foregoing, the researcher recommends reconsidering the training programs offered to educational supervisors, the foundations on which the programs are designed to meet the required needs, and taking individual differences between educational supervisors into account when designing training programs.
