الفهرس 
الباب الاوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
SUDDlary of The Study
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The personality of the leader is closely related to the
important cb.aracteristics of the iroups • the leadership is
behavior sprinKs from the leader by which he and the ~roup
work towards the common iOal • naturaly, the synonyms of the
iOal between the &rOUp refers to the coherent and haa high
moral of this ~oup which relates to the leader’s personality.
The importance of this study consists in studying the effect
of the leadership behavior of the teacher on the pupils
morale. The pupil when joining the school for the first time,
his teacher becomes the third effective (after the parents)
one on his life. The teacher becomes the new representative
of control in the child’s point of Tiew. Tb.e teacher in this
case does one of the follo-ini two matters, b.emay reinforce
the pupil’s idea about control which he formed tbro~h bis
deal~ With his parents or changes it for ever.
The importance of this study lies in 1ts ability to ensure
the certain relation between the type of leadership and the
morale leTel.
TUs stud3’aiJIs at throwing l1&ht en.the real state of tile
leadin& bebaTior of pri.Jaar7 school. teacher fro. the pupUs
point of Tiew. It also investi&8ti.D& the effect of this beha-
Tior 0.0. the pupils IIOrale and there cohereJ1ce as a co..”mity
inside the classroom.
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The problem of this stud.,f-7 be S”] •••• rizec1 1.a.the follo-.
wiD& questiolls Is the pupils aornle differs accordiD.& to the
difference 1J1 the teacher’s leadership behavior?
(2)
Review of literature:
. ’
The researcher reTiewed the previous studies and researcnes
which relate to the present study as follows:
1- Studies relate to the teacher’s leadership behavior.
2- Studies relate to the pupils morale.
3- Studies relate to the sociometric theory.
Tools of the study:
1- The social and economical level’s inventory: by Prof.
Dr. Samia El Kattan.
2- The teacher’s leadership behavior scale as viewed by
the pupils: by the researcher.
3- The pupils morale scale: by the researcher •
4- Sociometric scale: by the researcher.
The sample of the study:
The sample of ’the study was chosen f~Dl Al-Kalubia f’overnorate
schools. It contains (991) pupils, (505) male and
(486) fe~le. (476).f thea tro. urban and (515) fro.
Procedures of the study:
1- ApplY1n£ the social and economical 1eTe1’s UTe.ntory
to the study sample. It was applied on (964) oJ1l1’ef
thea after excludi.nj;the extreaes (38).
2- Appl1’in& the leadership bebaTior scale oa (926) pupils.
3- Countin& the averages of ’the classes of different leadership
styles and classifY!n& thea i.ntables then cnoosiJl&
the hi&hest two class in each of the three leadership
styles.
(3)
4- Applyine the morale scale on the pupils of different
styles of leadership classes, two classes for each
style.
5- Listing the results of the morale scale to ~ke the
statistical analysis.
6- ApplyinS the sociometric scale on the pupils of the
.b.i&h morale level and the 1019’ morale to realize tileu
coherence or incoherence.
7- Listing the results usi~ the sociometric category.
The statistical stYle:
1- Correlation coefficients.
2- Analysis of Tsriance Jx2 for the unequal cells.
J- Analysis of Tar1ance 3%2 for the equal cellso
4- Analysis of yariance 2:12 for the equal cells.
5- Newman Kauls test to show the sicnlficance differences
between tbe sTerages.
The results of the studY:
(1) Tbere are no correlation between the outocratic leadership
classes pupils and the laissez-fair leadership
classes pupils i..n tilellorale.
(2) There are signifiC8Jlt differences at .01 level between
the deaocratic leadership classes pupUs (urban)
BD.d the out0 cratic leadership classes pupils (urban)
in fevor the democratic leadership class pupils
(urban) in the morale.
() ~here are si&niflcant differences at .01 leTelbet1reen
the democratic leadership classes pupils (urban) and
(4)
the lassez-fair leadership classes pupils (urban) in
favor the demoAratic leadership classes pupils (urban)
1.0.the aorale.
(4) There are no significant differences between the autocratic
leadership classes pupils (urban) and lassezfair
leadership classes pupils (urban’ in the morale.
(5) There are siiUificant differences at .01 between the
outocratlc leadership classes pupils (villa~e) and
the lassez-fair leadership classes pupils (village)
in favor of the lassez-fair leadership classes pupils
(Village) in the morale.
(6) There are no sl&nificant differences between the outocratic
leadership classes pupils (Village) ~d the autocratic
leadership classes pupils (urbaa) in the morale.
(7) There are si&nificant differences at .01 leTel between
the lassez-fair leadership classes pupils (villa&e) and
the lassez-fair leadership classes pupils (urban)in
faTor of the lassez-fa!r leadership classes pupils
(Tllla&e) in the morale.
(a) ~b.ere are AO si&nifiC8J1t dUferences betweeJ1 the pupils
scores (.ale) in the outocratic leaaersh1p classes
(urba.n) 8J1dthe pupils scores (male) in outocratic leadership
classes (Till8&e) in the morale.
(9) There are no sl&nifica..ntdifferences between. the pupils
scors (female) 10. the outocratic leadership classes
(urban) a.nd the pupils scores (fe_le) 10. outocratic
leadership classes (villace) 1.D. the .orale.
(5 )
(12) There are significant differences between the pupils
scores (male) in the lassez-fair leadership classes
(urban) ani the pupils scores (male) in the lassezfair
leadership classes (village) in favor of the lassezfair
leadership classes pupils (village) in the morale
(13) There are significant differences between the pupils
scores (female) in the lassez-fair leadership classes
(urban) and the pupils scores (female) in the lassezfair
classes (villaie) in favor of lassez-fair leadership
classes pupils (village) in the morale.
The sociometric results:
The sociometric results indicated that:
1- The classes Who are high in morale are coherent in their
social structure and they are distinguished by a star
or a leader who is not official one collect the most
pupils of the classes around him.
2- The classes Who are low in aorale are incoherent in their
is no a star or a leader Who is not official one.
Interpretating Results:
The researcher has interpretated the results based on
the Related studies and the theoritical baCkcround.