مستوى توافر أنماط المناخ الأخلاقي في المدارس الابتدائية الحکومية في مدينة جدة من وجهة نظر المعلمين

هدفت هذه الدراسة إلى التعرف على مستوى توافر أنماط المناخ الأخلاقي في المدارس الابتدائية الحکومية في مدينة جدة من وجهة نظر المعلمين، و الکشف عن الفروق ذات الدلالة الإحصائية بين متوسطات استجابات المعلمين حول تقديرهم مستوي توافر أنماط المناخ الأخلاقي بمدارسهم تعزى لاختلاف ( المؤهل – سنوات الخبرة ).
وتحقيقا لأهداف الدراسة استخدم الباحث المنهج الوصفي المسحي، وقد اعتمد الباحث في بناء الاستبانة على المقياس الذي صممه وطوره فکتور وکولين (1993) victor and Cullen ،والذي يتکون من الأنماط التالية (المناخ المهني، مناخ الرعاية، مناخ الإستقلالي، مناخ القانوني، مناخ الکفاءة، مناخ الذاتي النفعي)
تم اختيارها بالطريقة العشوائية الطبقية من أفراد الدراسة، وبلغ عددهم (371) معلماً، وبنسبة 5% من مجتمع الدراسة.
 
Abstract
               The objective of this study was to identify The level of availability of the ethical climate in public primary Schools in Jeddah from the point view of teachers , and to find the statistical difference detected between the teachers responses on on their assessment of the level of availability of the moral climate in their schools due to the difference of (Qualification , Years of experience).
 
               To achieve the objective of the study , the researcher used a descriptive survey method. For that the researcher relied on building the questionnaire on scale that was designed and developed by Victor and Cullen (1993), which consists the following dimensions, ( Professional Climate, Caring Climate, Rules Climate, Independence Climate, Efficiency Climate, and Instrumental Climate).
 
The sample of the study was chosen randomly from members of the study population, and they were (371) teachers which is 5% of the study population.
 
Results
 
-          The level of availability of ethical climate patterns in the public primary Schools in Jeddah from the teacher's point of view was high.
 
-          The order of the level of availability of the ethical climate patterns according to the arithmetic mean is as follows:   (Professional Climate) is the first, while the second is (Rules Climate), the third place was for (Caring Climate), the fourth place became (Independence Climate), the Fifth place became (Efficiency Climate), and the last place was (Instrumental Climate).
-          The following pattern  behavior ( Professional Climate, Caring Climate, Rules Climate, Efficiency Climate, Independence Climate) were  achieved  in a large scale, while the proportion of availability of the Instrumental Climate pattern was medium.
-          There were no statistical difference at the level of (0.05) among the teachers responses about their assessment of the proportion of availability of the dimensions of the ethical climate in their schools due to the difference (qualifications, years of experience).