الفهرس 
الفصل الاوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
-INTRODUCTION:
The essential task of school is the preparation of students for life.
This means that its curricula should achieve this objective through all their
activities and experiences. It should focus on preparing the students to
contribute and share in the society. According to the international
contributions, the aim of education is no longer to let the students
memorize the materials, but it aims at providing the opportunities for the
students to learn and practice various experiences and skills and develop
their attitudes and values. ”In this respect, school becomes a real
environment for education where it includes all the activities such as
educational leadership, which is very important in the educational process
in the 21st century school.
- THE STUDY PROBLEM:
After reviewing the literature, the problem of the present study has
been crystallized in the following main question:
_ What is th8 reaBty of educational lead8rship in tho schools of tho second
phas8 of basic 8ducation in tho light of its Obj8Ctivosin QalyoubiaCovornorat8?
It can be subdivided into the following five sub-questions:
1- What is the educational and social perspective of educational
leadership?
2- What is the philosophy of basic education? What are its most
important educational innovations?
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• i1 • STUDY OBJECTIVES:
The present study aimed at determining the real practices of
educational leadership in the schools of the second phase of basic education
and suggesting a vision for developing its effectiveness .
• STUDY METHODOLOGY AND TOOLS:
The present study followed the descriptive me~h~d.Two questionnaires
were developed. The first was conducted on a sample of 110 teacher/leader
in 12 preparatory schools in Qalyoubia Governorate which were
representatives of the different environments: urban - industrial - rural).
The second was administered to a sample of 515 students in the same
schools where the first had been done. Some different statistical techniques
have been used to achieve the field study objectives.
• STUDY liMITS:
The present study limited itself to the following:
»Human Limit; the class leaders, students, social workers
and preparatory schools headmasters.
» Geographical Limit: some schools of the second phase of basic
edUQtion in Qalyoubia Governorate.
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·STUDY PROCEDURES:
In order to answer the study questions and to achieve its
objectives, the present study followed this order:
.:. Chapter 1: The general background of the study problem.
•:. Chapter 2: Educational leadership and recent challenges. . \ .
•:. Chapter 3: The educational leader: His characteristics, skills
and educational role.
•:. Chapter 4: Philosophy of basic education and its latest trends.
•:. Chapter 5:Field study and its positive and negative results.
•:. Chapter 6: The suggested vision for activating and developing
the role of educational leadership in the schools
of the second phase of basic education .
..STUDY RESULTS:
);;> );;> FIRST: POSITIVE RESULTS:
1- Some leaders carry out their positive role in supporting and
encouraging the’ students to practice democracy through free
election inside the classroom. They play an active role in
guidance and instilling some educational and social values in
the students.
2w Some school leaders do their duties so that the educational
I
leadership may succeed in achieving its objectives as possible
as they can.
»);;> SECOND: NEGATIVE ”lIS:
1w There is a lack in the professional preparation of many classroom
leaders in the ~tory schools.
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2~ Many leaders have no enough awareness and understanding of
the nature, tasks, objectives, activities and programs of
educational leadership.
3- Some school leaders do not contribute positively in practicing the
educational leadership activities and programs. They are
concerned with academic achievement.
4- There is a misunderstanding of the students’ parents. They think
that practicing the activities and programs of educational
leadership is a waste of time and an entertainment.
5~ The most important activities and tasks practiced in some schools
are: organizing the cultural competitions between the excellent
students, preparing a wall journal, charts inside the classrooms
for the different courses, and administering the project of clean
classroom. Other activities and programs are rarely done.