Technical Support Provided by Educational Supervisors to Teachers in the Light of Knowledge Management Process from the Point View of the Teachers and Principals of Public Schools in Jerusalem and Suburbs of Jerusalem Directorates

Abstract

This study aims to examine the technical support level provided by educational supervisors to teachers in the light of knowledge management process among teachers and principals of public schools in Jerusalem and Suburbs of Jerusalem directorates, it also aims to explore the effect according to the following variables: (job title, gender, academic qualification, years of experience, and school location). The study adopted the descriptive analytical quantitative to analyze the questionnaire and qualitative to make a classification for review results, on a simple random sample, includes (390) teachers and principals, to whom the questionnaire was applied. It also included (20) teachers and principals with whom an interview was conducted, for the purposes of obtaining qualitative data to enrich the results of the quantitative study. The result reveals that the technical support level provided by educational supervisors to teachers in the light of knowledge management process among teachers and principals of public schools in the Northern Directorates was medium with average (3.46). The results of the interview showed that 40% of the teachers agreed that the supervisor provides technical support in qualifying the teacher through guidance visits at the beginning of his work, and provides the necessary instructions to develop his skills, also, 50% of the principals agreed that the supervisor provides intensive training courses for the new teacher, through the development of educational methods, instruments and methods of communication. In addition, the result indicates that there are no statistically significant differences in the level of the technical support provided by educational supervisors to teachers in the light of knowledge management process according to (job title, gender, and school location). However, there are statistically significant differences in the level of the technical support provided by educational supervisors to teachers in the light of knowledge management process according to (academic qualification to the favor of Bachelor or less, years of experience to the favor of less than 5 years). In the light of the results, the researcher recommends, giving teachers the opportunity to participate with educational supervisors in identifying their areas of deficiencies, in order to offer the appropriate support in the field of their needs.