One-Way ANOVA Independent-Samples t-test α

‫ﺩﺭﺍﺳﺎﺕ‪ ،‬ﺍﻟﻌﻠﻭﻡ ﺍﻹﻨﺴﺎﻨﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺍﻟﻤﺠﻠﹼﺩ ‪) ،36‬ﻤﻠﺤﻕ(‪2009 ،‬‬
‫ﻤﻌﻭﻗﺎﺕ ﺍﻟﻤﻤﺎﺭﺴﺔ ﺍﻟﻤﻬﻨﻴ‪‬ﺔ ﻟﻠﻌﺎﻤﻠﻴﻥ ﻓﻲ ﻤﺅﺴﺴﺎﺕ ﺍﻟﺭﻋﺎﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬

‫ﻭﺍﻟﻤﺩﺍﺭﺱ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺍﻟﻌﺎﺼﻤﺔ‬
‫ﺨﻠﻴل ﺩﺭﻭﻴﺵ*‬
‫ﻤﻠﺨـﺹ‬
‫ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺘﻌﺭﻑ ﺍﻟﻤﻌﻭﻗﺎﺕ ﺍﻟﺘﻲ ﺘﻭﺍﺠﻪ ﺍﻻﺨﺼﺎﺌﻴﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ ﻭﺘﺤﻭل ﺩﻭﻥ ﺘﺩﺨﻠﻬﻡ ﻓﻲ ﺍﻟﻤﺠﺎﻟﻴﻥ ﺍﻷﺴﺭﻱ‬
‫ﻭﺍﻟﻤﺩﺭﺴﻲ‪ ،‬ﻭﻟﻬﺫﺍ ﺍﻟﻐﺭﺽ ﺘﻡ ﺘﺼﻤﻴﻡ ﺍﺴﺘﺒﺎﻨﺔ ﻟﺠﻤﻊ ﺍﻟﺒﻴﺎﻨﺎﺕ ﻤﻥ ﺨﻼل ﺍﻟﻤﻘﺎﺒﻠﺔ ﺍﻟﻤﻘﻨﹼﻨﺔ ﺫﺍﺕ ﺍﻷﺴﺌﻠﺔ ﺍﻟﻤﺨﻁﻁ ﻟﻬﺎ ﻭﺍﻟﻤﺼﺎﻏﺔ‬
‫ﻋﻠﻰ ﻨﺤﻭ ﻴﺤﻘﻕ ﺃﻫﺩﺍﻑ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻭﻴﺠﻴﺏ ﻋﻥ ﺘﺴﺎﺅﻻﺘﻬﺎ‪ ،‬ﻭﺍﺴﺘﺨﺩﻡ ﻤﻨﻬﺞ ﺍﻟﻤﺴﺢ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺒﺎﻟﻌﻴﻨﺔ ﻭﺒﺤﺠﻡ )‪ (180‬ﻤﻥ‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﻤﺠﺎل ﺍﻷﺴﺭﺓ ﻭﺍﻟﻤﺩﺭﺴﺔ ﺒﺎﻟﺘﺴﺎﻭﻱ‪ ،‬ﻭﻗﺩ ﺘﻡ ﺘﺤﻠﻴل ﺍﻟﺒﻴﺎﻨﺎﺕ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻟﻤﻘﺎﻴﻴﺱ ﺍﻹﺤﺼﺎﺌﻴﺔ ﺍﻟﻭﺼﻔﻴﺔ )ﺍﻟﺘﻜﺭﺍﺭﺍﺕ‪،‬‬
‫ﻭﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻭﻴﺔ‪ ،‬ﻭﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ‪ ،‬ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ( ﻜﻤﺎ ﺍﺴﺘﺨﺩﻤﺕ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﺍﻹﺤﺼﺎﺌﻴﺔ ﻻﺨﺘﺒﺎﺭ ﺍﻟﺩﻻﻟﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ‬
‫ﻟﻠﻔﺭﻭﻕ )ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ ‪ One-Way ANOVA‬ﻭﺍﺨﺘﺒﺎﺭ‪ -‬ﺕ ‪.(Independent-Samples t-test‬‬
‫ﻭﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺠﻤﻠﺔ ﻤﻥ ﺍﻟﻤﻌﻭﻗﺎﺕ ﺍﻟﺘﻲ ﺘﺤﻭل ﺩﻭﻥ ﺘﺩﺨل ﺍﻟﻌﺎﻤﻠﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ ﻓﻲ ﻜﺜﻴﺭ ﻤﻥ ﺍﻟﺤﺎﻻﺕ ﺴﻭﺍﺀ ﻋﻠﻰ‬
‫ﺼﻌﻴﺩ ﺍﻷﺴﺭﺓ ﺃﻭ ﺍﻟﻤﺩﺭﺴﺔ‪ ،‬ﻭﻜﺸﻔﺕ ﻋﻥ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻟﻠﻔﺭﻭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﻹﺠﺎﺒﺎﺕ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪ (0.05 ≥ α‬ﺘﻌﻭﺩ‬
‫ﻟﻠﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻨﻭﻋﻴﺔ ﻟﻠﻌﺎﻤﻠﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ‪ .‬ﻜﻤﺎ ﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﻋﺩﺩ ﻤﻥ ﺍﻟﺘﻭﺼﻴﺎﺕ ﺍﻟﺘﻲ ﻤﻥ ﺸﺄﻨﻬﺎ ﺘﻤﻜﻴﻥ ﺍﻟﻌﺎﻤﻠﻴﻥ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ ﻋﻠﻰ ﻴﺩ ﺇﺨﺼﺎﺌﻴﻴﻥ ﺇﺠﺘﻤﺎﻋﻴﻴﻥ ﻤﺩﺭﺒﻴﻥ ﻟﺭﻓﻊ ﻜﻔﺎﺀﺘﻬﻡ ﻭﺘﻌﺯﻴﺯ ﺩﻭﺭﻫﻡ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ‪.‬‬
‫ﺍﻟﻜﻠﻤـﺎﺕ ﺍﻟﺩﺍﻟـﺔ‪ :‬ﻤﺅﺴﺴﺎﺕ ﺍﻟﺭﻋﺎﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺍﻟﻤﻤﺎﺭﺴﺔ ﺍﻟﻤﻬﻨﻴﺔ‪ ،‬ﻤﺤﺎﻓﻅﺔ ﺍﻟﻌﺎﺼﻤﺔ‪.‬‬
‫ﻭﻓﻲ ﻋﺎﻡ ‪ 1956‬ﺃﻨﺸﺌﺕ ﻓﻲ ﺍﻷﺭﺩﻥ ﺃﻭل ﻭﺯﺍﺭﺓ ﻟﻠﺸﺅﻭﻥ‬ ‫ﺍﻟﻤﻘﺩﻤــﺔ‬

‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﻌﻤل ﻭﻜﺎﻥ ﻤﻥ ﺃﻫﺩﺍﻓﻬﺎ ﺘﻭﻓﻴﺭ ﺍﻟﻀﻤﺎﻥ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﺍﻟﻜﻔﺎﻴﺔ ﺍﻹﻨﺘﺎﺠﻴﺔ ﻟﻠﻤﻭﺍﻁﻨﻴﻥ ﻭﺭﻋﺎﻴﺔ ﺍﻟﻌﻤل‬ ‫ﺘﻌﻭﺩ ﺒﺩﺍﻴﺔ ﺍﻟﻌﻤل ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻟﺭﺴﻤﻲ )ﺍﻟﺠﻤﻌﻴﺎﺕ( ﻓﻲ‬
‫ﻭﺍﻟﻌﻤﺎل‪ ،‬ﺃﻤﺎ ﺍﻟﺭﻋﺎﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻲ ﺫﻟﻙ ﺍﻟﻭﻗﺕ ﻓﻘﺩ ﺍﻗﺘﺼﺭﺕ‬ ‫ﺍﻷﺭﺩﻥ ﺇﻟﻰ ﺍﻟﻌﻘﺩ ﺍﻟﺜﺎﻟﺙ ﻤﻥ ﺍﻟﻘﺭﻥ ﺍﻟﻌﺸﺭﻴﻥ‪ ،‬ﻤﻥ ﺨﻼل ﺍﻟﺠﻬﻭﺩ‬
‫ﻋﻠﻰ ﺒﺭﺍﻤﺞ ﺍﻟﻁﻔﻭﻟﺔ ﻭﺍﻷﺤﺩﺍﺙ ﻭﺍﻷﺴﺭ ﺍﻟﻔﻘﻴﺭﺓ‪ ،‬ﻭﻤﺴﺎﻋﺩﺓ‬ ‫ﺍﻷﻫﻠﻴﺔ‪ ،‬ﺍﻟﺘﻲ ﺍﻗﺘﺼﺭ ﺩﻭﺭﻫﺎ ﻋﻠﻰ ﺘﻘﺩﻴﻡ ﺍﻟﻤﺴﺎﻋﺩﺍﺕ ﺍﻟﻨﻘﺩﻴﺔ‬
‫ﺍﻟﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﻴﻴﻥ‪ ،‬ﻭﺘﻨﻅﻴﻡ ﺍﻟﺸﺒﺎﺏ)‪.(3‬‬ ‫ﻭﺍﻟﻌﻴﻨﻴﺔ ﻟﻠﻔﻘﺭﺍﺀ ﻭﺍﻟﻤﺤﺘﺎﺠﻴﻥ‪ ،‬ﻭﺒﻌﺽ ﺍﻟﺨﺩﻤﺎﺕ ﺍﻟﺼﺤﻴﺔ ﻻﺤﻘﺎﹰ‪،‬‬
‫ﺃﻤﺎ ﻓﻲ ﻋﺎﻡ ‪ 1967‬ﻓﻘﺩ ﺴﻤﻴﺕ ﺍﻟﻭﺯﺍﺭﺓ )ﻭﺯﺍﺭﺓ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﻗﺒل ﺃﻥ ﺘﺘﻭﻟﻰ ﺍﻟﺤﻜﻭﻤﺔ ﺍﻷﺭﺩﻨﻴﺔ ﺍﻟﻤﺴﺅﻭﻟﻴﺔ ﺍﻟﻤﺒﺎﺸﺭﺓ ﻟﻠﻌﻤل‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ( ﻭﺃﺨﺫﺕ ﻋﻠﻰ ﻋﺎﺘﻘﻬﺎ ﺍﻟﻌﻤل ﻋﻠﻰ ﺘﻁﻭﻴﺭ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‪.‬‬
‫ﺍﻟﻤﺠﺘﻤﻌﺎﺕ ﺍﻟﻤﺤﻠﻴﺔ ﺍﺠﺘﻤﺎﻋﻴﹰﺎ ﻭﺍﻗﺘﺼﺎﺩﻴﺎﹰ‪ ،‬ﺍﻷﻤﺭ ﺍﻟﺫﻱ ﺩﻓﻊ‬ ‫ﻭﻓﻲ ﻤﻨﺘﺼﻑ ﺍﻟﻘﺭﻥ ﺍﻟﻤﺎﻀﻲ ﻭﺒﺎﻟﺘﺤﺩﻴﺩ ﻓﻲ ‪،1950/12/4‬‬
‫ﺒﺎﻟﻭﺯﺍﺭﺓ ﺇﻟﻰ ﺇﻨﺸﺎﺀ ﻤﺭﺍﻜﺯ ﺍﻟﻤﺠﺘﻤﻌﺎﺕ ﺍﻟﻤﺤﻠﻴﺔ ﻓﻲ ﺍﻷﺤﻴﺎﺀ‬ ‫ﺃﻨﺸﺌﺕ ﺃﻭل ﺩﺍﺌﺭﺓ ﺭﺴﻤﻴﺔ ﻟﻠﺸﺅﻭﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻲ ﻭﺯﺍﺭﺓ‬
‫ﺍﻟﺸﻌﺒﻴﺔ ﻓﻲ ﺍﻟﻤﺩﻥ ﻭﻓﻲ ﺍﻟﺭﻴﻑ ﺇﻀﺎﻓﺔ ﺇﻟﻰ ﺍﻟﺘﻭﺴﻊ ﻓﻲ ﺒﺭﺍﻤﺞ‬ ‫ﺍﻟﺼﺤﺔ ﻓﻲ ﺃﻋﻘﺎﺏ ﻨﻜﺒﺔ ﻓﻠﺴﻁﻴﻥ ﻋﺎﻡ ‪ 1948‬ﻭﻤﺎ ﻨﺠﻡ ﻋﻨﻬﺎ ﻤﻥ‬
‫ﺍﻟﺘﺄﻫﻴل ﺍﻟﻤﻬﻨﻲ‪ ،‬ﻭﺇﻗﺎﻤﺔ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﻤﺩﺍﺭﺱ ﻭﻤﺭﺍﻜﺯ ﻟﻠﻤﻌﻭﻗﻴﻥ‬ ‫ﺘﺩﻓﻕ ﺍﻟﻼﺠﺌﻴﻥ ﻭﻤﻥ ﺘﻐﻴﺭ ﻓﻲ ﺍﻟﺒﻴﺌﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻲ ﻤﺩﻥ‬
‫ﻭﺩﻭﺭ ﻟﻠﺤﻀﺎﻨﺔ)‪.(4‬‬ ‫ﺍﻟﻤﻤﻠﻜﺔ ﻭﻤﻨﺎﻁﻘﻬﺎ)‪.(1‬‬
‫ﻭﻓﻲ ﻋﺎﻡ ‪ 1965‬ﺃﺜﻤﺭ ﺍﻻﺘﻔﺎﻕ ﺍﻟﺫﻱ ﺘﻡ ﺒﻴﻥ ﻭﺯﺍﺭﺓ ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﻭﻓﻲ ﻋﺎﻡ ‪ 1953‬ﺼﺩﺭ ﻗﺎﻨﻭﻥ ﻀﺭﻴﺒﺔ ﺍﻟﺨﺩﻤﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﻤﻨﻅﻤﺔ ﺍﻷﻤﻡ ﺍﻟﻤﺘﺤﺩﺓ ﻟﺘﺄﺴﻴﺱ ﻤﻌﻬﺩ ﻤﺘﻭﺴﻁ‬ ‫ﻭﺘﺒﻌﻪ ﻓﻲ ﻋﺎﻡ ‪ 1954‬ﻗﺎﻨﻭﻥ ﺇﺼﻼﺡ ﺍﻷﺤﺩﺍﺙ ﻭﻨﻅﺎﻡ‬
‫ﻟﻠﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻋﺎﻡ ‪ 1965‬ﻟﺘﺨﺭﻴﺞ ﺍﺨﺼﺎﺌﻴﻴﻥ ﺍﺠﺘﻤﺎﻋﻴﻴﻥ‬ ‫ﻤﺴﺎﻋﺩﺍﺕ ﺍﻟﻔﻘﺭﺍﺀ ﻭﺍﻟﻤﺤﺘﺎﺠﻴﻥ‪ ،‬ﻭﻫﻨﺎ‪ ،‬ﺃﺼﺒﺢ ﺍﻟﻌﻤل ﺍﻻﺠﺘﻤﺎﻋﻲ‬
‫ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻟﺩﺒﻠﻭﻡ‪ ،‬ﻭﻗﺩ ﺍﺴﺘﻤﺭ ﻫﺫﺍ ﺍﻟﻤﻌﻬﺩ ﻓﻲ ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻤﺴﺅﻭﻟﻴﺔ ﺍﻟﺩﻭﻟﺔ ﻤﺒﺎﺸﺭﺓ)‪.(2‬‬
‫ﺒﻨﻅﺎﻡ ﺍﻟﺴﻨﺘﻴﻥ ﺤﺘﻰ ﻋﺎﻡ ‪ 1998‬ﺤﻴﻥ ﻀﻡ ﺇﻟﻰ ﺠﺎﻤﻌﺔ ﺍﻟﺒﻠﻘﺎﺀ‬
‫* ﻗﺴﻡ ﺍﻻﺠﺘﻤﺎﻉ‪ ،‬ﻜﻠﻴﺔ ﺍﻟﻌﻠﻭﻡ ﺍﻻﻨﺴﺎﻨﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺍﻟﺠﺎﻤﻌﺔ ﺍﻷﺭﺩﻨﻴﺔ‪،‬‬
‫ﺍﻟﺘﻁﺒﻴﻘﻴﺔ‪ ،‬ﻟﻴﺭﻓﻊ ﻤﺴﺘﻭﻯ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻴﻪ ﻤﻥ ﺍﻟﺩﺒﻠﻭﻡ ﺍﻟﻤﺘﻭﺴﻁ ﺇﻟﻰ‬ ‫ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ .‬ﺘﺎﺭﻴﺦ ﺍﺴﺘﻼﻡ ﺍﻟﺒﺤﺙ ‪ ،2007/6/14‬ﻭﺘﺎﺭﻴﺦ ﻗﺒﻭﻟﻪ‬
‫ﺍﻟﺒﻜﺎﻟﻭﺭﻴﻭﺱ‪ ،‬ﻭﺇﻟﻰ ﺠﺎﻨﺏ ﺫﻟﻙ ﺍﺴﺘﺤﺩﺙ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻷﺭﺩﻨﻴﺔ‬ ‫‪.2009/1/27‬‬
‫© ‪ 2009‬ﻋﻤﺎﺩﺓ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‪ /‬ﺍﳉﺎﻣﻌﺔ ﺍﻷﺭﺩﻧﻴﺔ‪ .‬ﲨﻴﻊ ﺍﳊﻘﻮﻕ ﳏﻔﻮﻇﺔ‪.‬‬ ‫‪- 825 -‬‬
‫ﺨﻠﻴل ﺩﺭﻭﻴﺵ‬ ‫ﻤﻌﻭﻗﺎﺕ ﺍﻟﻤﻤﺎﺭﺴﺔ ﺍﻟﻤﻬﻨﻴ‪‬ﺔ ﻟﻠﻌﺎﻤﻠﻴﻥ ‪...‬‬
‫ﺃﻥ ﺘﺩﺍﺨل ﺃﺩﻭﺍﺭ ﻜل ﻤﻥ ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﺍﻟﻤﺸﺭﻑ‬ ‫ﻋﺎﻡ ‪ 1999‬ﺒﺭﻨﺎﻤﺞ ﻟﻠﻌﻤل ﺍﻻﺠﺘﻤﺎﻋﻲ ﻴﻤﻨﺢ ﺩﺭﺠﺔ ﺍﻟﻤﺎﺠﺴﺘﻴﺭ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﺍﻟﺒﺎﺤﺙ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﺍﻟﻤﺸﺭﻑ ﺍﻟﺘﺭﺒﻭﻱ ﻓﻲ ﺒﻌﺽ‬ ‫ﻓﻲ ﺍﻟﻌﻤل ﺍﻻﺠﺘﻤﺎﻋﻲ)‪ ،(5‬ﻭﻤﻥ ﺜﻡ ﺘﻭﺠﻬﺕ ﺍﻟﺠﺎﻤﻌﺎﺕ ﺍﻷﺭﺩﻨﻴﺔ‬
‫ﻤﺠﺎﻻﺕ ﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺒﺨﺎﺼﺔ ﺍﻟﻤﺩﺭﺴﺔ ﻭﺍﻷﺴﺭﺓ ﻗﺩ‬ ‫ﺍﻟﺭﺴﻤﻴﺔ ﺇﻟﻰ ﺘﺩﺭﻴﺱ ﻤﻭﺍﺩ ﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻲ ﺃﻗﺴﺎﻡ ﻋﻠﻡ‬
‫ﺃﻀﻌﻑ ﻤﻥ ﻤﻜﺎﻨﺔ ﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻜﻤﻬﻨﺔ ﻤﺘﺨﺼﺼﺔ ﻓﻲ‬ ‫ﺍﻻﺠﺘﻤﺎﻉ‪ ،‬ﺃﻭ ﺇﻨﺸﺎﺀ ﺃﻗﺴﺎﻡ ﻤﺴﺘﻘﻠﺔ ﻟﻠﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻴﻬﺎ‪.‬‬
‫ﺍﻟﻌﻤل ﺍﻻﺠﺘﻤﺎﻋﻲ‪.‬‬
‫ﺍﻹﻁﺎﺭ ﺍﻟﻨﻅﺭﻱ ﻭﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‬
‫ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﺇﻥ ﻨﻅﺭﺓ ﻤﻭﻀﻭﻋﻴﺔ ﻷﻨﺸﻁﺔ ﺍﻟﻌﻤل ﺍﻻﺠﺘﻤﺎﻋﻲ ﻓﻲ ﺍﻷﺭﺩﻥ‬
‫ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻟﻤﻌﻭﻗﺎﺕ ﺍﻟﺘﻲ ﺘﻌﺘﺭﺽ ﺍﻟﻤﻤﺎﺭﺴﺔ ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﻭﺒﺨﺎﺼﺔ ﻤﺠﺎﻻﺕ ﺍﻷﺴﺭﺓ ﻭﺍﻟﻁﻔﻭﻟﺔ ﻭﺍﻟﻤﺩﺭﺴﺔ ﻭﺍﻟﺩﻓﺎﻉ‬
‫ﻟﻠﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻲ ﻤﺠﺎﻻﺘﻬﺎ ﺍﻟﻤﺘﻌﺩﺩﺓ‪ ،‬ﻓﺈﻥ ﻫﺫﻩ ﺍﻟﻤﻌﻭﻗﺎﺕ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ ﺘﻘﻭﺩ ﺇﻟﻰ ﺍﻟﻘﻭل ﺍﻥ ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺒﺤﺎﺠﺔ‬
‫ﻟﻡ ﺘﺤﻅ ﺒﺎﻫﺘﻤﺎﻡ ﺍﻟﺒﺎﺤﺜﻴﻥ ﻓﻲ ﺍﻷﺭﺩﻥ‪ ،‬ﺇﻨﻤﺎ ﻫﻨﺎﻙ ﺒﻌﺽ‬ ‫ﺇﻟﻰ ﺭﻓﻊ ﻜﻔﺎﻴﺘﻪ ﻭﺘﻁﻭﻴﺭ ﻤﻬﺎﺭﺍﺘﻪ‪ ،‬ﻭﺍﻻﻋﺘﺭﺍﻑ ﺒﺩﻭﺭﻩ ﻓﻲ‬
‫ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺘﻲ ﺃﺠﺭﻴﺕ ﻓﻲ ﺍﻟﺴﻌﻭﺩﻴﺔ ﻭﻤﺼﺭ ﺤﻭل ﺍﻟﻤﻌﻭﻗﺎﺕ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ)‪ ،(6‬ﻭﺘﺸﻴﺭ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺇﻟﻰ ﺃﻥ ﻗﻠﺔ ﺨﺒﺭﺓ ﺍﻻﺨﺼﺎﺌﻲ‬
‫ﻓﻲ ﺍﻟﻤﺩﺭﺴﺔ ﻭﺍﻷﺴﺭﺓ ﻭﺃﺨﺭﻯ ﻓﻲ ﺍﻟﻜﻭﻴﺕ ﺤﻭل ﺍﻟﻤﻌﻭﻗﺎﺕ ﻓﻲ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ ﻓﻲ ﻤﻤﺎﺭﺴﺔ ﻤﻬﻨﺔ ﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺠﻌﻠﺘﻪ ﻴﻌﺘﻤﺩ‬
‫ﺍﻟﻤﺭﺍﻜﺯ ﺍﻟﺼﺤﻴﺔ‪ ،‬ﻭﻫﻲ ﻤﻌﻭﻗﺎﺕ ﺘﻨﺴﺤﺏ ﻋﻠﻰ ﺍﻟﻤﺠﺎل‬ ‫ﻻ ﻤﻥ ﻤﻨﻅﻭﺭ "ﻗﺎﻋﺩﺓ‬ ‫ﻋﻠﻰ ﻤﻨﻅﻭﺭ "ﺍﻟﺤﺎﺠﺔ ﺍﻹﻨﺴﺎﻨﻴﺔ" ﺒﺩ ﹰ‬
‫ﺍﻟﻤﺩﺭﺴﻲ ﻭﺍﻷﺴﺭﻱ ﻭﺍﻟﻁﺒﻲ ﻓﻲ ﺍﻷﺭﺩﻥ ﺭﻏﻡ ﺨﺼﻭﺼﻴﺔ ﻜل‬ ‫ﺍﻟﺤﻘﻭﻕ ﺍﻹﻨﺴﺎﻨﻴﺔ" ﻭﻫﺫﺍ ﺒﺤﺩ ﺫﺍﺘﻪ ﻴﺸﻜل ﻋﻘﺒﺔ ﺃﻤﺎﻡ ﺍﻟﻤﻤﺎﺭﺴﺔ‬
‫ﻤﺠﺘﻤﻊ‪.‬‬ ‫ﺍﻟﻤﻬﻨﻴﺔ ﻟﻠﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻲ ﺍﻷﺭﺩﻥ)‪ (7‬ﻭﺇﺫﺍ ﻤﺎ ﺃﺨﺫﻨﺎ ﺒﻌﻴﻥ‬
‫ﺃﺠﺭﻯ ﺃﺤﻤﺩ ﻓﻭﺯﻱ ﺍﻟﺼﺎﻭﻱ ﻋﺎﻡ ‪ 1981‬ﺩﺭﺍﺴﺔ ﻤﻴﺩﺍﻨﻴﺔ‬ ‫ﺍﻻﻋﺘﺒﺎﺭ ﺃﻥ ﻏﺎﻟﺒﻴﺔ ﺍﻟﻘﺎﺌﻤﻴﻥ ﻋﻠﻰ ﺍﻟﻌﻤل ﺍﻻﺠﺘﻤﺎﻋﻲ ﻫﻡ ﻤﻥ‬
‫ﺤﻭل "ﻤﻌﻭﻗﺎﺕ ﻋﻤل ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻟﻤﺩﺭﺴﻲ ﻓﻲ‬ ‫ﺍﻟﻤﺘﻁﻭﻋﻴﻥ‪ ،‬ﻭﺃﻥ ﺍﻟﺘﺸﺭﻴﻌﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻲ ﺘﺤﻜﻡ ﺍﻟﻌﻤل‬
‫ﺠﻤﻬﻭﺭﻴﺔ ﻤﺼﺭ ﺍﻟﻌﺭﺒﻴﺔ")‪ .(11‬ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ ﻟﻡ ﺘﻨﻔﺫ ﺒﻌﺩ‪ ،‬ﻓﻠﻴﺱ ﻏﺭﻴﺒﹰﺎ ﺃﻥ ﻨﻭﺍﺠﻪ ﺒﺭﺍﻤﺞ ﻀﻌﻴﻔﺔ‬
‫ﻋﻠﻰ ﺍﻟﻤﻌﻭﻗﺎﺕ ﺍﻟﺘﻲ ﺘﻌﺘﺭﺽ ﺩﻭﺭ ﺍﻻﺨﺼﺎﺌﻴﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ‬ ‫ﻟﻠﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻨﻅﺭﹰﺍ ﻟﻀﻌﻑ ﺍﻟﻤﺘﺨﺼﺼﻴﻥ ﺒﻬﺎ)‪ ،(8‬ﻭﻋﻠﻰ‬
‫ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ‪ ،‬ﻭﺍﺴﺘﺨﺩﻡ ﻤﻨﻬﺞ ﺍﻟﻤﺴﺢ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺒﺎﻟﻌﻴﻨﺔ‪،‬‬ ‫ﺍﻟﺭﻏﻡ ﻤﻥ ﺘﻭﻁﻴﻥ ﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻤﻨﺫ ﺍﻟﺴﺘﻴﻨﺎﺕ ﻓﻲ ﺍﻷﺭﺩﻥ‬
‫ﻭﺍﻻﺴﺘﺒﺎﻨﺔ ﻜﺄﺩﺍﺓ ﻟﺠﻤﻊ ﺒﻴﺎﻨﺎﺕ ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﻭﺨﻠﺼﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ‬ ‫ﻭﻗﺒل ﺫﻟﻙ ﺒﻜﺜﻴﺭ ﻓﻲ ﻤﺼﺭ ﻭﺤﺩﻴﺜﹰﺎ ﻓﻲ ﺩﻭل ﺍﻟﺨﻠﻴﺞ ﻓﺈﻥ ﻫﺫﻩ‬
‫ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻫﻤﻬﺎ‪:‬‬ ‫ﺍﻟﻤﻬﻨﺔ ﻤﺎ ﺯﺍﻟﺕ ﺘﻌﺎﻨﻲ ﻤﻥ ﻏﻴﺎﺏ ﻨﻅﺭﻴﺔ ﻋﺎﻤﺔ ﻤﻤﺎ ﺃﺴﻬﻡ ﻓﻲ‬
‫‪ -‬ﺃﻥ ﺩﻭﺭ ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻟﻴﺱ ﻭﺍﻀﺤﹰﺎ ﻓﻲ ﺫﻫﻥ‬ ‫ﻀﻌﻑ ﻓﺎﻋﻠﻴﺘﻬﺎ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻌﺭﺒﻲ)‪.(9‬‬
‫ﺒﻌﺽ ﺍﻻﺨﺼﺎﺌﻴﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ ﺃﻨﻔﺴﻬﻡ‪.‬‬ ‫ﻭﻤﻥ ﻤﺅﺸﺭﺍﺕ ﻀﻌﻑ ﻓﺎﻋﻠﻴﺔ ﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻲ‬
‫‪ -‬ﺃﻥ ﺩﻭﺭ ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻟﻴﺱ ﻭﺍﻀﺤﹰﺎ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻤﺩﻴﺭ‬ ‫ﺍﻷﺭﺩﻥ ﻏﻴﺎﺏ ﺍﻟﻭﻋﻲ ﺒﺩﻭﺭ ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻋﻠﻰ‬
‫ﺍﻟﻤﺩﺭﺴﺔ ﻭﺍﻟﻤﻌﻠﻤﻴﻥ‪.‬‬ ‫ﻼ ﻻ ﺘﺴﻤﺢ‬ ‫ﺍﻟﻤﺴﺘﻭﻴﻴﻥ ﺍﻷﻫﻠﻲ ﻭﺍﻟﺭﺴﻤﻲ‪ ،‬ﻓﺎﻷﺴﺭﺓ ﻤﺜ ﹰ‬
‫‪ -‬ﺇﻥ ﺇﺩﺍﺭﺓ ﺍﻟﻤﺩﺭﺴﺔ ﻻ ﺘﺘﻌﺎﻭﻥ ﻤﻊ ﺍﻻﺨﺼﺎﺌﻴﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ‪.‬‬ ‫ﻟﻸﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺒﺎﻟﺘﺩﺨل ﻟﺤل ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺯﻭﺠﻴﺔ ﻟﻜﻭﻥ‬
‫‪ -‬ﺇﻥ ﺍﻻﺨﺼﺎﺌﻴﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ ﻴﻘﻭﻤﻭﻥ ﺒﺄﻋﺒﺎﺀ ﺘﺩﺭﻴﺴﻴﺔ ﺩﻭﻥ‬ ‫ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺸﺨﺼﹰﺎ ﻏﺭﻴﺒﹰﺎ ﻻ ﻴﺤﻕ ﻟﻪ ﺍﻹﻁﻼﻉ ﻋﻠﻰ‬
‫ﻤﻘﺎﺒل‪.‬‬ ‫ﺍﻟﺸﺅﻭﻥ ﺍﻟﺩﺍﺨﻠﻴﺔ ﻟﻸﺴﺭﺓ‪ ،‬ﻻﻋﺘﻘﺎﺩﻫﺎ ﺒﺄﻨﻬﺎ ﻤﻥ ﺍﻷﺴﺭﺍﺭ ﺍﻟﺘﻲ‬
‫ﻭﻓﻲ ﻋﺎﻡ ‪ 1986‬ﻗﺎﻡ ﺴﻌﺩ ﺍﻟﻘﻌﻴﺏ ﺒﺩﺭﺍﺴﺔ ﻤﻴﺩﺍﻨﻴﺔ ﺤﻭل‬ ‫ﺘﺨﺹ ﺍﻷﺴﺭﺓ ﻓﻘﻁ)‪.(10‬‬
‫"ﻤﻌﻭﻗﺎﺕ ﺍﻟﻤﻤﺎﺭﺴﺔ ﺍﻟﻤﻬﻨﻴﺔ ﻟﻸﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻓﻲ‬ ‫ﻭﻋﻠﻰ ﺃﻴﺔ ﺤﺎل ﻟﻴﺱ ﺒﻤﻘﺩﻭﺭﻨﺎ ﺇﻻ ﺃﻥ ﻨﻌﺘﺭﻑ ﺒﺄﻥ ﺍﻟﺨﺩﻤﺔ‬
‫ﺍﻟﻤﺩﺭﺴﺔ")‪ (12‬ﻭﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻟﻤﻌﻭﻗﺎﺕ ﺍﻟﺘﻲ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻲ ﺍﻷﺭﺩﻥ ﺘﻭﺍﺠﻪ ﻤﻌﻭﻗﺎﺕ ﻭﺼﻌﻭﺒﺎﺕ ﻜﺜﻴﺭﺓ ﻤﻨﻬﺎ‬
‫ﺘﺤﻭل ﺩﻭﻥ ﻗﻴﺎﻡ ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺒﺩﻭﺭﻩ ﺍﻟﻤﻬﻨﻲ ﻓﻲ‬ ‫ﻤﺎ ﻫﻭ ﻤﺘﺼل ﺒﺎﻟﺜﻘﺎﻓﺔ ﺍﻟﺴﺎﺌﺩﺓ‪ ،‬ﻭﻤﻨﻬﺎ ﻤﺎ ﻫﻭ ﻤﺘﺼل ﺒﺎﻟﻤﻬﻨﺔ‬
‫ﺍﻟﻤﺩﺭﺴﺔ‪ ،‬ﻭﺼﻤﻡ ﺍﻟﺒﺎﺤﺙ ﺍﺴﺘﺒﺎﻨﺘﻴﻥ ﺍﺤﺩﺍﻫﻤﺎ ﻤﻭﺠﻬﻪ ﺇﻟﻰ‬ ‫ﺫﺍﺘﻬﺎ‪ ،‬ﺃﻱ ﻤﻤﺎﺭﺴﺔ ﻤﻥ ﺘﻨﺴﺏ ﺇﻟﻴﻪ ﻫﺫﻩ ﺍﻟﻤﻬﻨﺔ ﻭﻫﻭ ﺍﻻﺨﺼﺎﺌﻲ‬
‫ﺍﻻﺨﺼﺎﺌﻴﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ ﻭﺍﻷﺨﺭﻯ ﻟﻠﻁﻠﺒﺔ‪ ،‬ﻭﻁﺒﻕ ﺍﻷﻭﻟﻰ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻭﻤﻨﻬﺎ ﻤﺎ ﻫﻭ ﻤﺘﺼل ﺒﺎﻹﻤﻜﺎﻨﺎﺕ ﻟﺘﻨﻔﻴﺫ ﺍﻟﻤﺸﺎﺭﻴﻊ‬
‫ﻤﺴﺘﺨﺩﻤﹰﺎ ﺍﻟﻤﺴﺢ ﺍﻟﺸﺎﻤل ﻋﻠﻰ ﺠﻤﻴﻊ ﺍﻻﺨﺼﺎﺌﻴﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪.‬‬
‫ﺒﺎﻟﻤﻨﻁﻘﺔ ﺍﻟﻭﺴﻁﻰ ﻭﻋﺩﺩﻫﻡ )‪ (60‬ﻭﺍﻷﺨﺭﻯ ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻥ‬ ‫ﺇﻥ ﻀﻌﻑ ﻓﺎﻋﻠﻴﺔ ﺃﺩﺍﺀ ﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ‬
‫ﺍﻟﻁﻠﺒﺔ ﻗﻭﺍﻤﻬﺎ )‪ (223‬ﻭﺍﻨﺘﻬﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫ﺍﻷﺭﺩﻨﻲ ﺃﻀﻌﻑ ﺤﻀﻭﺭﻫﺎ ﻟﺩﻯ ﺼﺎﻨﻊ ﺍﻟﻘﺭﺍﺭ ﻓﻲ ﻅل ﻀﻌﻑ‬
‫‪ -‬ﺍﻥ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻤﺩﺭﺴﻴﺔ ﺘﻜﻠﻑ ﺍﻻﺨﺼﺎﺌﻴﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ‬ ‫ﺩﻭﺭ ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻓﻲ ﺩﺭﺍﺴﺔ ﺍﻟﻤﺸﻜﻼﺕ ﺩﺭﺍﺴﺔ‬
‫ﺒﺄﻋﻤﺎل ﺇﺩﺍﺭﻴﺔ ﺒﻌﻴﺩﺓ ﻋﻥ ﺩﻭﺭﻫﻡ ﺍﻟﻤﻬﻨﻲ‪ ،‬ﻜﻤﺎ ﺃﻥ ﺍﻟﺸﻙ ﻤﺎ‬ ‫ﻋﻠﻤﻴﺔ ﻭﺘﺸﺨﻴﺼﻬﺎ ﺘﺸﺨﻴﺼﹰﺎ ﺩﻗﻴﻘﺎﹰ‪ ،‬ﻭﻋﻼﺠﻬﺎ ﻋﻼﺠﹰﺎ ﺴﻠﻴﻤﹰﺎ‪ .‬ﻜﻤﺎ‬
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‫ﻤﻬﺎﺭﺍﺕ ﺍﻟﻤﻤﺎﺭﺴﺔ ﺍﻟﻤﻬﻨﻴﺔ ﻓﻲ ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻷﺴﺭﻴﺔ‪.‬‬ ‫ﺯﺍل ﻴﺴﺎﻭﺭ ﺍﻹﺩﺍﺭﺓ ﺒﺄﻫﻤﻴﺔ ﺩﻭﺭ ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻓﻲ‬
‫ﻴﺴﺘﺸﻑ ﻤﻥ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻴﻬﺎ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ‪ .‬ﺇﻀﺎﻓﺔ ﺇﻟﻰ ﻋﺩﻡ ﺘﻭﻓﺭ ﻤﻜﺘﺏ ﻤﺴﺘﻘل ﻟﻸﺨﺼﺎﺌﻲ‬
‫ﻓﻲ ﺍﻟﺴﻌﻭﺩﻴﺔ ﻭﻤﺼﺭ ﻭﺍﻟﻜﻭﻴﺕ ﺃﻥ ﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻜﻤﻬﻨﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ ﻓﻲ ﺍﻟﻤﺩﺭﺴﺔ ﻭﻋﺩﻡ ﺘﻌﺎﻭﻥ ﺃﻭﻟﻴﺎﺀ ﺃﻤﻭﺭ ﺍﻟﻁﻠﺒﺔ‬
‫ﺇﻨﺴﺎﻨﻴﺔ ﻤﺘﺨﺼﺼﺔ ﻓﻲ ﺍﻟﻌﻤل ﺍﻻﺠﺘﻤﺎﻋﻲ ﻤﺎ ﺯﺍﻟﺕ ﺘﻌﺎﻨﻲ ﻤﻥ‬ ‫ﻤﻌﻪ‪ ،‬ﻭﻴﺭﻓﻀﻭﻥ ﺘﺩﺨﻠﻪ ﻓﻲ ﺸﺅﻭﻥ ﺃﺒﻨﺎﺌﻬﻡ‪.‬‬
‫ﺠﻤﻠﺔ ﻤﻥ ﺍﻟﻤﻌﻭﻗﺎﺕ ﺍﻟﺘﻲ ﺘﺤﻭل ﺩﻭﻥ ﺍﻟﻤﻤﺎﺭﺴﺔ ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺃﻤﺎ ﺩﺭﺍﺴﺔ ﺴﻌﻭﺩ ﺍﻟﺠﻭﻴﺭ ﻋﺎﻡ ‪ 2001‬ﻓﺘﻨﺎﻭﻟﺕ "ﺍﻟﻤﻌﻭﻗﺎﺕ‬
‫ﺍﻟﺼﺤﻴﺤﺔ ﻋﻠﻰ ﺃﺭﺽ ﺍﻟﻭﺍﻗﻊ‪ .‬ﻭﺘﻌﻭﺩ ﺍﻷﺴﺒﺎﺏ ﻓﻲ ﺫﻟﻙ ﺇﻟﻰ‬ ‫ﺍﻟﺘﻲ ﺘﻭﺍﺠﻪ ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻓﻲ ﻭﺤﺩﺍﺕ ﺍﻟﺭﻋﺎﻴﺔ‬
‫ﺜﻼﺜﺔ ﻤﺴﺘﻭﻴﺎﺕ‪:‬‬ ‫ﺍﻟﺼﺤﻴﺔ ﺒﺩﻭﻟﺔ ﺍﻟﻜﻭﻴﺕ")‪ (13‬ﻭﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ‬
‫ﺍﻷﻭل‪ :‬ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻨﻔﺴﻪ‪ ،‬ﻓﻬﻭ ﺒﺤﺎﺠﺔ ﺇﻟﻰ ﺘﺄﻫﻴل‬ ‫ﺍﻟﻤﻌﻭﻗﺎﺕ ﺍﻟﺘﻲ ﺘﺤﻭل ﺩﻭﻥ ﻤﻤﺎﺭﺴﺔ ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ‬
‫ﺃﻓﻀل ﻟﺭﻓﻊ ﻜﻔﺎﺀﺘﻪ ﻭﺯﻴﺎﺩﺓ ﺨﺒﺭﺍﺘﻪ ﻭﺘﻁﻭﻴﺭ ﻤﻬﺎﺭﺍﺘﻪ‪.‬‬ ‫ﻟﺩﻭﺭﻩ ﺍﻟﻤﻬﻨﻲ ﻓﻲ ﻭﺤﺩﺍﺕ ﺍﻟﺭﻋﺎﻴﺔ ﺍﻟﺼﺤﻴﺔ ﺒﺩﻭﻟﺔ ﺍﻟﻜﻭﻴﺕ‪،‬‬
‫ﺍﻟﺜﺎﻨﻲ‪ :‬ﺍﻟﻘﺎﺌﻤﻭﻥ ﻋﻠﻰ ﺍﻟﻌﻤل ﺍﻻﺠﺘﻤﺎﻋﻲ ﻓﻲ ﻤﺠﺎﻻﺕ‬ ‫ﻭﻗﺴﻡ ﻫﺫﻩ ﺍﻟﻤﻌﻭﻗﺎﺕ ﺇﻟﻰ ﻤﻌﻭﻗﺎﺕ ﻤﺘﺼﻠﺔ ﺒﺎﻟﻤﻤﺎﺭﺴﺔ ﺍﻟﻤﻬﻨﻴﺔ‬
‫ﺍﻷﺴﺭﺓ ﻭﺍﻟﻤﺩﺭﺴﺔ ﻭﺍﻟﻤﺴﺘﺸﻔﻰ ﻭﻏﻴﺭﻫﺎ ﻻ ﻴﺘﻔﻬﻤﻭﻥ ﺩﻭﺭ‬ ‫ﻤﻊ ﺍﻟﻤﺭﻀﻰ ﻭﺃﺴﺭﻫﻡ ﻭﻤﻌﻭﻗﺎﺕ ﻤﺘﺼﻠﺔ ﺒﺈﺩﺍﺭﺓ ﺍﻟﻤﺴﺘﺸﻔﻰ‬
‫ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﻻ ﻴﺘﻌﺎﻭﻨﻭﻥ ﻤﻌﻪ‪.‬‬ ‫ﻭﺍﻟﺘﺩﺨل ﺍﻟﻤﺘﻜﺭﺭ ﻟﻠﻤﺩﻴﺭﻴﻥ ﻓﻲ ﻋﻤل ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ‬
‫ﺍﻟﺜﺎﻟﺙ‪ :‬ﺜﻘﺎﻓﺔ ﺍﻟﻤﺠﺘﻤﻊ‪ ،‬ﻓﺎﻟﻌﺎﺩﺍﺕ ﻭﺍﻟﺘﻘﺎﻟﻴﺩ ﺍﻟﺴﺎﺌﺩﺓ ﻭﺨﺎﺼﺔ‬ ‫ﺇﻀﺎﻓﺔ ﺇﻟﻰ ﻤﻌﻭﻗﺎﺕ ﻤﺘﺼﻠﺔ ﺒﺎﻹﻋﺩﺍﺩ ﺍﻟﻤﻬﻨﻲ‪.‬‬
‫ﻓﻲ ﺍﻷﺤﻴﺎﺀ ﺍﻟﺸﻌﺒﻴﺔ ﺍﻟﺘﻲ ﺘﻨﺸﻁ ﻓﻴﻬﺎ ﺍﻟﻤﻬﻨﺔ ﺃﻜﺜﺭ ﻤﻥ ﻏﻴﺭﻫﺎ‬ ‫ﻭﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺘﻲ ﻗﺎﻡ ﺒﻬﺎ ﻋﻭﻨﻲ ﺒﺴﻴﻭﻨﻲ )‪(1990‬‬
‫ﺘﻤﻨﻊ ﺍﻻﺨﺼﺎﺌﻲ ﻤﻥ ﺍﻟﺘﺩﺨل ﻓﻲ ﺍﻟﺨﻼﻓﺎﺕ ﺍﻷﺴﺭﻴﺔ ﺒﻐﺭﺽ‬ ‫ﻭﻋﻨﻭﺍﻨﻬﺎ‪" :‬ﺍﻟﻤﻤﺎﺭﺴﺔ ﺍﻟﻤﻬﻨﻴﺔ ﻟﻠﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ‬
‫ﺩﺭﺍﺴﺘﻬﺎ ﻭﺤﻠﻬﺎ‪ ،‬ﻷﻥ ﺍﻟﺘﺩﺨل ﻓﻲ ﻫﺫﻩ ﺍﻟﺤﺎﻟﺔ ﻴﻌﺘﺒﺭ ﺍﻨﺘﻬﺎﻜﺎ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﺯﺭﺍﻋﻴﺔ ﻭﺩﻭﺭﻫﺎ ﻓﻲ ﺘﻨﻤﻴﺔ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺤﻠﻲ")‪ .(14‬ﺇﻟﻰ‬
‫ﻟﺤﺭﻤﺔ ﺍﻷﺴﺭﺓ)‪ ،(16‬ﻋﻠﻰ ﺍﻟﻌﻜﺱ ﻤﻥ ﺍﻟﻤﺠﺘﻤﻌﺎﺕ ﺍﻟﻐﺭﺒﻴﺔ ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺃﺜﺭ ﺍﻟﻤﻤﺎﺭﺴﺔ ﺍﻟﻤﻬﻨﻴﺔ ﻟﻠﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻲ‬
‫ﺘﻨﺸﻁ ﻓﻴﻬﺎ ﻤﻜﺎﺘﺏ ﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺘﺘﺩﺨل ﻟﺤل ﺍﻟﺨﻼﻓﺎﺕ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﺯﺭﺍﻋﻴﺔ‪ ،‬ﻭﺨﺭﺠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺒﻤﺠﻤﻭﻋﺔ ﻤﻥ‬
‫ﺍﻷﺴﺭﻴﺔ ﻭﺘﻘﺩﻴﻡ ﺍﻻﺴﺘﺸﺎﺭﺍﺕ ﻟﻠﻤﻘﺒﻠﻴﻥ ﻋﻠﻰ ﺍﻟﺯﻭﺍﺝ)‪.(17‬‬ ‫ﺍﻟﻨﺘﺎﺌﺞ ﻤﻥ ﺃﻫﻤﻬﺎ ﺃﻥ ﻏﺎﻟﻴﺔ ﻁﻼﺏ ﺍﻟﻤﺩﺍﺭﺱ ﻻ ﻴﻌﺭﻓﻭﻥ‬
‫ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﻟﻡ ﻴﻁﻠﻌﻭﺍ ﻋﻠﻰ ﺩﻭﺭﻩ ﺒﺎﻟﻤﺩﺭﺴﺔ‪ ،‬ﻟﺫﺍ‬
‫ﺃﻫﻤﻴﺔ ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻴﺤﺠﻡ ﻜﺜﻴﺭ ﻤﻥ ﺍﻟﻁﻼﺏ ﻋﻥ ﺍﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺠﻤﺎﻋﺎﺕ ﺍﻟﻨﺸﺎﻁ‪،‬‬
‫ﻋﻠﻰ ﺍﻟﺭﻏﻡ ﻤﻥ ﻭﺠﻭﺩ ﻤﻬﻨﺔ ﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻲ ﺍﻷﺭﺩﻥ‬ ‫ﻭﻤﺭﺩ ﺫﻟﻙ ﺤﺴﺏ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺃﻥ ﺩﻭﺭ ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ‬
‫ﻤﻨﺫ ﺍﻟﺴﺘﻴﻨﺎﺕ‪ ،‬ﻭﺇﻨﺸﺎﺀ ﺍﻟﻤﻌﺎﻫﺩ ﻭﺍﻟﻜﻠﻴﺎﺕ ﺍﻟﺘﻲ ﺘﻌﺩ ﺍﻻﺨﺼﺎﺌﻴﻴﻥ‬ ‫ﻓﻲ ﻤﺠﺎل ﺍﻟﺘﻌﻠﻴﻡ ﻤﺎﺯﺍل ﺘﻘﻠﻴﺩﻴﺎ ﻴﺨﻠﻭ ﻤﻥ ﺍﻟﺘﺠﺩﻴﺩ ﻭﺍﻻﺒﺘﻜﺎﺭ ﻤﻤﺎ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ ﻤﻥ ﺍﻟﺠﺎﻨﺒﻴﻥ ﺍﻟﻨﻅﺭﻱ ﻭﺍﻟﻤﻴﺩﺍﻨﻲ ﻟﻤﻤﺎﺭﺴﺔ ﻫﺫﻩ‬ ‫ﻴﻀﻊ ﻋﻭﺍﺌﻕ ﺃﻤﺎﻡ ﺍﻟﺘﺩﺨل ﺍﻟﻤﻬﻨﻲ ﺍﻟﺴﻠﻴﻡ ﻓﻲ ﺤل ﺍﻟﻤﺸﻜﻼﺕ‬
‫ﺍﻟﻤﻬﻨﺔ‪ ،‬ﺇﻻ ﺃﻥ ﻫﻨﺎﻙ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻤﻌﻭﻗﺎﺕ ﺍﻟﺘﻲ ﺘﺤﻭل ﺩﻭﻥ‬ ‫ﺍﻟﻤﺩﺭﺴﻴﺔ‪.‬‬
‫ﺍﻟﺘﺩﺨل ﻓﻲ ﺒﻌﺽ ﺍﻟﻤﺠﺎﻻﺕ ﻨﻅﺭﹰﺍ ﻟﺤﺴﺎﺴﻴﺔ ﺍﻟﻤﻭﻗﻑ ﺍﻟﻤﺭﺍﺩ‬ ‫ﻭﻗﺎﻤﺕ ﻨﻭﺭﺓ ﺍﻟﻌﻨﺯﻱ )‪ (2008‬ﺒﺩﺭﺍﺴﺔ ﻋﻨﻭﺍﻨﻬﺎ‪" :‬ﺘﻁﺒﻴﻕ‬
‫ﺍﻟﺘﺩﺨل ﻓﻴﻪ‪ ،‬ﺴﻭﺍﺀ ﺃﻜﺎﻥ ﺫﻟﻙ ﻓﻲ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻷﺴﺭﻴﺔ ﺃﻡ ﻓﻲ‬ ‫ﺍﻟﻤﺭﺸﺩﻴﻥ ﺍﻷﺴﺭﻴﻴﻥ ﻷﺴﺎﻟﻴﺏ ﺍﻟﻤﻤﺎﺭﺴﺔ ﺍﻟﻤﻬﻨﻴﺔ ﻓﻲ ﺍﻟﺘﻌﺎﻤل ﻤﻊ‬
‫ﺍﻟﻤﺩﺭﺴﺔ‪ .‬ﻭﺘﺄﺘﻲ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻟﺘﺴﻠﻁ ﺍﻟﻀﻭﺀ ﻋﻠﻰ ﻫﺫﻩ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ ﺍﻷﺴﺭﻴﺔ" ﻭﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﻭﻀﻊ ﺘﺼﻭﺭ ﻟﺘﻔﻌﻴل‬
‫ﺍﻟﻤﻌﻭﻗﺎﺕ ﻟﻠﺘﻌﺭﻑ ﻋﻠﻴﻬﺎ ﻭﻋﻠﻰ ﺃﺴﺒﺎﺒﻬﺎ‪ ،‬ﻭﻤﻥ ﺜﻡ ﺍﻟﺘﻭﺼل‬ ‫ﺍﻹﺭﺸﺎﺩ ﺍﻷﺴﺭﻱ ﻓﻲ ﺍﻟﻤﺭﺍﻜﺯ ﺍﻷﺴﺭﻴﺔ ﻓﻲ ﺍﻟﺴﻌﻭﺩﻴﺔ)‪ .(15‬ﻭﻜﺎﻥ‬
‫ﻟﻤﻘﺘﺭﺤﺎﺕ ﻤﻥ ﺸﺄﻨﻬﺎ ﺃﻥ ﺘﺴﻬﻡ ﻓﻲ ﻭﻀﻊ ﺘﺼﻭ‪‬ﺭ ﻟﻤﻭﺍﺠﻬﺘﻬﺎ‪.‬‬ ‫ﻤﻥ ﺃﻫﻡ ﻨﺘﺎﺌﺞ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻥ ﺍﺤﺘﻠﺕ ﺍﻟﺨﻼﻓﺎﺕ ﺒﻴﻥ ﺍﻟﺯﻭﺠﻴﻥ‬
‫ﺍﻟﻤﺭﺘﺒﺔ ﺍﻷﻭﻟﻰ ﻤﻥ ﺒﻴﻥ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻷﺴﺭﻴﺔ ﺍﻷﺨﺭﻯ‪ .‬ﻭﻜﺎﻥ‬
‫ﺃﻫﺩﺍﻑ ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺘﻌﺎﻤل ﺍﻟﻤﺭﺸﺩﻴﻥ ﺍﻷﺴﺭﻴﻴﻥ ﻀﻌﻴﻔﺎ ﻤﻊ ﻤﻌﻅﻡ ﺍﻟﻤﺸﻜﻼﺕ‬
‫ﺘﻜﻤﻥ ﺃﻫﺩﺍﻑ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻲ ﻤﺤﺎﻭﻟﺔ ﺍﻹﺠﺎﺒﺔ ﻋﻥ ﺍﻟﺘﺴﺎﺅﻻﺕ‬ ‫ﺍﻷﺴﺭﻴﺔ‪ ،‬ﻷﻨﻬﺎ ﻻ ﺘﺤﺎل ﺇﻟﻰ ﻤﺭﺍﻜﺯ ﺍﻹﺭﺸﺎﺩ ﺍﻷﺴﺭﻱ‪ ،‬ﻭﺘﺘﻭﻻﻫﺎ‬
‫ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫ﺠﻬﺎﺕ ﺃﺨﺭﻯ ﻤﺜل "ﻫﻴﺌﺔ ﺍﻷﻤﺭ ﺒﺎﻟﻤﻌﺭﻭﻑ ﻭﺍﻟﻨﻬﻲ ﻋﻥ ﺍﻟﻤﻨﻜﺭ"‬
‫‪ .1‬ﻤﺎ ﺍﻟﺨﺼﺎﺌﺹ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻟﻤﻬﻨﻴﺔ ﻟﻠﻌﺎﻤﻠﻴﻥ ﻓﻲ ﻤﺅﺴﺴﺎﺕ‬ ‫ﻭﻫﻡ ﻏﻴﺭ ﻤﺘﺨﺼﺼﻴﻥ ﻓﻲ ﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﻴﺘﻌﺎﻤﻠﻭﻥ ﻤﻊ‬
‫ﺍﻟﺭﻋﺎﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﻤﺩﺍﺭﺱ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺍﻟﻌﺎﺼﻤﺔ؟‬ ‫ﻜﺜﻴﺭ ﻤﻥ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻷﺴﺭﻴﺔ ﻋﻠﻰ ﺃﻨﻬﺎ ﻗﻀﺎﻴﺎ ﺃﻤﻨﻴﺔ ﻏﻴﺭ‬
‫‪ .2‬ﻫل ﺍﻹﻋﺩﺍﺩ ﺍﻟﻨﻅﺭﻱ ﻭﺍﻟﻤﻴﺩﺍﻨﻲ )ﺍﻟﺘﺩﺭﻴﺏ( ﻟﻸﺨﺼﺎﺌﻲ‬ ‫ﺍﺠﺘﻤﺎﻋﻴﺔ‪.‬‬
‫ﺍﻻﺠﺘﻤﺎﻋﻲ ﻴﻠﺒ‪‬ﻲ ﻤﺘﻁﻠﺒﺎﺕ ﻤﻤﺎﺭﺴﺔ ﺍﻟﻤﻬﻨﺔ؟‬ ‫ﻜﻤﺎ ﺃﺸﺎﺭﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻥ ‪ %47.7‬ﻤﻥ ﺍﻟﻤﺭﺸﺩﻴﻥ ﺍﻷﺴﺭﻴﻴﻥ‬
‫‪ .3‬ﻤﺎ ﺍﻟﻤﻌﻭ‪‬ﻗﺎﺕ ﺍﻟﺘﻲ ﺘﺤﻭل ﺩﻭﻥ ﺘﺩﺨل ﺍﻟﻌﺎﻤﻠﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ‬ ‫ﺍﻟﺫﻴﻥ ﻁﺒﻘﺕ ﻋﻠﻴﻬﻡ ﺍﻟﺩﺭﺍﺴﺔ ﻏﻴﺭ ﻤﺘﺨﺼﺼﻴﻥ ﻓﻲ ﺍﻟﺨﺩﻤﺔ‬
‫ﻓﻲ ﻤﺠﺎﻟﻲ ﺍﻷﺴﺭﺓ ﻭﺍﻟﻤﺩﺭﺴﺔ؟‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﻫﻡ ﺒﺤﺎﺠﺔ ﺇﻟﻰ ﺩﻭﺭﺍﺕ ﺘﺩﺭﻴﺒﻴﺔ ﻤﺘﺨﺼﺼﺔ ﻻﻜﺘﺴﺎﺏ‬
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‫ﺍﻟﻭﺼﻔﻴﺔ ﻟﻌﺭﺽ ﺨﺼﺎﺌﺹ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻭﻭﺼﻑ ﺇﺠﺎﺒﺎﺘﻬﻡ‬ ‫ﺍﻟﻤﻨﻬﺞ ﺍﻟﻤﺴﺘﺨﺩﻡ‬

‫ﻋﻠﻰ ﻜل ﻤﻥ ﻓﻘﺭﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﻭﺫﻟﻙ ﻤﻥ ﺨﻼل ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﺴﺘﺨﺩﻡ ﻓﻲ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻨﻬﺞ ﺍﻟﻤﺴﺢ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺒﺎﻟﻌﻴﻨﺔ‪،‬‬
‫ﺍﻟﺘﻜﺭﺍﺭﺍﺕ ﻭﺍﻟﻨﺴﺏ ﺍﻟﻤﺌﻭﻴﺔ‪ ،‬ﻜﻤﺎ ﺍﺴﺘﺨﺩﻡ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﻟﻤﻼﺀﻤﺘﻪ ﻟﻤﺜل ﻫﺫﺍ ﺍﻟﻨﻭﻉ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ‪ ،‬ﻭﻴﺘﻤﻴﺯ ﻋﻥ ﺍﻟﻤﻨﺎﻫﺞ‬
‫ﻜﺄﺒﺭﺯ ﻤﻘﺎﻴﻴﺱ ﺍﻟﻨﺯﻋﺔ ﺍﻟﻤﺭﻜﺯﻴﺔ ﻟﻘﻴﺎﺱ ﻤﺘﻭﺴﻁ ﺇﺠﺎﺒﺎﺕ‬ ‫ﺍﻷﺨﺭﻯ ﺒﻘﺩﺭﺘﻪ ﻋﻠﻰ ﺍﻟﺤﺼﻭل ﻋﻠﻰ ﺃﻜﺒﺭ ﻜﻤﻴﺔ ﻤﻥ ﺍﻟﺒﻴﺎﻨﺎﺕ‬
‫ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﻋﻠﻰ ﻓﻘﺭﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﻭﺍﺴﺘﺨﺩﻡ ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﻭﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻓﻲ ﺍﻗل ﻭﻗﺕ ﻭﺠﻬﺩ ﻭﺘﻜﻠﻔﺔ‪ ،‬ﻭﻻ ﻴﻜﺘﻔﻲ ﺒﻭﺼﻑ‬
‫ﺍﻟﻤﻌﻴﺎﺭﻱ ﻜﺄﺤﺩ ﻤﻘﺎﻴﻴﺱ ﺍﻟﺘﺸﺘﺕ ﻟﻘﻴﺎﺱ ﺍﻻﻨﺤﺭﺍﻑ ﻓﻲ‬ ‫ﺍﻟﺒﻴﺎﻨﺎﺕ‪ ،‬ﺒل ﻴﺴﻌﻰ ﻟﺘﺤﻠﻴﻠﻬﺎ ﻭﺍﻟﻭﺼﻭل ﺇﻟﻰ ﺃﺤﻜﺎﻡ ﻴﻤﻜﻥ‬
‫ﺍﻹﺠﺎﺒﺎﺕ ﻋﻥ ﻭﺴﻁﻬﺎ ﺍﻟﺤﺴﺎﺒﻲ‪.‬‬ ‫ﺘﻌﻤﻴﻤﻬﺎ‪.‬‬
‫‪(One-Way‬‬ ‫ﻭﺍﺴﺘﺨﺩﻡ ﺍﺨﺘﺒﺎﺭ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ‬
‫)‪ ANOVA‬ﻻﺨﺘﺒﺎﺭ ﺍﻟﺩﻻﻟﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ ﻟﻠﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ ﻭﻋﻴﻨﺘﻬﺎ‬
‫ﺍﻟﺤﺴﺎﺒﻴﺔ ﻟﻺﺠﺎﺒﺎﺕ ﻋﻠﻰ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﻜل ﻤﻥ ﺍﻷﺴﺭﺓ‬ ‫ﻴﺘﻜﻭﻥ ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺠﻤﻴﻊ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﻤﺅﺴﺴﺎﺕ‬
‫ﻭﺍﻟﻤﺩﺭﺴﺔ ﺤﺴﺏ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺴﺘﻘﻠﺔ )ﻜﺎﻟﺠﻨﺱ‪ ،‬ﻭﺍﻟﻤﺅﻫل‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺍﻟﻌﺎﺼﻤﺔ ﺤﻴﺙ ﺘﻡ ﺍﺨﺘﻴﺎﺭ ﻋﻴﻨﺔ ﻗﺼﺩﻴﻪ‬
‫ﺍﻟﻌﻠﻤﻲ(‪ .‬ﻓﻲ ﺤﻴﻥ ﺍﺴﺘﺨﺩﻡ ﺍﺨﺘﺒﺎﺭ )‪(Independent-Samples t-test‬‬ ‫ﻗﻭﺍﻤﻬﺎ )‪ (180‬ﻤﻤﻥ ﺍﺘﻔﻕ ﻋﻠﻰ ﺘﺴﻤﻴﺘﻬﻡ "ﺒﺄﺨﺼﺎﺌﻴﻴﻥ‬
‫ﻹﺨﺘﺒﺎﺭ ﺍﻟﻔﺭﻭﻕ ﺍﻹﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﻜل ﻤﻥ ﻤﺠﺎل ﺍﻷﺴﺭﺓ ﻭﺍﻟﻤﺩﺭﺴﺔ‪.‬‬ ‫ﺍﺠﺘﻤﺎﻋﻴﻴﻥ" ﺃﻭ "ﻤﺭﺸﺩﻴﻥ ﺍﺠﺘﻤﺎﻋﻴﻴﻥ" ﺃﻭ "ﻤﺸﺭﻓﻴﻥ ﺍﺠﺘﻤﺎﻋﻴﻴﻥ"‬
‫ﻭﺘﻡ ﺍﺴﺘﺨﺩﻡ ﺍﺨﺘﺒﺎﺭ ﺼﺩﻕ ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺴﺔ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﻌﺎﻤل ﻜﺭﻨﺒﺎﺥ‬ ‫ﺃﻭ ﻏﻴﺭ ﺫﻟﻙ ﻤﻥ ﺍﻟﺘﺴﻤﻴﺎﺕ‪ ،‬ﻨﺼﻔﻬﻡ ﻤﻥ ﻤﺅﺴﺴﺎﺕ ﺍﻟﺭﻋﺎﻴﺔ‬
‫ﺍﻟﻔﺎ )‪ (Cronbach's Alpha‬ﻻﺨﺘﺒﺎﺭ ﺍﻻﺘﺴﺎﻕ ﺍﻟﺩﺍﺨﻠﻲ ﻟﻔﻘﺭﺍﺕ ﺃﺩﺍﺓ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﻨﺼﻔﻬﻡ ﺍﻵﺨﺭ ﻤﻥ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻭﺍﻷﻫﻠﻴﺔ‪.‬‬
‫ﺍﻟﺩﺭﺍﺴﺔ‪.‬‬
‫ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﺨﺼﺎﺌﺹ ﺍﻟﻌﻴﻨﺔ‬ ‫ﺘﻡ ﺠﻤﻊ ﺍﻟﺒﻴﺎﻨﺎﺕ ﻤﻥ ﺨﻼل ﺍﻟﻤﻘﺎﺒﻠﺔ ﺍﻟﻤﻘﻨﹼﻨﺔ ﺫﺍﺕ ﺍﻷﺴﺌﻠﺔ‬
‫ﺘﻅﻬﺭ ﺒﻴﺎﻨﺎﺕ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ (1‬ﺃﻥ ﺍﻟﺫﻜﻭﺭ ﻴﺸﻜﻠﻭﻥ‬ ‫ﺍﻟﻤﺨﻁﻁ ﻟﻬﺎ ﻭﺍﻟﻤﺼﺎﻏﺔ ﻋﻠﻰ ﻨﺤﻭ ﻴﺤﻘﻕ ﺃﻫﺩﺍﻑ ﺍﻟﺩﺭﺍﺴﺔ ﻭﻴﺠﻴﺏ‬
‫‪ %33.9‬ﻤﻥ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﺒﻴﻨﻤﺎ ﺸﻜﻠﺕ ﺍﻹﻨﺎﺙ ‪ ،%66.1‬ﺃﻤﺎ‬ ‫ﻋﻥ ﺘﺴﺎﺅﻻﺘﻬﺎ‪ .‬ﺤﻴﺙ ﺘﻡ ﺘﺼﻤﻴﻡ ﺍﺴﺘﺒﺎﻨﻪ ﻤﻜﻭﻨﺔ ﻤﻥ ﻗﺴﻤﻴﻥ‪،‬‬
‫ﻋﻥ ﺍﻟﻤﺅﻫﻼﺕ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﻓﻘﺩ ﺸﻜل ﺤﻤﻠﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﻌﺎﻤﺔ ﻤﺎ‬ ‫ﺍﻷﻭل ﻤﻨﻬﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻻﺨﺼﺎﺌﻴﻴﻥ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﻤﺠﺎل ﺍﻷﺴﺭﺓ‪ ،‬ﺒﻴﻨﻤﺎ‬
‫ﻨﺴﺒﺘﻪ ‪ ،%8.9‬ﻭﺍﻟﺩﺒﻠﻭﻡ ﺍﻟﻤﺘﻭﺴﻁ ‪ ،%17.2‬ﻭﺍﻟﺒﻜﺎﻟﻭﺭﻴﻭﺱ‬ ‫ﻴﺘﻌﻠﻕ ﺍﻟﻘﺴﻡ ﺍﻟﺜﺎﻨﻲ ﺒﺎﻻﺨﺼﺎﺌﻴﻴﻥ ﻓﻲ ﻤﺠﺎل ﺍﻟﻤﺩﺭﺴﺔ‪ ،‬ﻭﻗﺩ‬
‫‪ ،%56.1‬ﻭﺍﻟﺩﺒﻠﻭﻡ ﺍﻟﻌﺎﻟﻲ ‪ ،%5.6‬ﻭﺤﻤﻠﺔ ﺩﺭﺠﺔ ﺍﻟﻤﺎﺠﺴﺘﻴﺭ‬ ‫ﺍﺸﺘﻤﻠﺕ ﺍﻻﺴﺘﺒﺎﻨﺔ ﻋﻠﻰ ﺍﻟﺒﻴﺎﻨﺎﺕ ﺍﻷﻭﻟﻴﺔ ﻟﻸﺨﺼﺎﺌﻴﻴﻥ ﻭﺍﻟﺘﻲ‬
‫‪ .%12.2‬ﻭﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻟﺘﺨﺼﺹ‪ ،‬ﻓﻘﺩ ﺸﻜل ﺘﺨﺼﺹ ﻋﻠﻡ‬ ‫ﺸﻜﻠﺕ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺴﺘﻘﻠﺔ )‪ (Independent Variables‬ﻟﻬﺫﻩ‬
‫ﺍﻹﺠﺘﻤﺎﻉ ﻤﺎ ﻨﺴﺒﺘﻪ ‪ ،%12.2‬ﻭﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ‪،%17.2‬‬ ‫ﺍﻟﺩﺭﺍﺴﺔ )ﻜﺎﻟﺠﻨﺱ‪ ،‬ﻭﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻭﺍﻟﺘﺨﺼﺹ‪ (...،‬ﺒﻴﻨﻤﺎ‬
‫ﻭﻋﻠﻡ ﺍﻟﻨﻔﺱ ‪ ،%27.2‬ﻭﺍﻟﻌﻠﻭﻡ ﺍﻟﺘﺭﺒﻭﻴﺔ ‪ ،%20.6‬ﺃﻤﺎ ﺍﻟﺒﺎﻗﻭﻥ‬ ‫ﺸﻜﹼﻠﺕ ﻜل ﻤﻥ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﻌﻤل ﺍﻻﺨﺼﺎﺌﻲ ﻓﻲ ﻤﺠﺎل‬
‫ﺍﻟﺒﺎﻟﻐﺔ ﻨﺴﺒﺘﻬﻡ ‪ %22.8‬ﻓﻴﺤﻤﻠﻭﻥ ﺘﺨﺼﺼﺎﺕ ﺃﺨﺭﻯ ﻤﺘﻔﺭﻗﺔ‪.‬‬ ‫ﺍﻷﺴﺭﺓ ﻭﺍﻟﻤﺩﺭﺴﺔ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺘﺎﺒﻌﺔ )‪(Dependent Variables‬‬
‫ﻭﻗﺩ ﺘﺒﻴ‪‬ﻥ ﺃﻥ ‪ %30‬ﻤﻥ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺘﺘﺭﺍﻭﺡ ﺃﻋﻤﺎﺭﻫﻡ ﺒﻴﻥ‬ ‫ﻟﻬﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ‪ .‬ﻭﺘﻡ ﻗﻴﺎﺱ ﺍﻹﺠﺎﺒﺔ ﻋﻥ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﻌﻤل‬
‫)‪ (29-20‬ﺴﻨﺔ‪ ،‬ﻭﺸﻜﻠﺕ ﺍﻟﻔﺌﺔ ﺍﻟﻌﻤﺭﻴﺔ )‪ (39-30‬ﺴﻨﺔ ﻤﺎ‬ ‫ﺍﻻﺨﺼﺎﺌﻴﻴﻥ ﻓﻲ ﻤﺠﺎل ﺍﻷﺴﺭﺓ ﻭﺍﻟﻤﺩﺭﺴﺔ ﻭﻓﻘﹰﺎ ﻟﻤﻘﻴﺎﺱ ﺜﻼﺜﻲ‪،‬‬
‫ﻨﺴﺒﺘﻪ ‪ ،%41.1‬ﻭﺍﻟﻔﺌﺔ ﺍﻟﻌﻤﺭﻴﺔ )‪ (49-40‬ﺴﻨﺔ ‪ ،%25‬ﺃﻤﺎ‬ ‫ﺤﻴﺙ ﺸﻜﹼﻠﺕ ﻤﻭﺍﻓﻕ ﺍﻟﺭﻗﻡ )‪ ،(3‬ﻭﺍﻟﻤﺤﺎﻴﺩ ﺍﻟﺭﻗﻡ )‪،(2‬‬
‫ﺍﻟﺒﺎﻗﻭﻥ ﺍﻟﺒﺎﻟﻐﺔ ﻨﺴﺒﺘﻬﻡ ‪ %3.9‬ﻓﺘﺘﺭﺍﻭﺡ ﺃﻋﻤﺎﺭﻫﻡ ﺒﻴﻥ )‪-50‬‬ ‫ﻭﺍﻟﻤﻌﺎﺭﺽ ﺍﻟﺭﻗﻡ )‪ .(1‬ﻭﻗﺩ ﺘﻡ ﺍﺨﺘﺒﺎﺭ ﺍﻻﺘﺴﺎﻕ ﺍﻟﺩﺍﺨﻠﻲ ﻟﻔﻘﺭﺍﺕ‬
‫‪ (59‬ﺴﻨﺔ‪.‬‬ ‫ﺍﻟﺩﺭﺍﺴﺔ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﻌﺎﻤل ﻜﺭﻨﺒﺎﺥ ﺍﻟﻔﺎ )‪،(Cronbach's Alpha‬‬
‫ﺃﻤﺎ ﻋﻥ ﺍﻟﻤﺴﻤ‪‬ﻴﺎﺕ ﺍﻟﻭﻅﻴﻔﻴﺔ ﻷﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﻓﻘﺩ ﺸﻜل‬ ‫ﺤﻴﺙ ﺒﻠﻐﺕ ﻗﻴﻤﺘﻪ ‪ 0.91‬ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺠﻤﻴﻊ ﻓﻘﺭﺍﺕ ﺍﻷﺴﺭﺓ‬
‫ﺍﻻﺨﺼﺎﺌﻴﻭﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻭﻥ ﻤﺎ ﻨﺴﺒﺘﻪ ‪ ،%22.2‬ﻭﺍﻻﺨﺼﺎﺌﻴﻭﻥ‬ ‫ﻭﺍﻟﻤﺩﺭﺴﺔ‪ ،‬ﻭﻗﺩ ﺒﻠﻎ ‪ 0.86‬ﻟﻠﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻷﺴﺭﺓ‪ ،‬ﻓﻲ ﺤﻴﻥ‬
‫ﺍﻟﻨﻔﺴﻴﻭﻥ ‪ ،%9.4‬ﻭﺍﻟﻤﺭﺸﺩﻭﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻭﻥ ‪،%15‬‬ ‫ﺒﻠﻎ ‪ 0.89‬ﻟﻠﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﻤﺩﺭﺴﺔ‪ ،‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺩﺭﺠﺔ‬
‫ﻭﺍﻟﻤﺭﺸﺩﻭﻥ ﺍﻟﺘﺭﺒﻭﻴﻭﻥ ‪ ،%29.5‬ﻓﻲ ﺤﻴﻥ ﺃﻥ ‪%23.9‬‬ ‫ﺍﺘﺴﺎﻕ ﻋﺎﻟﻴﺔ ﺒﻴﻥ ﻓﻘﺭﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ‪.‬‬
‫ﻴﺤﻤﻠﻭﻥ ﻤﺴﻤ‪‬ﻴﺎﺕ ﻭﻅﻴﻔﻴﺔ ﺃﺨﺭﻯ ﻤﺨﺘﻠﻔﺔ‪ .‬ﻭﻗﺩ ﺘﺒﻴﻥ ﺃﻥ ﻨﺴﺒﺔ‬
‫ﺍﻟﺫﻴﻥ ﺘﻘل ﺴﻨﻭﺍﺕ ﺨﺒﺭﺘﻬﻡ ﻋﻥ )‪ (3‬ﺴﻨﻭﺍﺕ ﻫﻲ ‪،%16.7‬‬ ‫ﺍﻷﺴﺎﻟﻴﺏ ﺍﻹﺤﺼﺎﺌﻴﺔ‬
‫ﻭﺸﻜل ﺍﻟﺫﻴﻥ ﺘﺘﺭﺍﻭﺡ ﺴﻨﻭﺍﺕ ﺨﺒﺭﺘﻬﻡ ﺒﻴﻥ )‪ -3‬ﺃﻗل ﻤﻥ ‪(6‬‬ ‫ﺘﻡ ﺘﺤﻠﻴل ﺍﻟﺒﻴﺎﻨﺎﺕ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻟﺤﺯﻤﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ ﻟﻠﻌﻠﻭﻡ‬
‫ﺴﻨﻭﺍﺕ ﻤﺎ ﻨﺴﺒﺘﻪ ‪ ،%13.9‬ﻭﺍﻟﻔﺌﺔ )‪ -6‬ﺃﻗل ﻤﻥ ‪ (9‬ﺴﻨﻭﺍﺕ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ )‪ ،(SPSS‬ﻭﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻹﺤﺼﺎﺌﻴﺔ‬
‫‪- 828 -‬‬

‫ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﺘﻲ ﻴﻌﻤﻠﻭﻥ ﺒﻬﺎ‪ ،‬ﻓﻘﺩ ﺘﺒﻴ‪‬ﻥ ﺃﻥ ‪ %77.2‬ﻤﻨﻬﻡ‬ ‫‪ ،%15‬ﻭﺍﻟﻔﺌﺔ )‪ -9‬ﺃﻗل ﻤﻥ ‪ (12‬ﺴﻨﺔ ‪ ،%9.4‬ﻭﺍﻟﻔﺌﺔ )‪-12‬‬
‫ﻴﻌﻤﻠﻭﻥ ﻓﻲ ﻤﺅﺴﺴﺎﺕ ﺤﻜﻭﻤﻴﺔ‪ ،‬ﻓﻲ ﺤﻴﻥ ﻴﻌﻤل ﻤﺎ ﻨﺴﺒﺘﻪ‬ ‫ﺃﻗل ﻤﻥ ‪ (15‬ﺴﻨﺔ ‪ ،%12.2‬ﻓﻲ ﺤﻴﻥ ﺒﻠﻐﺕ ﻨﺴﺒﺔ ﺍﻟﺫﻴﻥ ﺘﺒﻠﻎ‬
‫‪ %22.8‬ﻓﻲ ﻤﺅﺴﺴﺎﺕ ﺃﻫﻠﻴﺔ‪.‬‬ ‫ﺴﻨﻭﺍﺕ ﺨﺒﺭﺘﻬﻡ )‪ (15‬ﺴﻨﺔ ﻓﺄﻜﺜﺭ ‪ .%32.8‬ﻭﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺼﻔﺔ‬
‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪(1‬‬
‫ﺍﻟﺘﻭﺯﻴﻊ ﻭﺍﻟﺘﻭﺯﻴﻊ ﺍﻟﻨﺴﺒﻲ ﻟﺨﺼﺎﺌﺹ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ‬
‫ﺍﻟﺘﻜﺭﺍﺭ ﺍﻟﻨﺴﺒﺔ‪%‬‬ ‫ﺍﻟﻌﻤﺭ‬ ‫ﺍﻟﺘﻜﺭﺍﺭ ﺍﻟﻨﺴﺒﺔ‪%‬‬ ‫ﺍﻟﻨﻭﻉ‬
‫‪30.0‬‬ ‫‪54‬‬ ‫)‪ (29-20‬ﺴﻨﺔ‬ ‫‪33.9‬‬ ‫‪61‬‬ ‫ﺫﻜﺭ‬
‫‪41.1‬‬ ‫‪74‬‬ ‫)‪ (39-30‬ﺴﻨﺔ‬ ‫‪66.1‬‬ ‫‪119‬‬ ‫ﺃﻨﺜﻰ‬
‫‪25.0‬‬ ‫‪45‬‬ ‫)‪ (49-40‬ﺴﻨﺔ‬ ‫‪100‬‬ ‫‪180‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬
‫‪3.9‬‬ ‫‪7‬‬ ‫)‪ (59-50‬ﺴﻨﺔ‬ ‫ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ ﺍﻟﺘﻜﺭﺍﺭ ﺍﻟﻨﺴﺒﺔ‪%‬‬
‫‪100‬‬ ‫‪180‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬ ‫‪8.9‬‬ ‫‪16‬‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﻌﺎﻤﺔ‬
‫ﺍﻟﺘﻜﺭﺍﺭ ﺍﻟﻨﺴﺒﺔ‪%‬‬ ‫ﺍﻟﻤﺴﻤﻰ ﺍﻟﻭﻅﻴﻔﻲ‬ ‫‪17.2‬‬ ‫‪31‬‬ ‫ﺩﺒﻠﻭﻡ ﻤﺘﻭﺴﻁ‬
‫‪22.2‬‬ ‫‪40‬‬ ‫ﺃﺨﺼﺎﺌﻲ ﺍﺠﺘﻤﺎﻋﻲ‬ ‫‪56.1‬‬ ‫‪101‬‬ ‫ﺒﻜﺎﻟﻭﺭﻴﻭﺱ‬
‫‪9.4‬‬ ‫‪17‬‬ ‫ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬ ‫‪5.6‬‬ ‫‪10‬‬ ‫ﺩﺒﻠﻭﻡ ﻋﺎﻟﻲ‬
‫‪15.0‬‬ ‫‪27‬‬ ‫ﻤﺭﺸﺩ ﺍﺠﺘﻤﺎﻋﻲ‬ ‫‪12.2‬‬ ‫‪22‬‬ ‫ﻤﺎﺠﺴﺘﻴﺭ‬
‫‪29.5‬‬ ‫‪53‬‬ ‫ﻤﺭﺸﺩ ﺘﺭﺒﻭﻱ‬ ‫‪100‬‬ ‫‪180‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬
‫‪23.9‬‬ ‫‪43‬‬ ‫ﻏﻴﺭ ﺫﻟﻙ‬ ‫ﺍﻟﺘﻜﺭﺍﺭ ﺍﻟﻨﺴﺒﺔ‪%‬‬ ‫ﺍﻟﺘﺨﺼﺹ‬
‫‪100‬‬ ‫‪180‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬ ‫‪12.2‬‬ ‫‪22‬‬ ‫ﻋﻠﻡ ﺍﻹﺠﺘﻤﺎﻉ‬
‫ﺍﻟﺘﻜﺭﺍﺭ ﺍﻟﻨﺴﺒﺔ‪%‬‬ ‫ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ‬ ‫‪17.2‬‬ ‫‪31‬‬ ‫ﺨﺩﻤﺔ ﺍﺠﺘﻤﺎﻋﻴﺔ‬
‫‪16.7‬‬ ‫‪30‬‬ ‫ﺃﻗل ﻤﻥ )‪ (3‬ﺴﻨﻭﺍﺕ‬ ‫‪27.2‬‬ ‫‪49‬‬ ‫ﻋﻠﻡ ﻨﻔﺱ‬
‫‪13.9‬‬ ‫‪ -3) 20.6‬ﺃﻗل ﻤﻥ ‪ (6‬ﺴﻨﻭﺍﺕ ‪25‬‬ ‫‪37‬‬ ‫ﻋﻠﻭﻡ ﺘﺭﺒﻭﻴﺔ‬
‫‪15.0‬‬ ‫‪ -6) 22.8‬ﺃﻗل ﻤﻥ ‪ (9‬ﺴﻨﻭﺍﺕ ‪27‬‬ ‫ﺘﺨﺼﺼﺎﺕ ﺃﺨﺭﻯ ‪41‬‬
‫‪9.4‬‬ ‫‪17‬‬ ‫)‪ -9‬ﺃﻗل ﻤﻥ ‪ (12‬ﺴﻨﺔ‬ ‫‪100‬‬ ‫‪180‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬
‫‪12.2‬‬ ‫ﺼﻔﺔ ﺍﻟﻤﺅﺴﺴﺔ ﺍﻟﺘﻜﺭﺍﺭ ﺍﻟﻨﺴﺒﺔ‪ -12) %‬ﺃﻗل ﻤﻥ ‪ (15‬ﺴﻨﺔ ‪22‬‬
‫‪32.8‬‬ ‫‪59‬‬ ‫)‪ (15‬ﺴﻨﺔ ﻓﺄﻜﺜﺭ‬ ‫‪77.2‬‬ ‫‪139‬‬ ‫ﺤﻜﻭﻤﻴﺔ‬
‫‪22.8‬‬ ‫‪41‬‬ ‫ﺃﻫﻠﻴﺔ‬
‫‪100‬‬ ‫‪180‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬
‫‪100‬‬ ‫‪180‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬
‫ﺍﻷﺴﺭﻴﺔ‪ ،‬ﻭﻴﻌﺎﺭﺽ ﺫﻟﻙ ﻤﺎ ﻨﺴﺒﺘﻪ ‪ .%45.6‬ﻭﺒﻠﻎ ﺍﻟﻭﺴﻁ‬ ‫ﺘﺤﻠﻴل ﺍﻟﺒﻴﺎﻨﺎﺕ‬

‫ﺍﻟﺤﺴﺎﺒﻲ ﻋﻠﻰ ﺃﻨﻪ ﻟﻡ ﻴﺴﺒﻕ ﻷﺤﺩ ﺃﻓﺭﺍﺩ ﺃﻱ ﻤﻥ ﺍﻷﺴﺭ ﻓﻲ‬
‫ﻤﺤﻴﻁ ﺩﺍﺌﺭﺓ ﻋﻤﻠﻬﻡ ﺃﻥ ﻁﻠﺏ ﻤﻨﻬﻡ ﺍﻟﺘﺩﺨل ﻟﺤل ﺍﻟﺨﻼﻓﺎﺕ‬ ‫ﺃﻭ ﹰﻻ‪ :‬ﻤﺠﺎل ﺍﻷﺴﺭﺓ‬
‫ﺍﻷﺴﺭﻴﺔ ‪ 1.97‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪.0.94‬‬ ‫ﺘﻅﻬﺭ ﺒﻴﺎﻨﺎﺕ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ (2‬ﺃﻥ ‪ %70‬ﻤﻥ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ‬
‫ﻭﻴﻭﺍﻓﻕ ‪ %82.2‬ﻋﻠﻰ ﺃﻨﻬﻡ ﻴﻌﺘﻘﺩﻭﻥ ﺃﻥ ﺍﻷﺴﺭﺓ ﺍﻷﺭﺩﻨﻴﺔ ﻟﻡ‬ ‫ﻴﻭﺍﻓﻘﻭﻥ ﻋﻠﻰ ﺃﻥ ﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻲ ﺍﻷﺭﺩﻥ ﻟﻡ ﺘﺭﻕ ﺇﻟﻰ‬
‫ﺘﺘﻔﻬﻡ ﺒﻌﺩ ﺩﻭﺭ ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻓﻲ ﺤل ﺍﻟﺨﻼﻓﺎﺕ ﺍﻷﺴﺭﻴﺔ‪،‬‬ ‫ﺍﻵﻥ ﺇﻟﻰ ﻤﺴﺘﻭﻯ ﺍﻟﻤﻬﻨﺔ‪ ،‬ﻭﻴﻌﺎﺭﺽ ﺫﻟﻙ ﻤﺎ ﻨﺴﺒﺘﻪ ‪،%18.9‬‬
‫ﻭﻴﻌﺎﺭﺽ ﺫﻟﻙ ‪ ،%6.7‬ﺃﻤﺎ ﺍﻟﺒﺎﻗﻭﻥ ﺍﻟﺒﺎﻟﻐﺔ ﻨﺴﺒﺘﻬﻡ ‪ %11.1‬ﻓﻘﺩ‬ ‫ﻓﻲ ﺤﻴﻥ ﺍﺘﺨﺫ ‪ %11.1‬ﻤﻭﻗﻑ ﺍﻟﺤﻴﺎﺩ ﺘﺠﺎﻩ ﺫﻟﻙ‪ .‬ﻭﻗﺩ ﺒﻠﻎ‬
‫ﺍﺘﺨﺫﻭﺍ ﻤﻭﻗﻑ ﺍﻟﺤﻴﺎﺩ‪ .‬ﻭﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻋﻠﻰ ﺍﻋﺘﻘﺎﺩﻫﻡ ﺒﺄﻥ‬ ‫ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﻺﺠﺎﺒﺎﺕ ﻋﻠﻰ ﺃﻥ ﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻲ‬
‫ﺍﻷﺴﺭﺓ ﺍﻷﺭﺩﻨﻴﺔ ﻟﻡ ﺘﺘﻔﻬﻡ ﺒﻌﺩ ﺩﻭﺭ ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻓﻲ ﺤل‬ ‫ﺍﻷﺭﺩﻥ ﻟﻡ ﺘﺭﻕ ﺇﻟﻰ ﺍﻵﻥ ﺇﻟﻰ ﻤﺴﺘﻭﻯ ﺍﻟﻤﻬﻨﺔ ﺒﻠﻎ ‪2.51‬‬
‫ﺍﻟﺨﻼﻓﺎﺕ ﺍﻷﺴﺭﻴﺔ ‪ 2.76‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪.0.57‬‬ ‫ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪ 0.80‬ﻭﻓﻕ ﻤﻘﻴﺎﺱ ﺜﻼﺜﻲ‪ .‬ﻭﻴﻭﺍﻓﻕ‬
‫ﻭﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺄﻥ ﺍﻟﺨﻼﻓﺎﺕ ﺍﻷﺴﺭﻴﺔ ﺸﺄﻥ ﻋﺎﺌﻠﻲ ﺩﺍﺨﻠﻲ ﻭﻻ‬ ‫‪ %42.2‬ﻋﻠﻰ ﺃﻨﻪ ﻟﻡ ﻴﺴﺒﻕ ﻷﻱ ﻓﺭ ‪‬ﺩ ﻤﻥ ﺍﻷﺴﺭ ﻓﻲ ﻤﺤﻴﻁ‬
‫ﻴﺴﻤﺢ ﻟﻸﺨﺼﺎﺌﻲ ﺍﻟﺘﺩﺨل ﻓﻴﻬﺎ‪ ،‬ﻓﻘﺩ ﻭﺍﻓﻕ ﻋﻠﻰ ﺫﻟﻙ ‪،%28.9‬‬ ‫ﺩﺍﺌﺭﺓ ﻋﻤل ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﺃﻥ ﻁﻠﺏ ﻤﻨﻬﻡ ﺍﻟﺘﺩﺨل ﻟﺤل ﺍﻟﺨﻼﻓﺎﺕ‬
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‫ﺘﻘﺩﻤﺕ ﺒﻁﻠﺏ ﺍﻟﻤﻌﻭﻨﺔ ﺍﻟﻤﺎﺩﻴﺔ ﺃﻭ ﻓﻲ ﺤﺎل ﺍﻟﺤﺩﺙ ﺍﻟﻤﻨﺤﺭﻑ‬ ‫ﻭﻋﺎﺭﻀﻪ ‪ ،%51.1‬ﻓﻴﻤﺎ ﺍﺘﺨﺫ ‪ %20‬ﻤﻭﻗﻑ ﺍﻟﺤﻴﺎﺩ ﺘﺠﺎﻩ ﺫﻟﻙ‪.‬‬
‫‪ 2.85‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪ .0.76‬ﻭﻴﻭﺍﻓﻕ ‪ %62.2‬ﻋﻠﻰ‬ ‫ﻭﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻋﻠﻰ ﺃﻥ ﺍﻟﺨﻼﻓﺎﺕ ﺍﻷﺴﺭﻴﺔ ﺸﺄﻥ ﻋﺎﺌﻠﻲ‬
‫ﺃﻨﻬﻡ ﺘﻤﻜﻨﻭﺍ ﻤﻥ ﺤل ﺒﻌﺽ ﺍﻟﺨﻼﻓﺎﺕ ﺍﻷﺴﺭﻴﺔ ﻷﺴﺭ ﺘﺭﺒﻁﻬﻡ‬ ‫ﺩﺍﺨﻠﻲ ﻭﻻ ﻴﺴﻤﺢ ﻟﻸﺨﺼﺎﺌﻲ ﺍﻟﺘﺩﺨل ﻓﻴﻬﺎ ‪ 1.78‬ﺒﺎﻨﺤﺭﺍﻑ‬
‫ﺒﻬﺎ ﻋﻼﻗﺔ ﻗﺭﺍﺒﺔ‪ ،‬ﻭﻴﻌﺎﺭﺽ ﺫﻟﻙ ‪ ،%15.6‬ﻓﻴﻤﺎ ﺍﺘﺨﺫ ‪%22.2‬‬ ‫ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪ .0.87‬ﻭﻴﻭﺍﻓﻕ ‪ %56.7‬ﻋﻠﻰ ﺃﻥ ﺍﻟﺯﻴﺎﺭﺓ‬
‫ﻤﻭﻗﻑ ﺍﻟﺤﻴﺎﺩ ﺘﺠﺎﻩ ﺫﻟﻙ‪.‬‬ ‫ﺍﻟﻤﻴﺩﺍﻨﻴﺔ ﺍﻟﺘﻲ ﻴﻘﻭﻡ ﺒﻬﺎ ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻟﻸﺴﺭﺓ ﻫﻲ‬
‫ﻭﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻋﻠﻰ ﺃﻨﻬﻡ ﺘﻤﻜﻨﻭﺍ ﻤﻥ ﺤل ﺒﻌﺽ‬ ‫ﻟﻠﻭﻗﻭﻑ ﻋﻠﻰ ﺍﻟﻭﻀﻊ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﺍﻻﻗﺘﺼﺎﺩﻱ ﻟﻸﺴﺭﺓ ﻭﻟﻴﺱ‬
‫ﺍﻟﺨﻼﻓﺎﺕ ﺍﻷﺴﺭﻴﺔ ﻷﺴﺭ ﺘﺭﺒﻁﻬﻡ ﺒﻬﺎ ﻋﻼﻗﺔ ﻗﺭﺍﺒﺔ ‪2.47‬‬ ‫ﻟﺤل ﺨﻼﻓﺎﺘﻬﺎ‪ ،‬ﻓﻴﻤﺎ ﻴﻌﺎﺭﺽ ﺫﻟﻙ ‪ ،%35.6‬ﻭﺍﺘﺨﺫ ‪%7.8‬‬
‫ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪.0.75‬‬ ‫ﻤﻭﻗﻑ ﺍﻟﺤﻴﺎﺩ‪ .‬ﻭﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻋﻠﻰ ﺃﻥ ﺍﻟﺯﻴﺎﺭﺓ ﺍﻟﻤﻴﺩﺍﻨﻴﺔ‬
‫ﻭﻴﻭﺍﻓﻕ ‪ %43.3‬ﻋﻠﻰ ﺃﻨﻬﻡ ﻴﻌﺘﻘﺩﻭﻥ ﺃﻥ ﺒﺭﺍﻤﺞ ﺇﻋﺩﺍﺩﻫﻡ ﻤﻥ‬ ‫ﺍﻟﺘﻲ ﻴﻘﻭﻡ ﺒﻬﺎ ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻟﻸﺴﺭﺓ ﻫﻲ ﻟﻠﻭﻗﻭﻑ ﻋﻠﻰ‬
‫ﺍﻟﻨﺎﺤﻴﺔ ﺍﻟﻨﻅﺭﻴﺔ ﻭﺍﻟﻌﻤﻠﻴﺔ ﺘﺅﻫﻠﻬﻡ ﻟﺤل ﺍﻟﻤﺸﻜﻼﺕ ﺍﻷﺴﺭﻴﺔ‪،‬‬ ‫ﺍﻟﻭﻀﻊ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﺍﻻﻗﺘﺼﺎﺩﻱ ﻟﻸﺴﺭﺓ ﻭﻟﻴﺱ ﻟﺤل ﺨﻼﻓﺎﺘﻬﺎ‬
‫ﻭﻴﻌﺎﺭﺽ ﺫﻟﻙ ‪ ،%26.7‬ﻓﻲ ﺤﻴﻥ ﺃﻥ ‪ %30‬ﻤﺤﺎﻴﺩﻭﻥ ﺘﺠﺎﻩ ﺫﻟﻙ‪.‬‬ ‫‪ 2.21‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪ .0.94‬ﻭﻴﻭﺍﻓﻕ ‪ %30‬ﻋﻠﻰ ﺃﻥ‬
‫ﻭﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻋﻠﻰ ﺃﻥ ﻤﻔﻬﻭﻡ ﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻟﺠﻭﺀ ﺍﻷﺴﺭﺓ ﺇﻟﻰ ﺍﻻﺨﺼﺎﺌﻲ ﻟﺤل ﺨﻼﻓﺎﺘﻬﺎ ﻴﺴﻲﺀ ﻟﺴﻤﻌﺘﻬﺎ ﻟﺩﻯ‬
‫ﻤﻔﻬﻭﻡ ﻭﺍﺴﻊ ﻭﺸﺎﻤل ﻤﻤﺎ ﻴﺠﻌل ﺃﻓﺭﺍﺩ ﺍﻷﺴﺭﺓ ﻻ ﻴﻌﺘﻘﺩﻭﻥ ﺒﺄﻥ‬ ‫ﺍﻷﻗﺎﺭﺏ ﻭﺍﻟﺠﻴﺭﺍﻥ ﻷﻨﻪ ﺸﺨﺹ ﻏﺭﻴﺏ‪ ،‬ﻭﻴﻌﺎﺭﺽ ﺫﻟﻙ‬
‫ﺤل ﺍﻟﺨﻼﻓﺎﺕ ﺍﻷﺴﺭﻴﺔ ﺒﺤﺎﺠﺔ ﺇﻟﻰ ﺸﺨﺹ ﻤﺘﺨﺼﺹ ‪2.14‬‬ ‫‪ ،%42.2‬ﻓﻲ ﺤﻴﻥ ﺃﻥ ‪ %27.8‬ﺍﺘﺨﺫﻭﺍ ﻤﻭﻗﻑ ﺍﻟﺤﻴﺎﺩ ﺘﺠﺎﻩ ﻫﺫﻩ‬
‫ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪ .0.89‬ﻭﻴﻭﺍﻓﻕ ‪ %66.7‬ﻋﻠﻰ ﺃﻥ‬ ‫ﺍﻟﻘﻀﻴﺔ‪ .‬ﻭﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻋﻠﻰ ﺃﻥ ﻟﺠﻭﺀ ﺍﻷﺴﺭﺓ ﺇﻟﻰ‬
‫ﺍﻻﻨﺘﻤﺎﺀ ﺍﻟﻌﺎﺌﻠﻲ ﻭﺍﻻﻋﺘﺭﺍﻑ ﺒﻜﺒﻴﺭ ﺍﻟﻌﺎﺌﻠﺔ ﻓﻲ ﺤل ﺍﻟﺨﻼﻓﺎﺕ‬ ‫ﺍﻻﺨﺼﺎﺌﻲ ﻟﺤل ﺨﻼﻓﺎﺘﻬﺎ ﻴﺴﻲﺀ ﻟﺴﻤﻌﺘﻬﺎ ﻟﺩﻯ ﺍﻷﻗﺎﺭﺏ ﻭﺍﻟﺠﻴﺭﺍﻥ‬
‫ﺃﻗﻭﻯ ﺒﻜﺜﻴﺭ ﻤﻥ ﺍﻻﻋﺘﺭﺍﻑ ﺒﺎﻟﻤﻬﻨﺔ ﺍﻟﻤﺘﺨﺼﺼﺔ ﻓﻲ ﻫﺫﺍ‬ ‫ﻷﻨﻪ ﺸﺨﺹ ﻏﺭﻴﺏ ‪ 1.88‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪.0.85‬‬
‫ﺍﻟﻤﻭﻀﻭﻉ‪ ،‬ﻭﻴﻌﺎﺭﺽ ﺫﻟﻙ ‪ ،%12.2‬ﻭﺍﺘﺨﺫ ‪ %21.1‬ﻤﻭﻗﻑ‬ ‫ﻭﻋﻥ ﺃﻥ ﺍﻟﻘﻴﻡ ﺍﻷﺴﺭﻴﺔ ﺘﻤﻨﻊ ﺃﻴﹰﺎ ﻤﻥ ﺍﻟﺯﻭﺠﻴﻥ ﻨﻘل ﺨﻼﻓﺎﺘﻬﻤﺎ‬
‫ﺍﻟﺤﻴﺎﺩ‪ .‬ﻭﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻋﻠﻰ ﺃﻥ ﺍﻻﻨﺘﻤﺎﺀ ﺍﻟﻌﺎﺌﻠﻲ‬ ‫ﺨﺎﺭﺝ ﺇﻁﺎﺭ ﺍﻷﺴﺭﺓ ﺒﻘﺼﺩ ﺤﻠﻬﺎ‪ ،‬ﻓﻴﻭﺍﻓﻕ ﻋﻠﻰ ﺫﻟﻙ ‪،%71.1‬‬
‫ﻭﺍﻻﻋﺘﺭﺍﻑ ﺒﻜﺒﻴﺭ ﺍﻟﻌﺎﺌﻠﺔ ﻓﻲ ﺤل ﺍﻟﺨﻼﻓﺎﺕ ﺃﻗﻭﻯ ﺒﻜﺜﻴﺭ ﻤﻥ‬ ‫ﻭﻴﻌﺎﺭﺽ ﺫﻟﻙ ‪ ،%18.9‬ﻓﻲ ﺤﻴﻥ ﺃﻥ ‪ %10‬ﻤﺤﺎﻴﺩﻭﻥ ﺘﺠﺎﻩ‬
‫ﺍﻻﻋﺘﺭﺍﻑ ﺒﺎﻟﻤﻬﻨﺔ ﺍﻟﻤﺘﺨﺼﺼﺔ ﻓﻲ ﻫﺫﺍ ﺍﻟﻤﻭﻀﻭﻉ ‪2.54‬‬ ‫ﺫﻟﻙ‪ .‬ﻭﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻋﻠﻰ ﺃﻥ ﺍﻟﻘﻴﻡ ﺍﻷﺴﺭﻴﺔ ﺘﻤﻨﻊ ﺃﻴﹰﺎ‬
‫ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪.0.71‬‬ ‫ﻤﻥ ﺍﻟﺯﻭﺠﻴﻥ ﻨﻘل ﺨﻼﻓﺎﺘﻬﻤﺎ ﺨﺎﺭﺝ ﺇﻁﺎﺭ ﺍﻷﺴﺭﺓ ﺒﻘﺼﺩ ﺤﻠﻬﺎ‬
‫ﻭﻴﻭﺍﻓﻕ ‪ %91.1‬ﻋﻠﻰ ﺃﻨﻬﻡ ﻴﻌﺘﻘﺩﻭﻥ ﺃﻥ ﻭﺠﻭﺩ ﻫﻴﺌﺔ ﺃﻭ‬ ‫‪ 2.52‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪ .0.79‬ﻭﻋﻥ ﺃﻨﻪ ﻏﺎﻟﺒﹰﺎ ﻤﺎ ﻴﻠﺠﺄ‬
‫ﺠﻤﻌﻴﺔ ﻟﻸﺨﺼﺎﺌﻴﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ ﺴﺘﺴﻬﻡ ﻜﺜﻴﺭﹰﺍ ﻓﻲ ﺘﻭﻋﻴﺔ‬ ‫ﺍﻟﺯﻭﺠﺎﻥ ﺇﻟﻰ ﻜﺒﺎﺭ ﺃﻓﺭﺍﺩ ﺍﻷﺴﺭﺓ ﻟﺤل ﺨﻼﻓﺎﺘﻬﻤﺎ‪ ،‬ﻓﻴﻭﺍﻓﻕ ﻋﻠﻰ‬
‫ﺍﻷﺴﺭ ﺒﺩﻭﺭ ﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻲ ﺤل ﻤﺸﻜﻼﺘﻬﺎ‪ ،‬ﻭﻴﻌﺎﺭﺽ‬ ‫ﺫﻟﻙ ﻤﺎ ﻨﺴﺒﺘﻪ ‪ ،%78.8‬ﻭﻴﻌﺎﺭﺽ ﺫﻟﻙ ‪ ،%15.6‬ﻭﺍﺘﺨﺫ‬
‫ﺫﻟﻙ ‪ ،%3.3‬ﻭﺍﺘﺨﺫ ‪ %5.6‬ﻤﻭﻗﻑ ﺍﻟﺤﻴﺎﺩ‪ .‬ﻭﺒﻠﻎ ﺍﻟﻭﺴﻁ‬ ‫‪ %5.6‬ﻤﻭﻗﻑ ﺍﻟﺤﻴﺎﺩ‪ .‬ﻭﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻋﻠﻰ ﺃﻨﻪ ﻏﺎﻟﺒﹰﺎ ﻤﺎ‬
‫ﺍﻟﺤﺴﺎﺒﻲ ﻋﻠﻰ ﺃﻥ ﻭﺠﻭﺩ ﻫﻴﺌﺔ ﺃﻭ ﺠﻤﻌﻴﺔ ﻟﻸﺨﺼﺎﺌﻴﻴﻥ‬ ‫ﻴﻠﺠﺄ ﺍﻟﺯﻭﺠﺎﻥ ﺇﻟﻰ ﻜﺒﺎﺭ ﺃﻓﺭﺍﺩ ﺍﻷﺴﺭﺓ ﻟﺤل ﺨﻼﻓﺎﺘﻬﻤﺎ ‪2.63‬‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ ﺴﺘﺴﻬﻡ ﻜﺜﻴﺭﹰﺍ ﻓﻲ ﺘﻭﻋﻴﺔ ﺍﻷﺴﺭ ﺒﺩﻭﺭ ﺍﻟﺨﺩﻤﺔ‬ ‫ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪.0.74‬‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻲ ﺤل ﻤﺸﺎﻜﻠﻬﺎ ‪ 2.88‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ‬ ‫ﻭﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺄﻥ ﺍﻟﺨﻼﻓﺎﺕ ﺍﻟﺯﻭﺠﻴﺔ ﻫﻲ ﺃﺴﺭﺍﺭ ﻋﺎﺌﻠﻴﺔ ﻻ‬
‫‪ .0.42‬ﻭﻴﻭﺍﻓﻕ ‪ %85.6‬ﻋﻠﻰ ﺃﻥ ﻓﺘﺢ ﻤﻜﺎﺘﺏ ﻟﻠﺨﺩﻤﺔ‬ ‫ﻴﺴﻤﺢ ﺒﺈﻁﻼﻉ ﺸﺨﺹ ﺨﺎﺭﺠﻲ ﻋﻠﻴﻬﺎ ﺤﺘﻰ ﻭﺇﻥ ﻜﺎﻥ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺨﺎﺼﺔ ﻓﻲ ﺍﻷﺤﻴﺎﺀ ﺍﻟﺸﻌﺒﻴﺔ ﺴﻴﺴﺎﻋﺩ ﻓﻲ ﺒﻨﺎﺀ‬ ‫ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻓﻴﻭﺍﻓﻕ ﻋﻠﻰ ﺫﻟﻙ ‪ ،%33.3‬ﻭﻴﻌﺎﺭﻀﻪ‬
‫ﻋﻼﻗﺔ ﺜﻘﺔ ﻭﺘﻌﺎﻭﻥ ﺒﻴﻨﻬﺎ ﻭﺒﻴﻥ ﺍﻷﺴﺭ‪ ،‬ﻭﻴﻌﺎﺭﺽ ﺫﻟﻙ ‪،%3.3‬‬ ‫‪ ،%30‬ﻭﺍﺘﺨﺫ ﻤﻭﻗﻑ ﺍﻟﺤﻴﺎﺩ ﻤﺎ ﻨﺴﺒﺘﻪ ‪ .%36.7‬ﻭﺒﻠﻎ ﺍﻟﻭﺴﻁ‬
‫ﻭﺍﺘﺨﺫ ﻤﻭﻗﻑ ﺍﻟﺤﻴﺎﺩ ﺘﺠﺎﻩ ﺫﻟﻙ ﻤﺎ ﻨﺴﺒﺘﻪ ‪ .%11.1‬ﻭﺒﻠﻎ ﺍﻟﻭﺴﻁ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ ﻋﻠﻰ ﺃﻥ ﺍﻟﺨﻼﻓﺎﺕ ﺍﻟﺯﻭﺠﻴﺔ ﻫﻲ ﺃﺴﺭﺍﺭ ﻋﺎﺌﻠﻴﺔ ﻻ‬
‫ﺍﻟﺤﺴﺎﺒﻲ ﻋﻠﻰ ﺃﻥ ﻓﺘﺢ ﻤﻜﺎﺘﺏ ﻟﻠﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺨﺎﺼﺔ ﻓﻲ‬ ‫ﻴﺴﻤﺢ ﺒﺈﻁﻼﻉ ﺸﺨﺹ ﺨﺎﺭﺠﻲ ﻋﻠﻴﻬﺎ ﺤﺘﻰ ﻭﺇﻥ ﻜﺎﻥ‬
‫ﺍﻷﺤﻴﺎﺀ ﺍﻟﺸﻌﺒﻴﺔ ﺴﻴﺴﺎﻋﺩ ﻓﻲ ﺒﻨﺎﺀ ﻋﻼﻗﺔ ﺜﻘﺔ ﻭﺘﻌﺎﻭﻥ ﺒﻴﻨﻬﺎ ﻭﺒﻴﻥ‬ ‫ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ‪ 2.03‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪.0.8‬‬
‫ﺍﻷﺴﺭ ‪ 2.82‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪ .0.46‬ﻭﻴﻭﺍﻓﻕ‬ ‫ﻭﻴﻭﺍﻓﻕ ‪ %74.4‬ﻋﻠﻰ ﺃﻥ ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻴﺴﺘﻁﻴﻊ‬
‫‪ %94.5‬ﻋﻠﻰ ﺃﻥ ﺍﻻﻋﺘﺭﺍﻑ ﺒﺎﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻜﻤﻬﻨﺔ‬ ‫ﺯﻴﺎﺭﺓ ﺍﻷﺴﺭﺓ ﺇﺫﺍ ﺘﻘﺩﻤﺕ ﺒﻁﻠﺏ ﺍﻟﻤﻌﻭﻨﺔ ﺍﻟﻤﺎﺩﻴﺔ ﺃﻭ ﻓﻲ ﺤﺎل‬
‫ﻤﺘﺨﺼﺼﺔ ﻓﻲ ﺍﻟﻌﻤل ﺍﻻﺠﺘﻤﺎﻋﻲ ﻴﺅﺩﻱ ﺇﻟﻰ ﺘﻜﻭﻴﻥ ﺍﺘﺠﺎﻫﺎﺕ‬ ‫ﻭﺠﻭﺩ ﺤﺩﺙ ﻤﻨﺤﺭﻑ‪ ،‬ﻭﻴﻌﺎﺭﺽ ﺫﻟﻙ ‪ ،%16.7‬ﻓﻴﻤﺎ ﺍﺘﺨﺫ‬
‫ﺇﻴﺠﺎﺒﻴﺔ ﻟﺩﻯ ﺍﻷﺴﺭ ﻨﺤﻭﻫﺎ‪ ،‬ﻭﻴﻌﺎﺭﺽ ﺫﻟﻙ ‪ ،%3.3‬ﺃﻤﺎ ﺍﻟﺒﺎﻗﻭﻥ‬ ‫ﻤﻭﻗﻑ ﺍﻟﺤﻴﺎﺩ ‪ .%8.9‬ﻭﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻋﻠﻰ ﺃﻥ‬
‫ﺍﻟﺒﺎﻟﻐﺔ ﻨﺴﺒﺘﻬﻡ ‪ %2.2‬ﻓﻘﺩ ﺍﺘﺨﺫﻭﺍ ﻤﻭﻗﻑ ﺍﻟﺤﻴﺎﺩ ﺘﺠﺎﻩ ﺫﻟﻙ‪.‬‬ ‫ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻴﺴﺘﻁﻴﻊ ﺯﻴﺎﺭﺓ ﺍﻷﺴﺭﺓ ﻭﻟﻜﻥ ﻓﻲ ﺤﺎل‬
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‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻲ ﺍﻟﺘﺼﺩﻱ ﻟﻠﻤﺸﻜﻼﺕ ﺍﻷﺴﺭﻴﺔ ‪ 2.89‬ﺒﺎﻨﺤﺭﺍﻑ‬ ‫ﻭﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻋﻠﻰ ﺃﻥ ﺍﻻﻋﺘﺭﺍﻑ ﺒﺎﻟﺨﺩﻤﺔ‬
‫ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪ .0.41‬ﻭﻴﻭﺍﻓﻕ ‪ %95.6‬ﻋﻠﻰ ﺃﻥ ﺘﻨﻅﻴﻡ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻜﻤﻬﻨﺔ ﻤﺘﺨﺼﺼﺔ ﻓﻲ ﺍﻟﻌﻤل ﺍﻻﺠﺘﻤﺎﻋﻲ ﻴﺅﺩﻱ ﺇﻟﻰ‬
‫ﺩﻭﺭﺍﺕ ﻟﺘﺄﻫﻴل ﺍﻻﺨﺼﺎﺌﻴﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ ﻭﺭﻓﻊ ﻤﺴﺘﻭﻯ ﺃﺩﺍﺌﻬﻡ‬ ‫ﺘﻜﻭﻴﻥ ﺍﺘﺠﺎﻫﺎﺕ ﺇﻴﺠﺎﺒﻴﺔ ﻟﺩﻯ ﺍﻷﺴﺭ ﻨﺤﻭﻫﺎ ‪ 2.91‬ﺒﺎﻨﺤﺭﺍﻑ‬
‫ﻴﻜﺴﺒﻬﻡ ﺍﻟﻘﺩﺭﺓ ﻭﺍﻟﺜﻘﺔ ﺒﺩﻭﺭﻫﻡ ﻓﻲ ﻤﻌﺎﻟﺠﺔ ﻟﻠﻤﺸﻜﻼﺕ ﺍﻷﺴﺭﻴﺔ‪،‬‬ ‫ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪.0.39‬‬
‫ﻭﻴﻌﺎﺭﺽ ﺫﻟﻙ ‪ ،%1.1‬ﻭﺍﺘﺨﺫ ‪ %3.3‬ﻤﻭﻗﻑ ﺍﻟﺤﻴﺎﺩ ﺘﺠﺎﻩ ﺫﻟﻙ‪.‬‬ ‫ﻭﻴﻭﺍﻓﻕ ‪ %92.3‬ﻋﻠﻰ ﺃﻨﻬﻡ ﻴﻌﺘﻘﺩﻭﻥ ﺃﻥ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ‬
‫ﻭﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻋﻠﻰ ﺃﻥ ﺘﻨﻅﻴﻡ ﺩﻭﺭﺍﺕ ﻟﺘﺄﻫﻴل‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ ﻤﻘﺼ‪‬ﺭﺓ ﻓﻲ ﺍﻟﺘﻌﺭﻴﻑ ﺒﺩﻭﺭ ﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻲ‬
‫ﺍﻻﺨﺼﺎﺌﻴﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ ﻭﺭﻓﻊ ﻤﺴﺘﻭﻯ ﺃﺩﺍﺌﻬﻡ ﻴﻜﺴﺒﻬﻡ ﺍﻟﻘﺩﺭﺓ‬ ‫ﺍﻟﺘﺼﺩﻱ ﻟﻠﻤﺸﻜﻼﺕ ﺍﻷﺴﺭﻴﺔ‪ ،‬ﻭﻴﻌﺎﺭﺽ ﺫﻟﻙ ‪ ،%3.3‬ﻓﻴﻤﺎ ﺍﺘﺨﺫ‬
‫ﻭﺍﻟﺜﻘﺔ ﺒﺩﻭﺭﻫﻡ ﻓﻲ ﻤﻌﺎﻟﺠﺔ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻷﺴﺭﻴﺔ ‪ 2.94‬ﺒﺎﻨﺤﺭﺍﻑ‬ ‫‪ %4.4‬ﻤﻭﻗﻑ ﺍﻟﺤﻴﺎﺩ‪ .‬ﻭﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻋﻠﻰ ﺃﻥ ﻭﺴﺎﺌل‬
‫ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪.0.27‬‬ ‫ﺍﻹﻋﻼﻡ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻤﻘﺼ‪‬ﺭﺓ ﻓﻲ ﺍﻟﺘﻌﺭﻴﻑ ﺒﺩﻭﺭ ﺍﻟﺨﺩﻤﺔ‬
‫ﺍﻟﺘﻭﺯﻴﻌﺎﺕ ﺍﻟﻨﺴﺒﻴﺔ ﻭﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻹﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻋﻠﻰ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻷﺴﺭﺓ‬
‫ﻤﻭﺍﻓﻕ ﻤﺤﺎﻴﺩ ﻤﻌﺎﺭﺽ ﺍﻟﻭﺴﻁ ﺍﻻﻨﺤﺭﺍﻑ‬
‫ﺍﻟﻔﻘـﺭﺍﺕ‬ ‫ﺍﻟﺭﻗﻡ‬
‫ﺍﻟﺤﺴﺎﺒﻲ ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫‪%‬‬ ‫‪%‬‬ ‫‪%‬‬
‫‪0.80‬‬ ‫‪2.51‬‬ ‫ﻟﻡ ﺘﺭﻕ ﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻲ ﺍﻷﺭﺩﻥ ﺇﻟﻰ ﺍﻵﻥ ﺇﻟﻰ ﻤﺴﺘﻭﻯ ﺍﻟﻤﻬﻨﺔ‪18.9 11.1 70.0 .‬‬ ‫‪1‬‬
‫ﻟﻡ ﻴﺴﺒﻕ ﻷﺤﺩ ﺃﻓﺭﺍﺩ ﺃﻱ ﻤﻥ ﺍﻷﺴﺭ ﻓﻲ ﻤﺤﻴﻁ ﺩﺍﺌﺭﺓ ﻋﻤﻠﻲ ﺃﻥ‬
‫‪0.94‬‬ ‫‪1.97‬‬ ‫‪45.6 12.2 42.2‬‬ ‫‪2‬‬
‫ﻁﻠﺏ ﻤﻨﻲ ﺍﻟﺘﺩﺨل ﻟﺤل ﺍﻟﺨﻼﻓﺎﺕ ﺍﻷﺴﺭﻴﺔ‪.‬‬
‫ﻻ ﻴﻭﺠﺩ ﻓﻲ ﺍﻷﺭﺩﻥ ﻤﻜﺎﺘﺏ ﻟﻠﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻤﺘﺨﺼﺼﺔ ﻓﻲ‬
‫‪0.89‬‬ ‫‪1.72‬‬ ‫‪56.7 14.4 28.9‬‬ ‫‪3‬‬
‫ﺤل ﺍﻟﻨﺯﺍﻋﺎﺕ ﺍﻷﺴﺭﻴﺔ‪.‬‬
‫ﺍﻋﺘﻘﺩ ﺃﻥ ﺍﻷﺴﺭﺓ ﺍﻷﺭﺩﻨﻴﺔ ﻟﻡ ﺘﺘﻔﻬﻡ ﺒﻌﺩ ﺩﻭﺭ ﺍﻻﺨﺼﺎﺌﻲ‬
‫‪0.57‬‬ ‫‪2.76‬‬ ‫‪6.7‬‬ ‫‪11.1 82.2‬‬ ‫‪4‬‬
‫ﺍﻻﺠﺘﻤﺎﻋﻲ ﻓﻲ ﺤل ﺍﻟﺨﻼﻓﺎﺕ ﺍﻷﺴﺭﻴﺔ‪.‬‬
‫ﺍﻟﺨﻼﻓﺎﺕ ﺍﻷﺴﺭﻴﺔ ﺸﺄﻥ ﻋﺎﺌﻠﻲ ﺩﺍﺨﻠﻲ ﻭﻻ ﻴﺴﻤﺢ ﻟﻸﺨﺼﺎﺌﻲ‬
‫‪0.87‬‬ ‫‪1.78‬‬ ‫‪51.1 20.0 28.9‬‬ ‫‪5‬‬
‫ﺍﻟﺘﺩﺨل ﻓﻴﻬﺎ‪.‬‬
‫ﺍﻟﺯﻴﺎﺭﺓ ﺍﻟﻤﻴﺩﺍﻨﻴﺔ ﺍﻟﺘﻲ ﻴﻘﻭﻡ ﺒﻬﺎ ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻟﻸﺴﺭﺓ ﻫﻲ‬
‫‪0.94‬‬ ‫‪2.21‬‬ ‫‪35.6‬‬ ‫ﻟﻠﻭﻗﻭﻑ ﻋﻠﻰ ﺍﻟﻭﻀﻊ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﺍﻻﻗﺘﺼﺎﺩﻱ ﻟﻸﺴﺭﺓ ﻭﻟﻴﺱ ﻟﺤل ‪7.8 56.7‬‬ ‫‪6‬‬
‫ﺨﻼﻓﺎﺘﻬﺎ‪.‬‬
‫ﻟﺠﻭﺀ ﺍﻷﺴﺭﺓ ﺇﻟﻰ ﺍﻻﺨﺼﺎﺌﻲ ﻟﺤل ﺨﻼﻓﺎﺘﻬﺎ ﻴﺴﻲﺀ ﻟﺴﻤﻌﺘﻬﺎ ﻟﺩﻯ‬
‫‪0.85‬‬ ‫‪1.88‬‬ ‫‪42.2 27.8 30.0‬‬ ‫‪7‬‬
‫ﺍﻷﻗﺎﺭﺏ ﻭﺍﻟﺠﻴﺭﺍﻥ ﻷﻨﻪ ﺸﺨﺹ ﻏﺭﻴﺏ‪.‬‬
‫ﺍﻟﻘﻴﻡ ﺍﻷﺴﺭﻴﺔ ﺘﻤﻨﻊ ﺃﻴﹰﺎ ﻤﻥ ﺍﻟﺯﻭﺠﻴﻥ ﻨﻘل ﺨﻼﻓﺎﺘﻬﻤﺎ ﺨﺎﺭﺝ ﺇﻁﺎﺭ‬
‫‪0.79‬‬ ‫‪2.52‬‬ ‫‪18.9 10.0 71.1‬‬ ‫‪8‬‬
‫ﺍﻷﺴﺭﺓ ﺒﻘﺼﺩ ﺤﻠﻬﺎ‪.‬‬
‫‪0.74‬‬ ‫‪2.63‬‬ ‫‪15.6‬‬ ‫‪5.6 78.8‬‬ ‫ﻏﺎﻟﺒﹰﺎ ﻤﺎ ﻴﻠﺠﺄ ﺍﻟﺯﻭﺠﺎﻥ ﺇﻟﻰ ﻜﺒﺎﺭ ﺃﻓﺭﺍﺩ ﺍﻷﺴﺭﺓ ﻟﺤل ﺨﻼﻓﺎﺘﻬﻤﺎ‪.‬‬ ‫‪9‬‬
‫ﺍﻟﺨﻼﻓﺎﺕ ﺍﻟﺯﻭﺠﻴﺔ ﻫﻲ ﺃﺴﺭﺍﺭ ﻋﺎﺌﻠﻴﺔ ﻻ ﻴﺴﻤﺢ ﺒﺈﻁﻼﻉ ﺸﺨﺹ‬
‫‪0.80‬‬ ‫‪2.03‬‬ ‫‪30.0 36.7 33.3‬‬ ‫‪10‬‬
‫ﺨﺎﺭﺠﻲ ﻋﻠﻴﻬﺎ ﺤﺘﻰ ﻭﺇﻥ ﻜﺎﻥ ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ‪.‬‬
‫ﻴﺴﺘﻁﻴﻊ ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺯﻴﺎﺭﺓ ﺍﻷﺴﺭﺓ ﻭﻟﻜﻥ ﻓﻲ ﺤﺎل‬
‫‪0.76‬‬ ‫‪2.58‬‬ ‫‪16.7‬‬ ‫‪8.9 74.4‬‬ ‫‪11‬‬
‫ﺘﻘﺩﻤﺕ ﺒﻁﻠﺏ ﺍﻟﻤﻌﻭﻨﺔ ﺍﻟﻤﺎﺩﻴﺔ ﺃﻭ ﻓﻲ ﺤﺎل ﺍﻟﺤﺩﺙ ﺍﻟﻤﻨﺤﺭﻑ‪.‬‬
‫ﺘﻤﻜﻨﺕ ﻤﻥ ﺤل ﺒﻌﺽ ﺍﻟﺨﻼﻓﺎﺕ ﺍﻷﺴﺭﻴﺔ ﻷﺴﺭ ﺘﺭﺒﻁﻨﻲ ﺒﻬﺎ‬
‫‪0.75‬‬ ‫‪2.47‬‬ ‫‪15.6 22.2 62.2‬‬ ‫‪12‬‬
‫ﻋﻼﻗﺔ ﻗﺭﺍﺒﺔ‪.‬‬
‫ﺃﻋﺘﻘﺩ ﺃﻥ ﺒﺭﺍﻤﺞ ﺇﻋﺩﺍﺩﻱ ﻤﻥ ﺍﻟﻨﺎﺤﻴﺔ ﺍﻟﻨﻅﺭﻴﺔ ﻭﺍﻟﻌﻤﻠﻴﺔ ﺘﺅﻫﻠﻨﻲ‬
‫‪0.82‬‬ ‫‪2.17‬‬ ‫‪26.7 30.0 43.3‬‬ ‫‪13‬‬
‫ﻟﺤل ﺍﻟﻤﺸﻜﻼﺕ ﺍﻷﺴﺭﻴﺔ‪.‬‬
‫ﻤﻔﻬﻭﻡ ﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻤﻔﻬﻭﻡ ﻭﺍﺴﻊ ﻭﺸﺎﻤل ﻤﻤﺎ ﻴﺠﻌل ﺃﻓﺭﺍﺩ‬
‫‪0.89‬‬ ‫‪2.14‬‬ ‫‪ 14‬ﺍﻷﺴﺭﺓ ﻻ ﻴﻌﺘﻘﺩﻭﻥ ﺒﺄﻥ ﺤل ﺍﻟﺨﻼﻓﺎﺕ ﺍﻷﺴﺭﻴﺔ ﺒﺤﺎﺠﺔ ﺇﻟﻰ ﺸﺨﺹ ‪33.3 18.9 47.8‬‬
‫ﻤﺘﺨﺼﺹ‪.‬‬
‫‪- 831 -‬‬

‫ﺍﻟﻭﺴﻁ ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﻤﻌﺎﺭﺽ‬ ‫ﻤﺤﺎﻴﺩ‬ ‫ﻤﻭﺍﻓﻕ‬

‫ﺍﻻﻨﺘﻤﺎﺀ ﺍﻟﻌﺎﺌﻠﻲ ﻭﺍﻻﻋﺘﺭﺍﻑ ﺒﻜﺒﻴﺭ ﺍﻟﻌﺎﺌﻠﺔ ﻓﻲ ﺤل ﺍﻟﺨﻼﻓﺎﺕ ﺃﻗﻭﻯ‬
‫‪0.71‬‬ ‫‪2.54‬‬ ‫‪12.2‬‬ ‫‪21.1‬‬ ‫‪66.7‬‬ ‫‪15‬‬
‫ﺒﻜﺜﻴﺭ ﻤﻥ ﺍﻻﻋﺘﺭﺍﻑ ﺒﺎﻟﻤﻬﻨﺔ ﺍﻟﻤﺘﺨﺼﺼﺔ ﻓﻲ ﻫﺫﺍ ﺍﻟﻤﻭﻀﻭﻉ‪.‬‬
‫ﺍﻋﺘﻘﺩ ﺃﻥ ﻭﺠﻭﺩ ﻫﻴﺌﺔ ﺃﻭ ﺠﻤﻌﻴﺔ ﻟﻸﺨﺼﺎﺌﻴﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ ﺴﺘﺴﻬﻡ‬
‫‪0.42‬‬ ‫‪2.88‬‬ ‫‪3.3‬‬ ‫‪5.6‬‬ ‫‪91.1‬‬ ‫‪16‬‬
‫ﻜﺜﻴﺭﹰﺍ ﻓﻲ ﺘﻭﻋﻴﺔ ﺍﻷﺴﺭ ﺒﺩﻭﺭ ﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻲ ﺤل ﻤﺸﺎﻜﻠﻬﺎ‪.‬‬
‫ﻓﺘﺢ ﻤﻜﺎﺘﺏ ﻟﻠﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺨﺎﺼﺔ ﻓﻲ ﺍﻷﺤﻴﺎﺀ ﺍﻟﺸﻌﺒﻴﺔ‬
‫‪0.46‬‬ ‫‪2.82‬‬ ‫‪3.3‬‬ ‫‪11.1‬‬ ‫‪85.6‬‬ ‫‪17‬‬
‫ﺴﻴﺴﺎﻋﺩ ﻓﻲ ﺒﻨﺎﺀ ﻋﻼﻗﺔ ﺜﻘﺔ ﻭﺘﻌﺎﻭﻥ ﺒﻴﻨﻬﺎ ﻭﺒﻴﻥ ﺍﻷﺴﺭ‪.‬‬
‫ﺍﻻﻋﺘﺭﺍﻑ ﺒﺎﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻜﻤﻬﻨﺔ ﻤﺘﺨﺼﺼﺔ ﻓﻲ ﺍﻟﻌﻤل‬
‫‪0.39‬‬ ‫‪2.91‬‬ ‫‪3.3‬‬ ‫‪2.2‬‬ ‫‪94.5‬‬ ‫‪18‬‬
‫ﺍﻻﺠﺘﻤﺎﻋﻲ ﻴﺅﺩﻱ ﺇﻟﻰ ﺘﻜﻭﻴﻥ ﺍﺘﺠﺎﻫﺎﺕ ﺇﻴﺠﺎﺒﻴﺔ ﻟﺩﻯ ﺍﻷﺴﺭ ﻨﺤﻭﻫﺎ‪.‬‬
‫ﺃﻋﺘﻘﺩ ﺃﻥ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻤﻘﺼ‪‬ﺭﺓ ﻓﻲ ﺍﻟﺘﻌﺭﻴﻑ ﺒﺩﻭﺭ‬
‫‪0.41‬‬ ‫‪2.89‬‬ ‫‪3.3‬‬ ‫‪4.4‬‬ ‫‪92.3‬‬ ‫‪19‬‬
‫ﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻲ ﺍﻟﺘﺼﺩﻱ ﻟﻠﻤﺸﺎﻜل ﺍﻷﺴﺭﻴﺔ‪.‬‬
‫ﺘﻨﻅﻴﻡ ﺩﻭﺭﺍﺕ ﻟﺘﺄﻫﻴل ﺍﻻﺨﺼﺎﺌﻴﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ ﻭﺭﻓﻊ ﻤﺴﺘﻭﻯ‬
‫‪0.27‬‬ ‫‪2.94‬‬ ‫‪1.1‬‬ ‫‪3.3‬‬ ‫‪95.6‬‬ ‫‪20‬‬
‫ﺃﺩﺍﺌﻬﻡ ﻴﻜﺴﺒﻬﻡ ﺍﻟﻘﺩﺭﺓ ﻭﺍﻟﺜﻘﺔ ﺒﺩﻭﺭﻫﻡ ﻓﻲ ﻤﻌﺎﻟﺠﺔ ﺍﻟﻤﺸﺎﻜل ﺍﻷﺴﺭﻴﺔ‪.‬‬
‫‪0.20‬‬ ‫‪2.42‬‬ ‫‪22.0‬‬ ‫‪14.2‬‬ ‫‪63.8‬‬ ‫ﺠﻤﻴﻊ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻷﺴﺭﺓ ﻤﺠﺘﻤﻌﺔ‬
‫ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻷﻫﻠﻴﺔ ‪ 2.39‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪،0.19‬‬ ‫ﺘﻅﻬﺭ ﺒﻴﺎﻨﺎﺕ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ (3‬ﺃﻥ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ‬
‫ﻭﻗﺩ ﺒﻠﻐﺕ ﻗﻴﻤﺔ )‪ 0.19 (F‬ﻭﻫﻲ ﻟﻴﺴﺕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺎﹰ ﻋﻨﺩ‬ ‫ﻹﺠﺎﺒﺎﺕ ﺍﻟﺫﻜﻭﺭ ﻋﻠﻰ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻷﺴﺭﺓ ﻗﺩ ﺒﻠﻎ ‪2.39‬‬
‫ﻤﺴﺘﻭﻯ )‪.(0.05 ≥ α‬‬ ‫ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪ ،0.18‬ﻓﻲ ﺤﻴﻥ ﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ‬
‫ﺃﻤﺎ ﻋﻥ ﺃﻋﻤﺎﺭ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ‪ ،‬ﻓﻘﻁ ﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﻹﺠﺎﺒﺎﺕ ﺍﻹﻨﺎﺙ ‪ 2.43‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪ ،0.21‬ﻭﻗﺩ‬
‫ﻹﺠﺎﺒﺎﺕ ﺍﻟﺫﻴﻥ ﺘﺘﺭﺍﻭﺡ ﺃﻋﻤﺎﺭﻫﻡ ﺒﻴﻥ )‪ (29-20‬ﺴﻨﺔ ‪2.40‬‬ ‫ﺒﻠﻐﺕ ﻗﻴﻤﺔ )‪ 1.07 (F‬ﻭﻫﻲ ﻟﻴﺴﺕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﹰﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ‬
‫ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪ ،0.24‬ﻭﺒﻠﻎ ‪ 2.44‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪0.21‬‬ ‫)‪ .(0.05 ≥ α‬ﻭﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻓﻘﺩ ﺒﻠﻎ ﺍﻟﻭﺴﻁ‬
‫ﻟﻠﺫﻴﻥ ﺘﺘﺭﺍﻭﺡ ﺃﻋﻤﺎﺭﻫﻡ ﺒﻴﻥ )‪ (39-30‬ﺴﻨﺔ‪ ،‬ﻭﺒﻠﻎ ﺍﻟﻭﺴﻁ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ ﻹﺠﺎﺒﺎﺕ ﺤﻤﻠﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﻌﺎﻤﺔ ‪ 2.17‬ﺒﺎﻨﺤﺭﺍﻑ‬
‫ﺍﻟﺤﺴﺎﺒﻲ ‪ 2.41‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪ 0.15‬ﻟﻠﺫﻴﻥ ﺘﺘﺭﺍﻭﺡ‬ ‫ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪ ،0.18‬ﻭﺍﻟﺩﺒﻠﻭﻡ ﺍﻟﻤﺘﻭﺴﻁ ‪ 2.36‬ﺒﺎﻨﺤﺭﺍﻑ‬
‫ﺃﻋﻤﺎﺭﻫﻡ ﺒﻴﻥ )‪ (49-40‬ﺴﻨﺔ‪ ،‬ﺃﻤﺎ ﺍﻟﺫﻴﻥ ﺘﺘﺭﺍﻭﺡ ﺃﻋﻤﺎﺭﻫﻡ ﺒﻴﻥ‬ ‫ﻤﻌﻴﺎﺭﻱ ‪ ،0.16‬ﻭﺍﻟﺒﻜﺎﻟﻭﺭﻴﻭﺱ ‪ 2.38‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ‬
‫)‪ (59-50‬ﺴﻨﺔ ﻓﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻹﺠﺎﺒﺎﺘﻬﻡ ‪2.25‬‬ ‫‪ ،0.21‬ﻭﺍﻟﺩﺒﻠﻭﻡ ﺍﻟﻌﺎﻟﻲ ‪ 2.52‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪،0.10‬‬
‫ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪ ،0.21‬ﻭﻗﺩ ﺒﻠﻐﺕ ﻗﻴﻤﺔ )‪0.66 (F‬‬ ‫ﻭﺍﻟﻤﺎﺠﺴﺘﻴﺭ ‪ 2.53‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪ ،0.14‬ﻭﻗﺩ ﺒﻠﻐﺕ ﻗﻴﻤﺔ‬
‫ﻭﻫﻲ ﻟﻴﺴﺕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﹰﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪ .(0.05 ≥ α‬ﻭﻋﻥ‬ ‫)‪ 4.37 (F‬ﻭﻫﻲ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪ ،(0.01 ≥ α‬ﻤﻤﺎ‬
‫ﺍﻟﻤﺴﻤﻰ ﺍﻟﻭﻅﻴﻔﻲ‪ ،‬ﻓﻘﺩ ﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻹﺠﺎﺒﺎﺕ‬ ‫ﻴﻜﺸﻑ ﻋﻥ ﻤﻌﻨﻭﻴﺔ ﺍﻟﻔﺭﻭﻕ ﺍﻹﺤﺼﺎﺌﻴﺔ ﻟﻺﺠﺎﺒﺎﺕ ﻋﻥ ﺍﻟﻔﻘﺭﺍﺕ‬
‫ﺍﻻﺨﺼﺎﺌﻴﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ ‪ 2.39‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻷﺴﺭﺓ ﺤﺴﺏ ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ‪.‬‬
‫‪ ،0.20‬ﻭﺍﻻﺨﺼﺎﺌﻴﻴﻥ ﺍﻟﻨﻔﺴﻴﻴﻥ ‪ 2.52‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ‬ ‫ﻭﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻟﺘﺨﺼﺹ‪ ،‬ﻓﻘﺩ ﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ‬
‫‪ ،0.19‬ﻭﺍﻟﻤﺭﺸﺩﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ ‪ 2.49‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ‬ ‫ﻟﻤﺘﺨﺼﺼﻲ ﻋﻠﻡ ﺍﻻﺠﺘﻤﺎﻉ ‪ 2.45‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ‬
‫‪ ،0.22‬ﻭﺍﻟﻤﺭﺸﺩﻴﻥ ﺍﻟﺘﺭﺒﻭﻴﻴﻥ ‪ 2.36‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪،0.27‬‬ ‫‪ ،0.23‬ﻭﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ‪ 2.40‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪،0.20‬‬
‫ﻭﺍﻟﻤﺴﻤﻴ‪‬ﺎﺕ ﺍﻟﻭﻅﻴﻔﻴﺔ ﺍﻷﺨﺭﻯ ‪ 2.38‬ﻭﺍﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪،0.19‬‬ ‫ﻭﻋﻠﻡ ﺍﻟﻨﻔﺱ ‪ 2.26‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪ ،0.14‬ﻭﺍﻟﻌﻠﻭﻡ‬
‫ﻭﻗﺩ ﺒﻠﻐﺕ ﻗﻴﻤﺔ )‪ 1.61 (F‬ﻭﻫﻲ ﻟﻴﺴﺕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﹰﺎ ﻋﻨﺩ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ ‪ 2.46‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪ ،0.23‬ﻭﺍﻟﺘﺨﺼﺼﺎﺕ‬
‫ﻤﺴﺘﻭﻯ )‪.(0.05 ≥ α‬‬ ‫ﺍﻷﺨﺭﻯ ‪ 2.42‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪ ،0.19‬ﻭﻗﺩ ﺒﻠﻐﺕ ﻗﻴﻤﺔ )‪(F‬‬
‫ﻭﻓﻴﻤﺎ ﻴﺨﺹ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ‪ ،‬ﻓﻘﺩ ﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﻠﺫﻴﻥ‬ ‫‪ 0.29‬ﻭﻫﻲ ﻟﻴﺴﺕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺎﹰ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪.(0.05 ≥ α‬‬
‫ﺘﻘل ﺨﺒﺭﺘﻬﻡ ﻋﻥ )‪ (3‬ﺴﻨﻭﺍﺕ ‪ 2.23‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪،0.25‬‬ ‫ﺃﻤﺎ ﻋﻥ ﺼﻔﺔ ﺍﻟﻤﺅﺴﺴﺔ ﺍﻟﺘﻲ ﻴﻌﻤﻠﻭﻥ ﺒﻬﺎ‪ ،‬ﻓﻘﺩ ﺒﻠﻎ ﺍﻟﻭﺴﻁ‬
‫ﻭﺍﻟﺫﻴﻥ ﺘﺘﺭﺍﻭﺡ ﺨﺒﺭﺘﻬﻡ ﺒﻴﻥ )‪ -3‬ﺃﻗل ﻤﻥ ‪ (6‬ﺴﻨﻭﺍﺕ ‪2.38‬‬ ‫ﺍﻟﺤﺴﺎﺒﻲ ﻟﻠﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﺤﻜﻭﻤﻴﺔ ‪ 2.42‬ﺒﺎﻨﺤﺭﺍﻑ‬
‫ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪ ،0.23‬ﻭﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻹﺠﺎﺒﺎﺕ ﺍﻟﺫﻴﻥ‬ ‫ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪ ،0.21‬ﻭﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﻠﻌﺎﻤﻠﻴﻥ ﻓﻲ‬
‫‪- 832 -‬‬

‫ﺍﻟﺤﺴﺎﺒﻲ ﻹﺠﺎﺒﺎﺘﻬﻡ ‪ 2.51‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪،0.16‬‬ ‫ﺘﺘﺭﺍﻭﺡ ﺨﺒﺭﺘﻬﻡ ﺒﻴﻥ )‪ -6‬ﺃﻗل ﻤﻥ ‪ (9‬ﺴﻨﻭﺍﺕ ‪ 2.45‬ﺒﺎﻨﺤﺭﺍﻑ‬
‫ﻭﻗﺩ ﺒﻠﻐﺕ ﻗﻴﻤﺔ )‪ 2.42 (F‬ﻭﻫﻲ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ‬ ‫ﻤﻌﻴﺎﺭﻱ ‪ ،0.19‬ﻭﺍﻟﺫﻴﻥ ﺘﺘﺭﺍﻭﺡ ﺨﺒﺭﺘﻬﻡ ﺒﻴﻥ )‪ -9‬ﺃﻗل ﻤﻥ ‪(12‬‬
‫ﻤﺴﺘﻭﻯ )‪ ،(0.05 ≥ α‬ﻤﻤﺎ ﻴﻜﺸﻑ ﻋﻥ ﻤﻌﻨﻭﻴﺔ ﺍﻟﻔﺭﻭﻕ‬ ‫ﺴﻨﺔ ‪ 2.47‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪ ،0.17‬ﻭﺍﻟﺫﻴﻥ ﺘﺘﺭﺍﻭﺡ ﺨﺒﺭﺘﻬﻡ‬
‫ﺍﻹﺤﺼﺎﺌﻴﺔ ﻟﻺﺠﺎﺒﺎﺕ ﻋﻥ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻷﺴﺭﺓ ﺤﺴﺏ‬ ‫ﺒﻴﻥ )‪ -12‬ﺃﻗل ﻤﻥ ‪ (15‬ﺴﻨﺔ ‪ 2.49‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪،0.17‬‬
‫ﻓﺌﺎﺕ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ‪.‬‬ ‫ﺃﻤﺎ ﺍﻟﺫﻴﻥ ﺒﻠﻐﺕ ﺨﺒﺭﺘﻬﻡ )‪ (15‬ﺴﻨﺔ ﻓﺄﻜﺜﺭ ﻓﻘﺩ ﺒﻠﻎ ﺍﻟﻭﺴﻁ‬
‫ﻨﺘﺎﺌﺞ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ )‪ (One-Way ANOVA‬ﻻﺨﺘﺒﺎﺭ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺇﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ‬
‫ﻋﻠﻰ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻷﺴﺭﺓ‬
‫ﻗﻴﻤﺔ‬ ‫ﺍﻹﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻭﺴﻁ‬ ‫ﻗﻴﻤﺔ‬ ‫ﺍﻹﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻭﺴﻁ‬
‫ﺍﻟﻌﻤﺭ‬ ‫ﺍﻟﻨﻭﻉ‬
‫‪F‬‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫‪F‬‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬
‫‪0.24‬‬ ‫‪2.40‬‬ ‫)‪ (29-20‬ﺴﻨﺔ‬ ‫‪0.18‬‬ ‫‪2.39‬‬ ‫ﺫﻜﺭ‬
‫‪1.07‬‬
‫‪0.21‬‬ ‫‪2.44‬‬ ‫)‪ (39-30‬ﺴﻨﺔ‬ ‫‪0.21‬‬ ‫‪2.43‬‬ ‫ﺃﻨﺜﻰ‬
‫‪0.66‬‬ ‫ﻗﻴﻤﺔ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻭﺴﻁ‬ ‫ﺍﻟﻤﺅﻫل‬
‫‪0.15‬‬ ‫‪2.41‬‬ ‫)‪ (49-40‬ﺴﻨﺔ‬
‫‪F‬‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻌﻠﻤﻲ‬
‫‪0.21‬‬ ‫‪2.25‬‬ ‫)‪ (59-50‬ﺴﻨﺔ‬ ‫‪0.18‬‬ ‫‪2.17‬‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﻌﺎﻤﺔ‬
‫ﻗﻴﻤﺔ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻭﺴﻁ‬ ‫ﺍﻟﻤﺴﻤﻰ‬
‫‪0.16‬‬ ‫‪2.36‬‬ ‫ﺩﺒﻠﻭﻡ ﻤﺘﻭﺴﻁ‬
‫‪F‬‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻭﻅﻴﻔﻲ‬
‫ﺃﺨﺼﺎﺌﻲ‬ ‫‪**4.37‬‬
‫‪0.20‬‬ ‫‪2.39‬‬ ‫‪0.21‬‬ ‫‪2.38‬‬ ‫ﺒﻜﺎﻟﻭﺭﻴﻭﺱ‬
‫ﺍﺠﺘﻤﺎﻋﻲ‬
‫‪0.19‬‬ ‫‪2.52‬‬ ‫ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬ ‫‪0.10‬‬ ‫‪2.52‬‬ ‫ﺩﺒﻠﻭﻡ ﻋﺎﻟﻲ‬
‫‪1.61‬‬ ‫‪0.22‬‬ ‫‪2.49‬‬ ‫ﻤﺭﺸﺩ ﺍﺠﺘﻤﺎﻋﻲ‬ ‫‪0.14‬‬ ‫‪2.53‬‬ ‫ﻤﺎﺠﺴﺘﻴﺭ‬
‫ﻗﻴﻤﺔ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻭﺴﻁ‬
‫‪0.27‬‬ ‫‪2.36‬‬ ‫ﻤﺭﺸﺩ ﺘﺭﺒﻭﻱ‬ ‫ﺍﻟﺘﺨﺼﺹ‬
‫‪F‬‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬
‫‪0.19‬‬ ‫‪2.38‬‬ ‫ﻏﻴﺭ ﺫﻟﻙ‬ ‫‪0.23‬‬ ‫‪2.45‬‬ ‫ﻋﻠﻡ ﺍﻹﺠﺘﻤﺎﻉ‬
‫ﻗﻴﻤﺔ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻭﺴﻁ‬ ‫ﺨﺩﻤﺔ‬
‫ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ‬ ‫‪0.20‬‬ ‫‪2.40‬‬
‫‪F‬‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﺠﺘﻤﺎﻋﻴﺔ‬
‫‪1.24‬‬
‫‪0.25‬‬ ‫‪2.23‬‬ ‫ﺃﻗل ﻤﻥ )‪(3‬‬ ‫‪0.14‬‬ ‫‪2.26‬‬ ‫ﻋﻠﻡ ﻨﻔﺱ‬
‫‪0.23‬‬ ‫‪2.38‬‬ ‫‪ -3‬ﺃﻗل ﻤﻥ ‪6‬‬ ‫‪0.23‬‬ ‫‪2.46‬‬ ‫ﻋﻠﻭﻡ ﺘﺭﺒﻭﻴﺔ‬
‫‪0.19‬‬ ‫‪2.45‬‬ ‫‪ -6‬ﺃﻗل ﻤﻥ ‪9‬‬ ‫‪0.19‬‬ ‫‪2.42‬‬ ‫ﺃﺨﺭﻯ‬
‫ﻗﻴﻤﺔ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻭﺴﻁ‬ ‫ﺼﻔﺔ‬
‫‪*2.42‬‬ ‫‪0.17‬‬ ‫‪2.47‬‬ ‫‪ -9‬ﺃﻗل ﻤﻥ ‪12‬‬
‫‪F‬‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻤﺅﺴﺴﺔ‬
‫‪ -12‬ﺃﻗل ﻤﻥ‬
‫‪0.17‬‬ ‫‪2.49‬‬ ‫‪0.21‬‬ ‫‪2.42‬‬ ‫ﺤﻜﻭﻤﻴﺔ‬
‫‪15‬‬ ‫‪0.29‬‬
‫‪0.16‬‬ ‫‪2.51‬‬ ‫)‪ (15‬ﺴﻨﺔ ﻓﺄﻜﺜﺭ‬ ‫‪0.19‬‬ ‫‪2.39‬‬ ‫ﺃﻫﻠﻴﺔ‬
‫* ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﹰﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪.(0.05 ≥ α‬‬
‫** ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﹰﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪.(0.01 ≥ α‬‬
‫ﺍﺘﺨﺫ ‪ %4.4‬ﻤﻭﻗﻑ ﺍﻟﺤﻴﺎﺩ ﺘﺠﺎﻩ ﺫﻟﻙ‪ .‬ﻭﻴﻭﺍﻓﻕ ‪ %26.7‬ﻋﻠﻰ‬ ‫ﺜﺎﻨﻴ ﹰﺎ‪ :‬ﻤﺠﺎل ﺍﻟﻤﺩﺭﺴﺔ‬
‫ﺃﻨﻪ ﻻ ﻴﻭﺠﺩ ﻤﺴﻤﻰ ﻭﻅﻴﻔﻲ ﻤﺘﻔﻕ ﻋﻠﻴﻪ ﻟﻠﻌﻤل ﺍﻻﺠﺘﻤﺎﻋﻲ ﻓﻲ‬ ‫ﺘﻅﻬﺭ ﺒﻴﺎﻨﺎﺕ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ (4‬ﺃﻥ ‪ %93.4‬ﻴﻭﺍﻓﻘﻭﻥ ﻋﻠﻰ‬
‫ﺍﻟﻤﺩﺭﺴﺔ )ﺃﺨﺼﺎﺌﻲ ﺍﺠﺘﻤﺎﻋﻲ‪ ،‬ﻤﺭﺸﺩ ﺘﺭﺒﻭﻱ‪ ،(...‬ﻭﻴﻌﺎﺭﺽ‬ ‫ﺃﻨﻪ ﻻ ﺒﺩ ﻤﻥ ﻭﺠﻭﺩ ﺘﺸﺭﻴﻊ ﻴﺠﺒﺭ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻭﺍﻷﻫﻠﻴﺔ‬
‫ﺫﻟﻙ ‪ ،%48.9‬ﻭﺍﺘﺨﺫ ‪ %24.4‬ﻤﻭﻗﻑ ﺍﻟﺤﻴﺎﺩ‪ .‬ﻭﻴﻭﺍﻓﻕ ‪%47.8‬‬ ‫ﺒﺘﻌﻴﻴﻥ ﺃﺨﺼﺎﺌﻲ ﺍﺠﺘﻤﺎﻋﻲ ﻓﻴﻬﺎ‪ ،‬ﻭﻴﻌﺎﺭﺽ ﺫﻟﻙ ‪ ،%2.2‬ﻓﻴﻤﺎ‬
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‫ﺫﻟﻙ‪ .‬ﻭﻴﻭﺍﻓﻕ ‪ %15.6‬ﻋﻠﻰ ﺃﻥ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻴﻨﻅﺭﻭﻥ ﻟﻬﻡ ﻜﻤﻨﺎﻓﺱ‬ ‫ﻋﻠﻰ ﺃﻨﻪ ﻴﻀﺎﻴﻘﻬﻡ ﻋﺩﻡ ﻭﺠﻭﺩ ﻤﻜﺘﺏ ﺨﺎﺹ ﺒﻬﻡ ﻓﻲ ﺍﻟﻤﺩﺭﺴﺔ‪،‬‬
‫ﻭﻟﻴﺱ ﻜﻤﻌﺎﻭﻥ ﻟﻬﻡ‪ ،‬ﻭﻴﻌﺎﺭﺽ ﺫﻟﻙ ‪ ،%56.7‬ﻭﺍﺘﺨﺫ ﻤﻭﻗﻑ‬ ‫ﻭﻴﻌﺎﺭﺽ ﺫﻟﻙ ‪ ،%44.4‬ﻭﺍﺘﺨﺫ ‪ %7.8‬ﻤﻭﻗﻑ ﺍﻟﺤﻴﺎﺩ‪ .‬ﻭﻴﻭﺍﻓﻕ‬
‫ﺍﻟﺤﻴﺎﺩ ‪ .%27.8‬ﻭﻴﻭﺍﻓﻕ ‪ %84.4‬ﻋﻠﻰ ﺃﻨﻬﻡ ﻗﺎﻤﻭﺍ ﻤﻨﺫ ﺍﻟﺒﺩﺍﻴﺔ‬ ‫‪ %53.3‬ﻋﻠﻰ ﺃﻨﻬﻡ ﻴﻌﺎﻨﻭﻥ ﻤﻥ ﻋﺩﻡ ﺘﻔﻬﻡ ﺒﻌﺽ ﺍﻟﻤﻌﻠﻤﻴﻥ‬
‫ﺒﺘﻌﺭﻴﻑ ﺃﻨﻔﺴﻬﻡ ﻭﺘﻭﻀﻴﺢ ﺩﻭﺭﻫﻡ ﻟﺩﻯ ﺇﺩﺍﺭﺓ ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﻟﺩﻭﺭﻫﻡ ﻓﻲ ﺍﻟﻤﺩﺭﺴﺔ‪ ،‬ﻭﻴﻌﺎﺭﺽ ﺫﻟﻙ ‪ ،%28.9‬ﻭﺍﺘﺨﺫ‬
‫ﻭﺍﻟﻤﻌﻠﻤﻴﻥ‪ ،‬ﻭﻴﻌﺎﺭﺽ ﺫﻟﻙ ‪ ،%6.7‬ﻭﺍﺘﺨﺫ ‪ %8.0‬ﻤﻭﻗﻑ‬ ‫‪ %17.8‬ﻤﻭﻗﻑ ﺍﻟﺤﻴﺎﺩ‪ .‬ﻭﻴﻭﺍﻓﻕ ‪ %41.1‬ﻋﻠﻰ ﺃﻨﻪ ﻏﺎﻟﺒﹰﺎ ﻤﺎ‬
‫ﺍﻟﺤﻴﺎﺩ‪ .‬ﻭﻴﻭﺍﻓﻕ ‪ %54.4‬ﻋﻠﻰ ﺃﻨﻬﻡ ﻻﺤﻅﻭﺍ ﻭﺠﻭﺩ ﻫﻭ‪‬ﺓ ﻜﺒﻴﺭﺓ‬ ‫ﻴﻘﻭﻡ ﺍﻟﻤﻌﻠﻡ ﺒﻨﻔﺴﻪ ﺒﺤل ﻤﺸﻜﻼﺕ ﺍﻟﻁﻠﺒﺔ ﻭﻻ ﻴﺤﻭﻟﻬﺎ ﻟﻬﻡ‪،‬‬
‫ﺒﻴﻥ ﺍﻹﻋﺩﺍﺩ ﺍﻟﻨﻅﺭﻱ ﻟﺩﺭﺍﺴﺘﻬﻡ ﻭﺍﻟﻤﻤﺎﺭﺴﺔ ﺍﻟﻤﻴﺩﺍﻨﻴﺔ‪ ،‬ﻭﻴﻌﺎﺭﺽ‬ ‫ﻭﻴﻌﺎﺭﺽ ﺫﻟﻙ ‪ ،%37.8‬ﻭﺍﺘﺨﺫ ‪ %21.1‬ﻤﻭﻗﻑ ﺍﻟﺤﻴﺎﺩ‪.‬‬
‫ﺫﻟﻙ ‪ ،%20‬ﻓﻴﻤﺎ ﺍﺘﺨﺫ ‪ %25.6‬ﻤﻭﻗﻑ ﺍﻟﺤﻴﺎﺩ‪.‬‬ ‫ﻭﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﻨﻅﺭﺓ ﻤﺩﻴﺭ ﺍﻟﻤﺩﺭﺴﺔ ﻭﺍﻟﻤﻌﻠﻤﻴﻥ ﻟﻬﻡ ﻋﻠﻰ ﺃﻨﻬﻡ‬
‫ﻭﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻋﻠﻰ ﺃﻨﻬﻡ ﻻﺤﻅﻭﺍ ﻭﺠﻭﺩ ﻫﻭ‪‬ﺓ ﻜﺒﻴﺭﺓ‬ ‫ﻤﻌﻠﻤﻭ ﺍﺤﺘﻴﺎﻁ‪ ،‬ﻓﻴﻭﺍﻓﻕ ﻋﻠﻰ ﺫﻟﻙ ﻤﺎ ﻨﺴﺒﺘﻪ ‪ ،%27.8‬ﻭﻴﻌﺎﺭﺽ‬
‫ﺒﻴﻥ ﺍﻹﻋﺩﺍﺩ ﺍﻟﻨﻅﺭﻱ ﻟﺩﺭﺍﺴﺘﻬﻡ ﻭﺍﻟﻤﻤﺎﺭﺴﺔ ﺍﻟﻤﻴﺩﺍﻨﻴﺔ ‪2.34‬‬ ‫ﺫﻟﻙ ‪ ،%58.9‬ﻭﺍﺘﺨﺫ ‪ %13.3‬ﻤﻭﻗﻑ ﺍﻟﺤﻴﺎﺩ‪ .‬ﻭﻴﻭﺍﻓﻕ‬
‫ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪ .0.80‬ﻭﻴﻭﺍﻓﻕ ‪ %34.5‬ﻋﻠﻰ ﺃﻥ‬ ‫‪ %25.5‬ﻋﻠﻰ ﺃﻥ ﻤﺩﻴﺭ ﺍﻟﻤﺩﺭﺴﺔ ﻴﺴﺘﺩﻋﻴﻬﻡ ﺒﻴﻥ ﺍﻟﺤﻴﻥ ﻭﺍﻵﺨﺭ‬
‫ﺒﻌﺽ ﺃﻭﻟﻴﺎﺀ ﺍﻷﻤﻭﺭ ﻴﺭﻓﺽ ﺘﺩﺨل ﺍﻻﺨﺼﺎﺌﻲ ﻓﻲ ﺸﺅﻭﻥ‬ ‫ﻟﻠﻘﻴﺎﻡ ﺒﺄﻋﻤﺎل ﺇﺩﺍﺭﻴﺔ‪ ،‬ﻭﻴﻌﺎﺭﺽ ﺫﻟﻙ ‪ ،%47.8‬ﻭﻴﺘﺨﺫ ‪%26.7‬‬
‫ﺃﺒﻨﺎﺌﻬﻡ ﺍﻟﻁﻠﺒﺔ‪ ،‬ﻭﻴﻌﺎﺭﺽ ﺫﻟﻙ ‪ ،%43.3‬ﻭﺍﺘﺨﺫ ‪ %22.2‬ﻤﻭﻗﻑ‬ ‫ﻤﻭﻗﻑ ﺍﻟﺤﻴﺎﺩ ﺘﺠﺎﻩ ﺫﻟﻙ‪ .‬ﻭﻴﻭﺍﻓﻕ ‪ %77.8‬ﻋﻠﻰ ﺃﻥ ﺇﺩﺍﺭﺓ‬
‫ﺍﻟﺤﻴﺎﺩ‪ .‬ﻭﻴﻭﺍﻓﻕ ‪ %94.5‬ﺒﺄﻥ ﻟﺩﻴﻬﻡ ﺍﻟﻘﺩﺭﺓ ﻭﺍﻻﺴﺘﻌﺩﺍﺩ ﻟﻠﻘﻴﺎﻡ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ ﺘﺴﻤﺢ ﻟﻬﻡ ﺒﺩﺭﺍﺴﺔ ﻤﺸﻜﻼﺕ ﺍﻟﻁﻠﺒﺔ‪ ،‬ﻭﻴﻌﺎﺭﺽ ﺫﻟﻙ‬
‫ﺒﺩﻭﺭﻫﻡ ﻓﻲ ﺤل ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻓﻲ ﺤﺎل ﺘﻜﻠﻴﻔﻬﻡ ﺒﺫﻟﻙ‪،‬‬ ‫‪ ،%10‬ﻭﺍﺘﺨﺫ ‪ %12.2‬ﻤﻭﻗﻑ ﺍﻟﺤﻴﺎﺩ‪ .‬ﻭﻴﻭﺍﻓﻕ ‪ %23.3‬ﻋﻠﻰ‬
‫ﻭﻴﻌﺎﺭﺽ ﺫﻟﻙ ‪ ،%3.3‬ﻭﺍﺘﺨﺫ ‪ %2.2‬ﻤﻭﻗﻑ ﺍﻟﺤﻴﺎﺩ‪ .‬ﻭﻴﻭﺍﻓﻕ‬ ‫ﺃﻥ ﻜﺜﻴﺭﹰﺍ ﻤﻥ ﺤﺎﻻﺕ ﺍﻟﻁﻠﺒﺔ ﻴﺘﻭﻟﻰ ﺍﻟﻤﺩﻴﺭ ﺍﻟﺘﻌﺎﻤل ﻤﻌﻬﺎ ﻭﻻ‬
‫‪ %83.3‬ﻋﻠﻰ ﺃﻥ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ ﻤﻘﺼ‪‬ﺭﺓ ﻓﻲ ﺍﻟﺘﻌﺭﻴﻑ ﺒﺩﻭﺭ‬ ‫ﻴﺸﺭﻜﻬﻡ ﻓﻴﻬﺎ‪ ،‬ﻭﻴﻌﺎﺭﺽ ﺫﻟﻙ ‪ ،%62.2‬ﻓﻴﻤﺎ ﺍﺘﺨﺫ ﻤﻭﻗﻑ ﺍﻟﺤﻴﺎﺩ‬
‫ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻟﻤﺩﺭﺴﻲ‪ ،‬ﻭﻴﻌﺎﺭﺽ ﺫﻟﻙ ‪،%7.8‬‬ ‫‪.%14.5‬‬
‫ﻭﺍﺘﺨﺫ ‪ %8.9‬ﻤﻭﻗﻑ ﺍﻟﺤﻴﺎﺩ‪.‬‬ ‫ﻭﻴﻭﺍﻓﻕ ‪ %4.4‬ﻓﻘﻁ ﻋﻠﻰ ﺃﻨﻬﻡ ﻻ ﻴﺭﻭﻥ ﺃﻨﻔﺴﻬﻡ ﻤﺅﻫﻠﻴﻥ ﻤﻥ‬
‫ﻭﻴﻭﺍﻓﻕ ‪ %67.8‬ﻋﻠﻰ ﺃﻥ ﺍﻫﺘﻤﺎﻡ ﺃﻭﻟﻴﺎﺀ ﺍﻷﻤﻭﺭ ﻴﻨﺼﺏ‬ ‫ﺍﻟﻨﺎﺤﻴﺔ ﺍﻟﻨﻅﺭﻴﺔ ﻭﺍﻟﻌﻤﻠﻴﺔ ﻷﺩﺍﺀ ﺩﻭﺭﻫﻡ ﻓﻲ ﺍﻟﻤﺩﺭﺴﺔ‪ ،‬ﻓﻴﻤﺎ‬
‫ﻋﻠﻰ ﺍﻟﺠﺎﻨﺏ ﺍﻷﻜﺎﺩﻴﻤﻲ ﺃﻜﺜﺭ ﻤﻥ ﺍﻫﺘﻤﺎﻤﻬﻡ ﺒﺎﻟﻭﻅﻴﻔﺔ‬ ‫ﻴﻌﺎﺭﺽ ﺫﻟﻙ ‪ ،%90‬ﻭﺍﺘﺨﺫ ‪ %5.6‬ﻤﻭﻗﻑ ﺍﻟﺤﻴﺎﺩ‪ .‬ﻭﻴﻭﺍﻓﻕ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻟﻠﻤﺩﺭﺴﺔ‪ ،‬ﻭﻴﻌﺎﺭﺽ ﺫﻟﻙ ‪ ،%15.5‬ﻭﺍﺘﺨﺫ ‪%16.7‬‬ ‫‪ %22.2‬ﻋﻠﻰ ﺃﻨﻬﻡ ﻻ ﻴﻠﻤﺴﻭﻥ ﺍﻫﺘﻤﺎﻤﹰﺎ ﻤﻥ ﺍﻟﻤﺴﺌﻭﻟﻴﻥ ﺒﺩﻭﺭﻫﻡ‬
‫ﻤﻭﻗﻑ ﺍﻟﺤﻴﺎﺩ‪ .‬ﻭﻴﻭﺍﻓﻕ ‪ %25.6‬ﻋﻠﻰ ﺃﻨﻬﻡ ﻴﺭﻭﻥ ﻤﺴﺅﻭﻟﻴﺎﺘﻬﻡ‬ ‫ﻓﻲ ﺍﻟﻤﺩﺭﺴﺔ‪ ،‬ﻭﻴﻌﺎﺭﺽ ﺫﻟﻙ ‪ ،%50‬ﻓﻴﻤﺎ ﺍﺘﺨﺫ ‪ %27.8‬ﻤﻭﻗﻑ‬
‫ﻓﻲ ﺍﻟﻤﺩﺭﺴﺔ ﻏﻴﺭ ﻤﺤﺩﺩﺓ‪ ،‬ﻭﻴﻌﺎﺭﺽ ﺫﻟﻙ ‪ ،%41.1‬ﻭﺍﺘﺨﺫ‬ ‫ﺍﻟﺤﻴﺎﺩ‪ .‬ﻭﻴﻭﺍﻓﻕ ‪ %44.4‬ﻋﻠﻰ ﺃﻨﻪ ﻻ ﻴﺘﻡ ﺘﻨﻅﻴﻡ ﺩﻭﺭﺍﺕ ﻟﺭﻓﻊ‬
‫‪ 33.3‬ﻤﻭﻗﻑ ﺍﻟﺤﻴﺎﺩ‪ .‬ﻭﻴﻭﺍﻓﻕ ‪ %52.2‬ﻋﻠﻰ ﺃﻥ ﻗﻴﺎﻤﻬﻡ ﺒﻤﻬﺎﻡ‬ ‫ﻤﺴﺘﻭﻯ ﺍﻷﺩﺍﺀ ﻭﺘﻁﻭﻴﺭﻩ ﻟﺩﻴﻬﻡ‪ ،‬ﻭﻴﻌﺎﺭﺽ ﺫﻟﻙ ‪ ،%40‬ﻭﺍﺘﺨﺫ‬
‫ﺘﺩﺭﻴﺴﻴﺔ ﻭﺇﺩﺍﺭﻴﺔ ﻓﻲ ﺍﻟﻤﺩﺭﺴﺔ ﻴﺸﺘﺕ ﺘﺭﻜﻴﺯﻫﻡ ﻋﻠﻰ ﺤل‬ ‫‪ %15.6‬ﻤﻭﻗﻑ ﺍﻟﺤﻴﺎﺩ‪ .‬ﻭﻴﻭﺍﻓﻕ ‪ %31.1‬ﻋﻠﻰ ﺃﻨﻪ ﺇﺫﺍ ﻜﺎﻨﺕ‬
‫ﻤﺸﻜﻼﺕ ﺍﻟﻁﻠﺒﺔ‪ ،‬ﻭﻴﻌﺎﺭﺽ ﺫﻟﻙ ‪ ،%32.2‬ﻭﺍﺘﺨﺫ ‪%15.6‬‬ ‫ﻤﺸﻜﻠﺔ ﺍﻟﻁﺎﻟﺏ ﺍﻗﺘﺼﺎﺩﻴﺔ ﻓﻼ ﺘﻭﺠﺩ ﻓﺭﺼﺔ ﻟﺤﻠﻬﺎ‪ ،‬ﻭﻴﻌﺎﺭﺽ‬
‫ﻤﻭﻗﻑ ﺍﻟﺤﻴﺎﺩ‪ .‬ﻭﻴﻭﺍﻓﻕ ‪ %35.6‬ﻋﻠﻰ ﺃﻥ ﺃﻭﻟﻴﺎﺀ ﺃﻤﻭﺭ ﺍﻟﻁﻠﺒﺔ‬ ‫ﺫﻟﻙ ‪ ،%37.8‬ﻭﺍﺘﺨﺫ ‪ %31.1‬ﻤﻭﻗﻑ ﺍﻟﺤﻴﺎﺩ‪.‬‬
‫ﻴﻌﺘﻘﺩﻭﻥ ﺒﺄﻥ ﻤﺩﻴﺭ ﺍﻟﻤﺩﺭﺴﺔ ﻫﻭ ﺍﻟﻤﺨﻭ‪‬ل ﺒﺤل ﻤﺸﻜﻼﺕ ﺍﻟﻁﻠﺒﺔ‬ ‫ﻭﻴﻭﺍﻓﻕ ‪ %16.7‬ﻋﻠﻰ ﺃﻥ ﺃﻭﻟﻴﺎﺀ ﺍﻷﻤﻭﺭ ﻻ ﻴﻌﻭﻥ ﺩﻭﺭ‬
‫ﻓﻲ ﺍﻟﻤﺩﺭﺴﺔ‪ ،‬ﻭﻴﻌﺎﺭﺽ ﺫﻟﻙ ‪ ،%40‬ﻓﻴﻤﺎ ﺍﺘﺨﺫ ‪ %24.4‬ﻤﻭﻗﻑ‬ ‫ﺍﻻﺨﺼﺎﺌﻴﻴﻥ ﻭﺍﻟﻤﺭﺸﺩﻴﻥ ﻓﻲ ﺍﻟﻤﺩﺭﺴﺔ ﻭﻻ ﻴﺴﻤﺢ ﻟﻬﻡ ﺒﻠﻘﺎﺌﻬﻡ‪،‬‬
‫ﺍﻟﺤﻴﺎﺩ ﺘﺠﺎﻩ ﺫﻟﻙ‪.‬‬ ‫ﻭﻴﻌﺎﺭﺽ ﺫﻟﻙ ‪ ،%63.3‬ﻭﺍﺘﺨﺫ ‪ %20‬ﻤﻭﻗﻑ ﺍﻟﺤﻴﺎﺩ ﺘﺠﺎﻩ‬
‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ)‪(4‬‬
‫ﺍﻟﺘﻭﺯﻴﻊ ﺍﻟﻨﺴﺒﻲ ﻹﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻋﻠﻰ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﻤﺩﺭﺴﺔ‬
‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﻤﻭﺍﻓﻕ ﻤﺤﺎﻴﺩ ﻤﻌﺎﺭﺽ ﺍﻟﻭﺴﻁ‬
‫ﺃﻋﺘﻘﺩ ﺃﻨﻪ ﻻ ﺒﺩ ﻤﻥ ﻭﺠﻭﺩ ﺘﺸﺭﻴﻊ ﻴﺠﺒﺭ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻭﺍﻷﻫﻠﻴﺔ‬
‫‪0.36‬‬ ‫‪2.91‬‬ ‫‪2.2‬‬ ‫‪4.4 93.4‬‬ ‫‪1‬‬
‫ﻋﻠﻰ ﺘﻌﻴﻴﻥ ﺃﺨﺼﺎﺌﻲ ﺍﺠﺘﻤﺎﻋﻲ ﻓﻴﻬﺎ‪.‬‬
‫ﻻ ﻴﻭﺠﺩ ﻤﺴﻤﻰ ﻭﻅﻴﻔﻲ ﻤﺘﻔﻕ ﻋﻠﻴﻪ ﻟﻠﻌﻤل ﺍﻻﺠﺘﻤﺎﻋﻲ ﻓﻲ ﺍﻟﻤﺩﺭﺴﺔ‬
‫‪0.85‬‬ ‫‪1.78‬‬ ‫‪48.9‬‬ ‫‪24.4 26.7‬‬ ‫‪2‬‬
‫)ﺃﺨﺼﺎﺌﻲ ﺍﺠﺘﻤﺎﻋﻲ‪ ،‬ﻤﺭﺸﺩ ﺘﺭﺒﻭﻱ‪.(...‬‬
‫‪0.97‬‬ ‫‪2.03‬‬ ‫‪44.4‬‬ ‫‪7.8 47.8‬‬ ‫ﻴﻀﺎﻴﻘﻨﻲ ﻋﺩﻡ ﻭﺠﻭﺩ ﻤﻜﺘﺏ ﺨﺎﺹ ﺒﻲ ﻓﻲ ﺍﻟﻤﺩﺭﺴﺔ‪.‬‬ ‫‪3‬‬
‫‪- 834 -‬‬

‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻭﺴﻁ‬ ‫ﻤﻌﺎﺭﺽ‬ ‫ﻤﺤﺎﻴﺩ‬ ‫ﻤﻭﺍﻓﻕ‬

‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫‪%‬‬ ‫‪%‬‬ ‫‪%‬‬
‫‪0.87‬‬ ‫‪2.24‬‬ ‫‪28.9‬‬ ‫‪17.8‬‬ ‫‪53.3‬‬ ‫ﺃﻋﺎﻨﻲ ﻤﻥ ﻋﺩﻡ ﺘﻔﻬﻡ ﺒﻌﺽ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻟﺩﻭﺭﻱ ﻓﻲ ﺍﻟﻤﺩﺭﺴﺔ‪.‬‬ ‫‪4‬‬
‫‪0.89‬‬ ‫‪2.03‬‬ ‫‪37.8‬‬ ‫‪21.1‬‬ ‫‪41.1‬‬ ‫ﻏﺎﻟﺒﹰﺎ ﻤﺎ ﻴﻘﻭﻡ ﺍﻟﻤﻌﻠﻡ ﺒﻨﻔﺴﻪ ﺒﺤل ﻤﺸﻜﻼﺕ ﺍﻟﻁﻠﺒﺔ ﻭﻻ ﻴﺤﻭﻟﻬﺎ ﻟﻲ‪.‬‬ ‫‪5‬‬
‫‪0.88‬‬ ‫‪1.69‬‬ ‫‪58.9‬‬ ‫‪13.3‬‬ ‫‪27.8‬‬ ‫ﻴﻨﻅﺭ ﻤﺩﻴﺭ ﺍﻟﻤﺩﺭﺴﺔ ﻭﺍﻟﻤﻌﻠﻤﻭﻥ ﻟﻲ ﻋﻠﻰ ﺃﻨﻨﻲ ﻤﻌﻠﻡ ﺍﺤﺘﻴﺎﻁ‪.‬‬ ‫‪6‬‬
‫‪0.83‬‬ ‫‪1.78‬‬ ‫‪47.8‬‬ ‫‪26.7‬‬ ‫‪25.5‬‬ ‫ﻴﺴﺘﺩﻋﻴﻨﻲ ﻤﺩﻴﺭ ﺍﻟﻤﺩﺭﺴﺔ ﺒﻴﻥ ﺍﻟﺤﻴﻥ ﻭﺍﻵﺨﺭ ﻟﻠﻘﻴﺎﻡ ﺒﺄﻋﻤﺎل ﺇﺩﺍﺭﻴﺔ‪.‬‬ ‫‪7‬‬
‫‪0.65‬‬ ‫‪2.68‬‬ ‫‪10.0‬‬ ‫‪12.2‬‬ ‫‪77.8‬‬ ‫ﺘﺴﻤﺢ ﻟﻲ ﺇﺩﺍﺭﺓ ﺍﻟﻤﺩﺭﺴﺔ ﺒﺩﺭﺍﺴﺔ ﻤﺸﻜﻼﺕ ﺍﻟﻁﻠﺒﺔ‪.‬‬ ‫‪8‬‬
‫ﻜﺜﻴﺭ ﻤﻥ ﺤﺎﻻﺕ ﺍﻟﻁﻠﺒﺔ ﻴﺘﻭﻟﻰ ﺍﻟﻤﺩﻴﺭ ﺍﻟﺘﻌﺎﻤل ﻤﻌﻬﺎ ﻭﻻ ﻴﺸﺭﻜﻨﻲ‬
‫‪0.84‬‬ ‫‪1.61‬‬ ‫‪62.2‬‬ ‫‪14.5‬‬ ‫‪23.3‬‬ ‫‪9‬‬
‫ﻓﻴﻬﺎ‪.‬‬
‫ﻼ ﻤﻥ ﺍﻟﻨﺎﺤﻴﺔ ﺍﻟﻨﻅﺭﻴﺔ ﻭﺍﻟﻌﻤﻠﻴﺔ ﻷﺩﺍﺀ ﺩﻭﺭﻱ ﻓﻲ‬ ‫ﻻ ﺃﺭﻯ ﻨﻔﺴﻲ ﻤﺅﻫ ﹰ‬
‫‪0.46‬‬ ‫‪1.14‬‬ ‫‪90.0‬‬ ‫‪5.6‬‬ ‫‪4.4‬‬ ‫‪10‬‬
‫ﺍﻟﻤﺩﺭﺴﺔ‪.‬‬
‫‪0.81‬‬ ‫‪1.72‬‬ ‫‪50.0‬‬ ‫‪27.8‬‬ ‫‪22.2‬‬ ‫ﻟﻡ ﺃﻟﻤﺱ ﺍﻫﺘﻤﺎﻤﹰﺎ ﻤﻥ ﺍﻟﻤﺴﺌﻭﻟﻴﻥ ﺒﺩﻭﺭﻱ ﻓﻲ ﺍﻟﻤﺩﺭﺴﺔ‪.‬‬ ‫‪11‬‬
‫‪0.92‬‬ ‫‪2.04‬‬ ‫‪40.0‬‬ ‫‪15.6‬‬ ‫‪44.4‬‬ ‫ﻻ ﺘﻨﻅﻡ ﺩﻭﺭﺍﺕ ﻟﺭﻓﻊ ﻤﺴﺘﻭﻯ ﺍﻷﺩﺍﺀ ﻭﺘﻁﻭﻴﺭﻩ‪.‬‬ ‫‪12‬‬
‫‪0.83‬‬ ‫‪1.93‬‬ ‫‪37.8‬‬ ‫‪31.1‬‬ ‫‪31.1‬‬ ‫ﺇﺫﺍ ﻜﺎﻨﺕ ﻤﺸﻜﻠﺔ ﺍﻟﻁﺎﻟﺏ ﺍﻗﺘﺼﺎﺩﻴﺔ ﻓﻼ ﺘﻭﺠﺩ ﻓﺭﺼﺔ ﻟﺤﻠﻬﺎ‪.‬‬ ‫‪13‬‬
‫‪0.77‬‬ ‫‪1.53‬‬ ‫‪63.3‬‬ ‫‪20.0‬‬ ‫‪16.7‬‬ ‫ﻻ ﻴﻌﻲ ﺃﻭﻟﻴﺎﺀ ﺍﻷﻤﻭﺭ ﺩﻭﺭﻱ ﻓﻲ ﺍﻟﻤﺩﺭﺴﺔ ﻭﻻ ﻴﺴﻤﺢ ﻟﻲ ﺒﻠﻘﺎﺌﻬﻡ‪.‬‬ ‫‪14‬‬
‫‪0.75‬‬ ‫‪1.59‬‬ ‫‪56.7‬‬ ‫‪27.8‬‬ ‫‪15.6‬‬ ‫ﻴﻨﻅﺭ ﺍﻟﻤﻌﻠﻤﻭﻥ ﻟﻲ ﻜﻤﻨﺎﻓﺱ ﻭﻟﻴﺱ ﻜﻤﻌﺎﻭﻥ ﻟﻬﻡ‪.‬‬ ‫‪15‬‬
‫ﻟﻘﺩ ﻗﻤﺕ ﻤﻨﺫ ﺍﻟﺒﺩﺍﻴﺔ ﺒﺘﻌﺭﻴﻑ ﻨﻔﺴﻲ ﻭﺘﻭﻀﻴﺢ ﺩﻭﺭﻱ ﻟﺩﻯ ﺇﺩﺍﺭﺓ‬
‫‪0.56‬‬ ‫‪2.78‬‬ ‫‪6.7‬‬ ‫‪8.9‬‬ ‫‪84.4‬‬ ‫‪16‬‬
‫ﺍﻟﻤﺩﺭﺴﺔ ﻭﺍﻟﻤﻌﻠﻤﻴﻥ‪.‬‬
‫ﻻﺤﻅﺕ ﻭﺠﻭﺩ ﻫﻭ‪‬ﺓ ﻜﺒﻴﺭﺓ ﺒﻴﻥ ﺍﻹﻋﺩﺍﺩ ﺍﻟﻨﻅﺭﻱ ﻟﺩﺭﺍﺴﺘﻲ ﻭﺍﻟﻤﻤﺎﺭﺴﺔ‬
‫‪0.80‬‬ ‫‪2.34‬‬ ‫‪20.0‬‬ ‫‪25.6‬‬ ‫‪54.4‬‬ ‫‪17‬‬
‫ﺍﻟﻤﻴﺩﺍﻨﻴﺔ‪.‬‬
‫ﺒﻌﺽ ﺃﻭﻟﻴﺎﺀ ﺍﻷﻤﻭﺭ ﻴﺭﻓﺽ ﺘﺩﺨل ﺍﻻﺨﺼﺎﺌﻲ ﻓﻲ ﺸﺅﻭﻥ ﺃﺒﻨﺎﺌﻬﻡ‬
‫‪0.88‬‬ ‫‪1.91‬‬ ‫‪43.3‬‬ ‫‪22.2‬‬ ‫‪34.5‬‬ ‫‪18‬‬
‫ﺍﻟﻁﻠﺒﺔ‪.‬‬
‫ﺃﻋﺘﻘﺩ ﺃﻥ ﻟﺩﻱ ﺍﻟﻘﺩﺭﺓ ﻭﺍﻻﺴﺘﻌﺩﺍﺩ ﻟﻠﻘﻴﺎﻡ ﺒﺩﻭﺭﻱ ﻓﻲ ﺤل ﺍﻟﻤﺸﻜﻼﺕ‬
‫‪0.39‬‬ ‫‪2.91‬‬ ‫‪3.3‬‬ ‫‪2.2‬‬ ‫‪94.5‬‬ ‫‪19‬‬
‫ﺍﻟﻤﺩﺭﺴﻴﺔ ﻓﻲ ﺤﺎل ﻜﻠﻔﺕ ﺒﺫﻟﻙ‪.‬‬
‫ﺃﻋﺘﻘﺩ ﺃﻥ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ ﻤﻘﺼ‪‬ﺭﺓ ﻓﻲ ﺍﻟﺘﻌﺭﻴﻑ ﺒﺩﻭﺭ ﺍﻻﺨﺼﺎﺌﻲ‬
‫‪0.59‬‬ ‫‪2.76‬‬ ‫‪7.8‬‬ ‫‪8.9‬‬ ‫‪83.3‬‬ ‫‪20‬‬
‫ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻟﻤﺩﺭﺴﻲ‪.‬‬
‫ﻴﻨﺼﺏ ﺍﻫﺘﻤﺎﻡ ﺃﻭﻟﻴﺎﺀ ﺍﻷﻤﻭﺭ ﻋﻠﻰ ﺍﻟﺠﺎﻨﺏ ﺍﻷﻜﺎﺩﻴﻤﻲ ﺃﻜﺜﺭ ﻤﻥ‬
‫‪0.75‬‬ ‫‪2.52‬‬ ‫‪15.5‬‬ ‫‪16.7‬‬ ‫‪67.8‬‬ ‫‪21‬‬
‫ﺍﻫﺘﻤﺎﻤﻬﻡ ﺒﺎﻟﻭﻅﻴﻔﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺒﺎﻟﻤﺩﺭﺴﺔ‪.‬‬
‫‪0.81‬‬ ‫‪1.84‬‬ ‫‪41.1‬‬ ‫‪33.3‬‬ ‫‪25.6‬‬ ‫ﺃﺭﻯ ﺃﻥ ﻤﺴﺅﻭﻟﻴﺎﺘﻲ ﻓﻲ ﺍﻟﻤﺩﺭﺴﺔ ﻏﻴﺭ ﻤﺤﺩﺩﺓ‪.‬‬ ‫‪22‬‬
‫ﻗﻴﺎﻤﻲ ﺒﻤﻬﺎﻡ ﺘﺩﺭﻴﺴﻴﺔ ﻭﺇﺩﺍﺭﻴﺔ ﻓﻲ ﺍﻟﻤﺩﺭﺴﺔ ﻴﺸﺘﺕ ﺘﺭﻜﻴﺯﻱ ﻋﻠﻰ ﺤل‬
‫‪0.90‬‬ ‫‪2.20‬‬ ‫‪32.2‬‬ ‫‪15.6‬‬ ‫‪52.2‬‬ ‫‪23‬‬
‫ﻤﺸﻜﻼﺕ ﺍﻟﻁﻠﺒﺔ‪.‬‬
‫ﻴﻌﺘﻘﺩ ﺃﻭﻟﻴﺎﺀ ﺃﻤﻭﺭ ﺍﻟﻁﻠﺒﺔ ﺃﻥ ﻤﺩﻴﺭ ﺍﻟﻤﺩﺭﺴﺔ ﻫﻭ ﺍﻟﻤﺨﻭ‪‬ل ﺒﺤل‬
‫‪0.87‬‬ ‫‪1.96‬‬ ‫‪40.0‬‬ ‫‪24.4‬‬ ‫‪35.6‬‬ ‫‪24‬‬
‫ﻤﺸﻜﻼﺕ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻤﺩﺭﺴﺔ‪.‬‬
‫‪0.34‬‬ ‫‪2.08‬‬ ‫‪37.0‬‬ ‫‪17.8‬‬ ‫‪45.2‬‬ ‫ﺠﻤﻴﻊ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﻤﺩﺭﺴﺔ ﻤﺠﺘﻤﻌﺔ‬
‫ﻨﺤﻭ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﻤﺩﺭﺴﺔ‪.‬‬ ‫ﺘﻅﻬﺭ ﺒﻴﺎﻨﺎﺕ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ (5‬ﺃﻥ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ‬
‫ﻭﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻓﻘﺩ ﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﻹﺠﺎﺒﺎﺕ ﺍﻟﺫﻜﻭﺭ ﻋﻠﻰ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﻤﺩﺭﺴﺔ ﻗﺩ ﺒﻠﻎ ‪2.17‬‬
‫ﻹﺠﺎﺒﺎﺕ ﺤﻤﻠﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﻌﺎﻤﺔ ‪ 2.18‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ‬ ‫ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪ ،0.31‬ﻓﻲ ﺤﻴﻥ ﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ‬
‫‪ ،0.38‬ﻭﺍﻟﺩﺒﻠﻭﻡ ﺍﻟﻤﺘﻭﺴﻁ ‪ 2.07‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪،0.36‬‬ ‫ﻹﺠﺎﺒﺎﺕ ﺍﻹﻨﺎﺙ ‪ 2.04‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪ ،0.34‬ﻭﻗﺩ‬
‫ﻭﺍﻟﺒﻜﺎﻟﻭﺭﻴﻭﺱ ‪ 2.04‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪ ،0.27‬ﻭﺍﻟﺩﺒﻠﻭﻡ‬ ‫ﺒﻠﻐﺕ ﻗﻴﻤﺔ )‪ 3.61 (F‬ﻭﻫﻲ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ‬
‫ﺍﻟﻌﺎﻟﻲ ‪ 2.10‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪ ،0.28‬ﻭﺍﻟﻤﺎﺠﺴﺘﻴﺭ ‪2.13‬‬ ‫)‪ (0.05 ≥ α‬ﻤﻤﺎ ﻴﻜﺸﻑ ﺃﻥ ﺍﻟﺫﻜﻭﺭ ﺃﻜﺜﺭ ﺍﻴﺠﺎﺒﻴﺔ ﻤﻥ ﺍﻹﻨﺎﺙ‬
‫‪- 835 -‬‬

‫ﺍﺯﺩﺍﺩﺕ ﺩﺭﺠﺔ ﺍﻴﺠﺎﺒﻴﺔ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﻨﺤﻭ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪ ،0.31‬ﻭﻗﺩ ﺒﻠﻐﺕ ﻗﻴﻤﺔ )‪ .0.26 (F‬ﻭﻓﻴﻤﺎ‬
‫ﺒﺎﻟﻤﺩﺭﺴﺔ‪.‬‬ ‫ﻴﺘﻌﻠﻕ ﺒﺎﻟﺘﺨﺼﺹ‪ ،‬ﻓﻘﺩ ﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﻠﻤﺘﺨﺼﺼﻴﻥ ﻓﻲ‬
‫ﻭﻓﻴﻤﺎ ﻴﺘﺼل ﺒﺎﻟﻤﺴﻤﻰ ﺍﻟﻭﻅﻴﻔﻲ‪ ،‬ﻓﻘﺩ ﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﻋﻠﻡ ﺍﻻﺠﺘﻤﺎﻉ ‪ 2.0‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪ ،0.27‬ﻭﺍﻟﺨﺩﻤﺔ‬
‫ﻹﺠﺎﺒﺎﺕ ﺍﻻﺨﺼﺎﺌﻴﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ ‪ 2.12‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ‪ 2.34‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪ ،0.26‬ﻭﻋﻠﻡ ﺍﻟﻨﻔﺱ‬
‫ﻤﻘﺩﺍﺭﻩ ‪ ،0.35‬ﻭﺍﻻﺨﺼﺎﺌﻴﻴﻥ ﺍﻟﻨﻔﺴﻴﻴﻥ ‪ 2.10‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ‬ ‫‪ 1.99‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪ ،0.34‬ﻭﺍﻟﻌﻠﻭﻡ ﺍﻟﺘﺭﺒﻭﻴﺔ ‪2.14‬‬
‫‪ ،0.29‬ﻭﺍﻟﻤﺭﺸﺩﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ ‪ 2.13‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ‬ ‫ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪ ،0.30‬ﻭﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻷﺨﺭﻯ ‪2.18‬‬
‫‪ ،0.37‬ﻭﺍﻟﻤﺭﺸﺩﻴﻥ ﺍﻟﺘﺭﺒﻭﻴﻴﻥ ‪ 2.04‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪،0.34‬‬ ‫ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪ ،0.40‬ﻭﻗﺩ ﺒﻠﻐﺕ ﻗﻴﻤﺔ )‪ 3.04 (F‬ﻭﻫﻲ‬
‫ﻭﺍﻟﻤﺴﻤﻴ‪‬ﺎﺕ ﺍﻟﻭﻅﻴﻔﻴﺔ ﺍﻷﺨﺭﻯ ‪ 2.21‬ﻭﺍﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪،0.29‬‬ ‫ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪ ،(0.05 ≥ α‬ﻤﻤﺎ ﻴﻜﺸﻑ ﺃﻥ‬
‫ﻭﻗﺩ ﺒﻠﻐﺕ ﻗﻴﻤﺔ )‪ 0.56 (F‬ﻭﻫﻲ ﻟﻴﺴﺕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﹰﺎ ﻋﻨﺩ‬ ‫ﺍﻟﻤﺘﺨﺼﺼﻴﻥ ﺒﺎﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻫﻡ ﺃﻜﺜﺭ ﺍﻴﺠﺎﺒﻴﺔ ﻤﻥ ﺒﺎﻗﻲ‬
‫ﻤﺴﺘﻭﻯ )‪ .(0.05 ≥ α‬ﻭﻋﻥ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ‪ ،‬ﻓﻘﺩ ﺒﻠﻎ ﺍﻟﻭﺴﻁ‬ ‫ﺍﻟﺘﺨﺼﺼﺎﺕ ﻨﺤﻭ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﻤﺩﺭﺴﺔ‪.‬‬
‫ﺍﻟﺤﺴﺎﺒﻲ ﻹﺠﺎﺒﺎﺕ ﺍﻟﺫﻴﻥ ﺘﻘل ﺨﺒﺭﺘﻬﻡ ﻋﻥ )‪ (3‬ﺴﻨﻭﺍﺕ ‪1.88‬‬ ‫ﺃﻤﺎ ﻋﻥ ﺼﻔﺔ ﺍﻟﻤﺅﺴﺴﺔ ﺍﻟﺘﻲ ﻴﻌﻤﻠﻭﻥ ﺒﻬﺎ‪ ،‬ﻓﻘﺩ ﺒﻠﻎ ﺍﻟﻭﺴﻁ‬
‫ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪ ،0.24‬ﻭﺍﻟﺫﻴﻥ ﺘﺘﺭﺍﻭﺡ ﺨﺒﺭﺘﻬﻡ ﺒﻴﻥ )‪-3‬‬ ‫ﺍﻟﺤﺴﺎﺒﻲ ﻟﻠﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﺤﻜﻭﻤﻴﺔ ‪ 2.06‬ﺒﺎﻨﺤﺭﺍﻑ‬
‫ﺃﻗل ﻤﻥ ‪ (6‬ﺴﻨﻭﺍﺕ ‪ 2.01‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪ ،0.25‬ﻭﺒﻠﻎ‬ ‫ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪ ،0.33‬ﻭﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﻠﻌﺎﻤﻠﻴﻥ ﻓﻲ‬
‫ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻹﺠﺎﺒﺎﺕ ﺍﻟﺫﻴﻥ ﺘﺘﺭﺍﻭﺡ ﺨﺒﺭﺘﻬﻡ ﺒﻴﻥ )‪ -6‬ﺃﻗل‬ ‫ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻷﻫﻠﻴﺔ ‪ 2.15‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪،0.35‬‬
‫ﻤﻥ ‪ (9‬ﺴﻨﻭﺍﺕ ‪ 2.04‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪ ،0.39‬ﻭﺍﻟﺫﻴﻥ‬ ‫ﻭﻗﺩ ﺒﻠﻐﺕ ﻗﻴﻤﺔ )‪ 1.47 (F‬ﻭﻫﻲ ﻟﻴﺴﺕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﹰﺎ ﻋﻨﺩ‬
‫ﺘﺘﺭﺍﻭﺡ ﺨﺒﺭﺘﻬﻡ ﺒﻴﻥ )‪ -9‬ﺃﻗل ﻤﻥ ‪ (12‬ﺴﻨﺔ ‪ 2.15‬ﺒﺎﻨﺤﺭﺍﻑ‬ ‫ﻤﺴﺘﻭﻯ )‪ .(0.05 ≥ α‬ﻭﻋﻥ ﺃﻋﻤﺎﺭ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ‪ ،‬ﻓﻘﻁ ﺒﻠﻎ‬
‫ﻤﻌﻴﺎﺭﻱ ‪ ،0.36‬ﻭﺍﻟﺫﻴﻥ ﺘﺘﺭﺍﻭﺡ ﺨﺒﺭﺘﻬﻡ ﺒﻴﻥ )‪ -12‬ﺃﻗل ﻤﻥ‬ ‫ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻹﺠﺎﺒﺎﺕ ﺍﻟﺫﻴﻥ ﺘﺘﺭﺍﻭﺡ ﺃﻋﻤﺎﺭﻫﻡ ﺒﻴﻥ )‪-20‬‬
‫‪ (15‬ﺴﻨﺔ ‪ 2.21‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪ ،0.37‬ﺃﻤﺎ ﺍﻟﺫﻴﻥ ﺒﻠﻐﺕ‬ ‫‪ (29‬ﺴﻨﺔ ‪ 1.89‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪ ،0.25‬ﻭﺒﻠﻎ ‪1.98‬‬
‫ﺨﺒﺭﺘﻬﻡ )‪ (15‬ﺴﻨﺔ ﻓﺄﻜﺜﺭ ﻓﻘﺩ ﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻹﺠﺎﺒﺎﺘﻬﻡ‬ ‫ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪ 0.30‬ﻟﻠﺫﻴﻥ ﺘﺘﺭﺍﻭﺡ ﺃﻋﻤﺎﺭﻫﻡ ﺒﻴﻥ )‪-30‬‬
‫‪ 2.35‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪ ،0.25‬ﻭﻗﺩ ﺒﻠﻐﺕ ﻗﻴﻤﺔ )‪(F‬‬ ‫‪ (39‬ﺴﻨﺔ‪ ،‬ﻜﻤﺎ ﻭﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ‪ 2.26‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ‬
‫‪ 6.40‬ﻭﻫﻲ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪،(0.01 ≥ α‬‬ ‫ﻤﻘﺩﺍﺭﻩ ‪ 0.39‬ﻟﻠﺫﻴﻥ ﺘﺘﺭﺍﻭﺡ ﺃﻋﻤﺎﺭﻫﻡ ﺒﻴﻥ )‪ (49-40‬ﺴﻨﺔ‪ ،‬ﺃﻤﺎ‬
‫ﻤﻤﺎ ﻴﻜﺸﻑ ﻋﻥ ﻤﻌﻨﻭﻴﺔ ﺍﻟﻔﺭﻭﻕ ﺍﻹﺤﺼﺎﺌﻴﺔ ﻟﻺﺠﺎﺒﺎﺕ ﻋﻥ‬ ‫ﺍﻟﺫﻴﻥ ﺘﺘﺭﺍﻭﺡ ﺃﻋﻤﺎﺭﻫﻡ ﺒﻴﻥ )‪ (59-50‬ﺴﻨﺔ ﻓﺒﻠﻎ ﺍﻟﻭﺴﻁ‬
‫ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﻤﺩﺭﺴﺔ ﺤﺴﺏ ﻋﺩﺩ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ‪ ،‬ﺤﻴﺙ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ ﻹﺠﺎﺒﺎﺘﻬﻡ ‪ 2.29‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪،0.10‬‬
‫ﻜﻠﻤﺎ ﺍﺯﺩﺍﺩﺕ ﺴﻨﻭﺍﺕ ﺨﺒﺭﺓ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﺍﺯﺩﺍﺩﺕ ﺩﺭﺠﺔ ﺍﻴﺠﺎﺒﻴﺘﻬﻡ‬ ‫ﻭﻗﺩ ﺒﻠﻐﺕ ﻗﻴﻤﺔ )‪ 8.54 (F‬ﻭﻫﻲ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ‬
‫ﻨﺤﻭ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﻤﺩﺭﺴﺔ‪.‬‬ ‫ﻤﺴﺘﻭﻯ )‪ (0.01 ≥ α‬ﻤﻤﺎ ﻴﻜﺸﻑ ﺃﻨﻪ ﻜﻠﻤﺎ ﺍﺯﺩﺍﺩ ﺍﻟﻌﻤﺭ ﻜﻠﻤﺎ‬
‫ﻨﺘﺎﺌﺞ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ ) ‪ ( One-Way ANOVA‬ﻻﺨﺘﺒﺎﺭ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺇﺠﺎﺒﺎﺕ‬
‫ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻋﻠﻰ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﻤﺩﺭﺴﺔ‬
‫ﻗﻴﻤﺔ‬ ‫ﺍﻹﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻭﺴﻁ‬ ‫ﻗﻴﻤﺔ‬ ‫ﺍﻹﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻭﺴﻁ‬
‫‪F‬‬ ‫ﺍﻟﺤﺴﺎﺒﻲ ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫‪F‬‬ ‫ﺍﻟﺤﺴﺎﺒﻲ ﺍﻟﻤﻌﻴﺎﺭﻱ‬
‫‪0.25‬‬ ‫‪1.89‬‬ ‫)‪ (29-20‬ﺴﻨﺔ‬ ‫‪0.31‬‬ ‫‪2.17‬‬ ‫ﺫﻜﺭ‬
‫‪*3.61‬‬
‫‪0.30‬‬ ‫‪1.98‬‬ ‫)‪ (39-30‬ﺴﻨﺔ‬ ‫‪0.34‬‬ ‫‪2.04‬‬ ‫ﺃﻨﺜﻰ‬
‫‪**8.54‬‬ ‫ﻗﻴﻤﺔ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻭﺴﻁ‬
‫‪0.39‬‬ ‫‪2.26‬‬ ‫)‪ (49-40‬ﺴﻨﺔ‬ ‫ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ‬
‫‪F‬‬ ‫ﺍﻟﺤﺴﺎﺒﻲ ﺍﻟﻤﻌﻴﺎﺭﻱ‬
‫ﺍﻟﻤﺴﻤﻰ ﺍﻟﻭﻅﻴﻔﻲ‬ ‫‪0.36‬‬ ‫‪2.07‬‬ ‫ﺩﺒﻠﻭﻡ ﻤﺘﻭﺴﻁ‬
‫‪0.26‬‬
‫‪0.35‬‬ ‫‪2.12‬‬ ‫ﺃﺨﺼﺎﺌﻲ ﺍﺠﺘﻤﺎﻋﻲ‬ ‫‪0.27‬‬ ‫‪2.04‬‬ ‫ﺒﻜﺎﻟﻭﺭﻴﻭﺱ‬
‫‪0.56‬‬ ‫‪0.29‬‬ ‫‪2.10‬‬ ‫ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬ ‫‪0.28‬‬ ‫‪2.10‬‬ ‫ﺩﺒﻠﻭﻡ ﻋﺎﻟﻲ‬
‫‪0.37‬‬ ‫‪2.13‬‬ ‫ﻤﺭﺸﺩ ﺍﺠﺘﻤﺎﻋﻲ‬ ‫‪0.31‬‬ ‫‪2.13‬‬ ‫ﻤﺎﺠﺴﺘﻴﺭ‬
‫‪- 836 -‬‬


‫‪0.29‬‬ ‫‪2.21‬‬ ‫ﻏﻴﺭ ﺫﻟﻙ‬ ‫‪0.27‬‬ ‫‪2.0‬‬ ‫ﻋﻠﻡ ﺍﻻﺠﺘﻤﺎﻉ‬
‫ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ‬ ‫‪0.26‬‬ ‫‪2.34‬‬ ‫ﺨﺩﻤﺔ ﺍﺠﺘﻤﺎﻋﻴﺔ‬
‫‪*3.04‬‬
‫‪0.24‬‬ ‫‪1.88‬‬ ‫ﺃﻗل ﻤﻥ )‪(3‬‬ ‫‪0.34‬‬ ‫‪1.99‬‬ ‫ﻋﻠﻡ ﻨﻔﺱ‬
‫‪0.39‬‬ ‫‪2.04‬‬ ‫‪ -6‬ﺃﻗل ﻤﻥ ‪9‬‬ ‫‪0.40‬‬ ‫‪2.18‬‬ ‫ﺃﺨﺭﻯ‬
‫‪**6.40‬‬ ‫ﻗﻴﻤﺔ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻭﺴﻁ‬
‫‪0.36‬‬ ‫‪2.15‬‬ ‫‪ -9‬ﺃﻗل ﻤﻥ ‪12‬‬ ‫ﺼﻔﺔ ﺍﻟﻤﺅﺴﺴﺔ‬
‫‪0.37‬‬ ‫‪2.21‬‬ ‫‪ -12‬ﺃﻗل ﻤﻥ ‪15‬‬ ‫‪0.33‬‬ ‫‪2.06‬‬ ‫ﺤﻜﻭﻤﻴﺔ‬
‫‪1.47‬‬
‫‪0.25‬‬ ‫‪2.35‬‬ ‫)‪ (15‬ﺴﻨﺔ ﻓﺄﻜﺜﺭ‬ ‫‪0.35‬‬ ‫‪2.15‬‬ ‫ﺃﻫﻠﻴﺔ‬
‫ﺍﻴﺠﺎﺒﻴﺔ ﻤﻥ ﺒﺎﻗﻲ ﺍﻟﺘﺨﺼﺼﺎﺕ ﻨﺤﻭ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻷﺴﺭﺓ‬ ‫ﺜﺎﻟﺜ ﹰﺎ‪ :‬ﻤﺠﺎل ﺍﻷﺴﺭﺓ ﻭﺍﻟﻤﺩﺭﺴﺔ ﻤﻌ ﹰﺎ‬
‫ﻭﺍﻟﻤﺩﺭﺴﺔ‪.‬‬ ‫ﺘﻅﻬﺭ ﺒﻴﺎﻨﺎﺕ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ (6‬ﺃﻥ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ‬
‫ﺃﻤﺎ ﻋﻥ ﺼﻔﺔ ﺍﻟﻤﺅﺴﺴﺔ ﺍﻟﺘﻲ ﻴﻌﻤﻠﻭﻥ ﺒﻬﺎ‪ ،‬ﻓﻘﺩ ﺒﻠﻎ ﺍﻟﻭﺴﻁ‬ ‫ﻹﺠﺎﺒﺎﺕ ﺍﻟﺫﻜﻭﺭ ﻋﻠﻰ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﻜل ﻤﻥ ﺍﻷﺴﺭﺓ‬
‫ﺍﻟﺤﺴﺎﺒﻲ ﻟﻠﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﺤﻜﻭﻤﻴﺔ ‪ 2.24‬ﺒﺎﻨﺤﺭﺍﻑ‬ ‫ﻭﺍﻟﻤﺩﺭﺴﺔ ﻤﻌﹰﺎ ﻗﺩ ﺒﻠﻎ ‪ 2.28‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪،0.27‬‬
‫ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪ ،0.33‬ﻭﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﻠﻌﺎﻤﻠﻴﻥ ﻓﻲ‬ ‫ﻓﻲ ﺤﻴﻥ ﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻹﺠﺎﺒﺎﺕ ﺍﻹﻨﺎﺙ ‪ 2.23‬ﺒﺎﻨﺤﺭﺍﻑ‬
‫ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻷﻫﻠﻴﺔ ‪ 2.26‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪،0.31‬‬ ‫ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪ ،0.35‬ﻭﻗﺩ ﺒﻠﻐﺕ ﻗﻴﻤﺔ )‪ 0.82 (F‬ﻭﻫﻲ ﻟﻴﺴﺕ‬
‫ﻭﻗﺩ ﺒﻠﻐﺕ ﻗﻴﻤﺔ )‪ 0.06 (F‬ﻭﻫﻲ ﻟﻴﺴﺕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﹰﺎ ﻋﻨﺩ‬ ‫ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪ .(0.05 ≥ α‬ﻭﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ‬
‫ﻤﺴﺘﻭﻯ )‪ .(0.05 ≥ α‬ﻭﻋﻥ ﺃﻋﻤﺎﺭ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ‪ ،‬ﻓﻘﻁ ﺒﻠﻎ‬ ‫ﺒﺎﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻓﻘﺩ ﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻹﺠﺎﺒﺎﺕ ﺤﻤﻠﺔ‬
‫ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻹﺠﺎﺒﺎﺕ ﺍﻟﺫﻴﻥ ﺘﺘﺭﺍﻭﺡ ﺃﻋﻤﺎﺭﻫﻡ ﺒﻴﻥ )‪-20‬‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﻌﺎﻤﺔ ‪ 2.11‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪،0.18‬‬
‫‪ (29‬ﺴﻨﺔ ‪ 2.31‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪ ،0.25‬ﻭﺒﻠﻎ ‪2.25‬‬ ‫ﻭﺍﻟﺩﺒﻠﻭﻡ ﺍﻟﻤﺘﻭﺴﻁ ‪ 2.18‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪،0.25‬‬
‫ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪ 0.34‬ﻟﻠﺫﻴﻥ ﺘﺘﺭﺍﻭﺡ ﺃﻋﻤﺎﺭﻫﻡ ﺒﻴﻥ )‪-30‬‬ ‫ﻭﺍﻟﺒﻜﺎﻟﻭﺭﻴﻭﺱ ‪ 2.20‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪ ،0.34‬ﻭﺍﻟﺩﺒﻠﻭﻡ‬
‫‪ (39‬ﺴﻨﺔ‪ ،‬ﻜﻤﺎ ﻭﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ‪ 2.17‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﻌﺎﻟﻲ ‪ 2.36‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪ ،0.32‬ﻭﺍﻟﻤﺎﺠﺴﺘﻴﺭ ‪2.46‬‬
‫ﻤﻘﺩﺍﺭﻩ ‪ 0.39‬ﻟﻠﺫﻴﻥ ﺘﺘﺭﺍﻭﺡ ﺃﻋﻤﺎﺭﻫﻡ ﺒﻴﻥ )‪ (49-40‬ﺴﻨﺔ‪ ،‬ﺃﻤﺎ‬ ‫ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪ ،0.27‬ﻭﻗﺩ ﺒﻠﻐﺕ ﻗﻴﻤﺔ )‪ 6.04 (F‬ﻭﻫﻲ‬
‫ﺍﻟﺫﻴﻥ ﺘﺘﺭﺍﻭﺡ ﺃﻋﻤﺎﺭﻫﻡ ﺒﻴﻥ )‪ (59-50‬ﺴﻨﺔ ﻓﺒﻠﻎ ﺍﻟﻭﺴﻁ‬ ‫ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪ ،(0.01 ≥ α‬ﻤﻤﺎ ﻴﻜﺸﻑ‬
‫ﺍﻟﺤﺴﺎﺒﻲ ﻹﺠﺎﺒﺎﺘﻬﻡ ‪ 2.28‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪،0.12‬‬ ‫ﺃﻨﻪ ﻜﻠﻤﺎ ﺍﺭﺘﻔﻊ ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ ﻟﻸﺨﺼﺎﺌﻴﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ ﺯﺍﺩﺕ‬
‫ﻭﻗﺩ ﺒﻠﻐﺕ ﻗﻴﻤﺔ )‪ 1.59 (F‬ﻭﻫﻲ ﻟﻴﺴﺕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﺭﺠﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻟﺩﻴﻬﻡ ﻨﺤﻭ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻷﺴﺭﺓ ﻭﺍﻟﻤﺩﺭﺴﺔ‬
‫ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪ .(0.01 ≥ α‬ﻭﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻟﻤﺴﻤﻰ ﺍﻟﻭﻅﻴﻔﻲ‪،‬‬ ‫ﻤﻌﹰﺎ‪.‬‬
‫ﻓﻘﺩ ﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻹﺠﺎﺒﺎﺕ ﺍﻻﺨﺼﺎﺌﻴﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ‬ ‫ﻭﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻟﺘﺨﺼﺹ‪ ،‬ﻓﻘﺩ ﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ‬
‫‪ 2.35‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪ ،0.31‬ﻭﺍﻻﺨﺼﺎﺌﻴﻴﻥ ﺍﻟﻨﻔﺴﻴﻴﻥ‬ ‫ﻟﻠﻤﺘﺨﺼﺼﻴﻥ ﻓﻲ ﻋﻠﻡ ﺍﻻﺠﺘﻤﺎﻉ ‪ 2.25‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ‬
‫‪ 2.25‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪ ،0.33‬ﻭﺍﻟﻤﺭﺸﺩﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ‬ ‫ﻤﻘﺩﺍﺭﻩ ‪ ،0.34‬ﻭﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ‪ 2.41‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ‬
‫‪ 2.41‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪ ،0.29‬ﻭﺍﻟﻤﺭﺸﺩﻴﻥ ﺍﻟﺘﺭﺒﻭﻴﻴﻥ ‪2.07‬‬ ‫‪ ،0.22‬ﻭﻋﻠﻡ ﺍﻟﻨﻔﺱ ‪ 2.03‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪ ،0.34‬ﻭﺍﻟﻌﻠﻭﻡ‬
‫ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪ ،0.35‬ﻭﺍﻟﻤﺴﻤﻴ‪‬ﺎﺕ ﺍﻟﻭﻅﻴﻔﻴﺔ ﺍﻷﺨﺭﻯ ‪2.27‬‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ ‪ 2.29‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪ ،0.31‬ﻭﺍﻟﺘﺨﺼﺼﺎﺕ‬
‫ﻭﺍﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪ ،0.21‬ﻭﻗﺩ ﺒﻠﻐﺕ ﻗﻴﻤﺔ )‪ 8.07 (F‬ﻭﻫﻲ‬ ‫ﺍﻷﺨﺭﻯ ‪ 2.38‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪ ،0.23‬ﻭﻗﺩ ﺒﻠﻐﺕ ﻗﻴﻤﺔ )‪(F‬‬
‫ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪ (0.01 ≥ α‬ﻭﻗﺩ ﺠﺎﺀﺕ ﻫﺫﻩ‬ ‫‪ 11.3‬ﻭﻫﻲ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪،(0.01 ≥ α‬‬
‫ﺍﻟﻔﺭﻭﻕ ﻟﺼﺎﻟﺢ ﺍﻻﺨﺼﺎﺌﻴﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ‪.‬‬ ‫ﻤﻤﺎ ﻴﻜﺸﻑ ﺃﻥ ﺍﻟﻤﺘﺨﺼﺼﻴﻥ ﺒﺎﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻫﻡ ﺃﻜﺜﺭ‬
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‫ﻭﺍﻟﺫﻴﻥ ﺘﺘﺭﺍﻭﺡ ﺨﺒﺭﺘﻬﻡ ﺒﻴﻥ )‪ -12‬ﺃﻗل ﻤﻥ ‪ (15‬ﺴﻨﺔ ‪2.34‬‬ ‫ﺃﻤﺎ ﻋﻥ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ‪ ،‬ﻓﻘﺩ ﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻹﺠﺎﺒﺎﺕ‬
‫ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪ ،0.32‬ﺃﻤﺎ ﺍﻟﺫﻴﻥ ﺒﻠﻐﺕ ﺨﺒﺭﺘﻬﻡ )‪ (15‬ﺴﻨﺔ‬ ‫ﺍﻟﺫﻴﻥ ﺘﻘل ﺨﺒﺭﺘﻬﻡ ﻋﻥ )‪ (3‬ﺴﻨﻭﺍﺕ ‪ 2.13‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ‬
‫ﻓﺄﻜﺜﺭ ﻓﻘﺩ ﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻹﺠﺎﺒﺎﺘﻬﻡ ‪ 2.39‬ﺒﺎﻨﺤﺭﺍﻑ‬ ‫‪ ،0.25‬ﻭﺍﻟﺫﻴﻥ ﺘﺘﺭﺍﻭﺡ ﺨﺒﺭﺘﻬﻡ ﺒﻴﻥ )‪ -3‬ﺃﻗل ﻤﻥ ‪ (6‬ﺴﻨﻭﺍﺕ‬
‫ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪ ،0.33‬ﻭﻗﺩ ﺒﻠﻐﺕ ﻗﻴﻤﺔ )‪ 3.94 (F‬ﻭﻫﻲ ﺫﺍﺕ‬ ‫‪ 2.18‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪ ،0.24‬ﻭﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ‬
‫ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪ ،(0.05 ≥ α‬ﻤﻤﺎ ﻴﻜﺸﻑ ﻋﻥ‬ ‫ﻹﺠﺎﺒﺎﺕ ﺍﻟﺫﻴﻥ ﺘﺘﺭﺍﻭﺡ ﺨﺒﺭﺘﻬﻡ ﺒﻴﻥ )‪ -6‬ﺃﻗل ﻤﻥ ‪ (9‬ﺴﻨﻭﺍﺕ‬
‫ﻤﻌﻨﻭﻴﺔ ﺍﻟﻔﺭﻭﻕ ﺍﻹﺤﺼﺎﺌﻴﺔ ﻟﻺﺠﺎﺒﺎﺕ ﻋﻥ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫‪ 2.29‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪ ،0.36‬ﻭﺍﻟﺫﻴﻥ ﺘﺘﺭﺍﻭﺡ ﺨﺒﺭﺘﻬﻡ ﺒﻴﻥ‬
‫ﺒﺎﻷﺴﺭﺓ ﻭﺍﻟﻤﺩﺭﺴﺔ ﻤﻌَﺎﹰ ﺤﺴﺏ ﻋﺩﺩ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ‪.‬‬ ‫)‪ -9‬ﺃﻗل ﻤﻥ ‪ (12‬ﺴﻨﺔ ‪ 2.30‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪،0.34‬‬

‫ﻨﺘﺎﺌﺞ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ ) ‪ ( One-Way ANOVA‬ﻻﺨﺘﺒﺎﺭ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺇﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ‬
‫ﻋﻠﻰ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻷﺴﺭﺓ ﻭﺍﻟﻤﺩﺭﺴﺔ ﻤﻌﺎ‬
‫ﻗﻴﻤﺔ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻭﺴﻁ‬ ‫ﻗﻴﻤﺔ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻭﺴﻁ‬
‫‪F‬‬ ‫ﺍﻟﺤﺴﺎﺒﻲ ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫‪F‬‬ ‫ﺍﻟﺤﺴﺎﺒﻲ ﺍﻟﻤﻌﻴﺎﺭﻱ‬
‫‪0.25‬‬ ‫‪2.31‬‬ ‫)‪ (29-20‬ﺴﻨﺔ‬ ‫‪0.27‬‬ ‫‪2.28‬‬ ‫ﺫﻜﺭ‬
‫‪0.82‬‬
‫‪0.34‬‬ ‫‪2.25‬‬ ‫)‪ (39-30‬ﺴﻨﺔ‬ ‫‪0.35‬‬ ‫‪2.23‬‬ ‫ﺃﻨﺜﻰ‬
‫‪1.59‬‬ ‫ﻗﻴﻤﺔ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻭﺴﻁ‬
‫‪0.39‬‬ ‫‪2.17‬‬ ‫)‪ (49-40‬ﺴﻨﺔ‬ ‫ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ‬
‫ﺍﻟﻤﺴﻤﻰ ﺍﻟﻭﻅﻴﻔﻲ‬ ‫‪0.25‬‬ ‫‪2.18‬‬ ‫ﺩﺒﻠﻭﻡ ﻤﺘﻭﺴﻁ‬
‫‪**6.04‬‬
‫‪0.31‬‬ ‫‪2.35‬‬ ‫ﺃﺨﺼﺎﺌﻲ ﺍﺠﺘﻤﺎﻋﻲ‬ ‫‪0.34‬‬ ‫‪2.20‬‬ ‫ﺒﻜﺎﻟﻭﺭﻴﻭﺱ‬
‫‪0.33‬‬ ‫‪2.25‬‬ ‫ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬ ‫‪0.32‬‬ ‫‪2.36‬‬ ‫ﺩﺒﻠﻭﻡ ﻋﺎﻟﻲ‬
‫‪0.29‬‬ ‫‪2.41‬‬ ‫ﻤﺭﺸﺩ ﺍﺠﺘﻤﺎﻋﻲ‬ ‫‪0.27‬‬ ‫‪2.46‬‬ ‫ﻤﺎﺠﺴﺘﻴﺭ‬
‫‪**8.07‬‬
‫‪0.21‬‬ ‫‪2.27‬‬ ‫ﻏﻴﺭ ﺫﻟﻙ‬ ‫‪0.34‬‬ ‫‪2.25‬‬ ‫ﻋﻠﻡ ﺍﻻﺠﺘﻤﺎﻉ‬
‫ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ‬ ‫‪0.22‬‬ ‫‪2.41‬‬ ‫ﺨﺩﻤﺔ ﺍﺠﺘﻤﺎﻋﻴﺔ‬
‫‪**11.3‬‬
‫‪0.25‬‬ ‫‪2.13‬‬ ‫ﺃﻗل ﻤﻥ )‪(3‬‬ ‫‪0.34‬‬ ‫‪2.03‬‬ ‫ﻋﻠﻡ ﻨﻔﺱ‬
‫‪0.36‬‬ ‫‪2.29‬‬ ‫‪ -6‬ﺃﻗل ﻤﻥ ‪9‬‬ ‫‪0.23‬‬ ‫‪2.38‬‬ ‫ﺃﺨﺭﻯ‬
‫‪*3.94‬‬ ‫ﻗﻴﻤﺔ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻭﺴﻁ‬
‫‪0.34‬‬ ‫‪2.30‬‬ ‫‪ -9‬ﺃﻗل ﻤﻥ ‪12‬‬ ‫ﺼﻔﺔ ﺍﻟﻤﺅﺴﺴﺔ‬
‫‪0.32‬‬ ‫‪2.34‬‬ ‫‪ -12‬ﺃﻗل ﻤﻥ ‪15‬‬ ‫‪0.33‬‬ ‫‪2.24‬‬ ‫ﺤﻜﻭﻤﻴﺔ‬
‫‪0.06‬‬
‫‪0.33‬‬ ‫‪2.39‬‬ ‫)‪ (15‬ﺴﻨﺔ ﻓﺄﻜﺜﺭ‬ ‫‪0.31‬‬ ‫‪2.26‬‬ ‫ﺃﻫﻠﻴﺔ‬
‫‪- 838 -‬‬


‫ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ )‪ (Independent-Samples t-test‬ﻹﺨﺘﺒﺎﺭ ﺍﻟﻔﺭﻭﻕ ﺍﻹﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺩﻭﺭ ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ‬
‫ﻟﻜل ﻤﻥ ﺍﻷﺴﺭﺓ ﻭﺍﻟﻤﺩﺭﺴﺔ‬
‫ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ‬ ‫ﻗﻴﻤﺔ ‪t‬‬ ‫ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻤﺠﺎل‬
‫‪0.20‬‬ ‫‪2.42‬‬ ‫ﺍﻷﺴﺭﺓ‬
‫‪0.001‬‬ ‫‪8.13‬‬
‫‪0.34‬‬ ‫‪2.08‬‬ ‫ﺍﻟﻤﺩﺭﺴﺔ‬
‫ﺍﻷﺤﻴﺎﻥ ﻴﻀﺎﻴﻕ ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻤﻥ ﻨﺎﺤﻴﺔ‪ ،‬ﻭﻴﺤﻭل‬ ‫ﺘﻅﻬﺭ ﺒﻴﺎﻨﺎﺕ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ (7‬ﺃﻥ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ‬
‫ﺩﻭﻥ ﺨﺼﻭﺼﻴﺔ ﺍﻟﺤﺎﻟﺔ ﺍﻟﺘﻲ ﻫﻭ ﺒﺼﺩﺩ ﺤﻠﻬﺎ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ‬ ‫ﻟﻺﺠﺎﺒﺎﺕ ﻋﻠﻰ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻷﺴﺭﺓ ﻗﺩ ﺒﻠﻎ ‪2.42‬‬
‫ﻟﻤﻌﺎﻨﺎﺘﻪ ﻤﻥ ﻋﺩﻡ ﺘﻔﻬﻡ ﺒﻌﺽ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻟﺩﻭﺭ ﺍﻻﺨﺼﺎﺌﻲ ﻓﻲ‬ ‫ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪ ،0.20‬ﻓﻲ ﺤﻴﻥ ﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ‬
‫ﺍﻟﻤﺩﺭﺴﺔ ﻓﻐﺎﻟﺒﹰﺎ ﻤﺎ ﻴﻘﻭﻡ ﺍﻟﻤﻌﻠﻡ ﺒﻨﻔﺴﻪ ﺒﺤل ﻤﺸﻜﻼﺕ ﺍﻟﻁﻠﺒﺔ‬ ‫ﻟﻺﺠﺎﺒﺎﺕ ﻋﻠﻰ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﻤﺩﺭﺴﺔ ‪ 2.08‬ﺒﺎﻨﺤﺭﺍﻑ‬
‫ﻭﻻ ﻴﺤﻭﻟﻬﺎ ﻟﻸﺨﺼﺎﺌﻲ‪ ،‬ﻭﻏﺎﻟﺒﹰﺎ ﻤﺎ ﻴﻨﻅﺭ ﻟﻸﺨﺼﺎﺌﻲ ﻋﻠﻰ‬ ‫ﻤﻌﻴﺎﺭﻱ ﻤﻘﺩﺍﺭﻩ ‪ ،0.34‬ﻭﻗﺩ ﺒﻠﻐﺕ ﻗﻴﻤﺔ )‪ 8.13 (t‬ﻭﻫﻲ ﺫﺍﺕ‬
‫ﺃﻨﻪ ﻤﻌﻠﻡ ﺍﺤﺘﻴﺎﻁ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﻟﻨﻅﺭﺓ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻟﻪ ﻜﻤﻨﺎﻓﺱ‬ ‫ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ‪ ،0.001‬ﺍﻷﻤﺭ ﺍﻟﺫﻱ ﻴﻜﺸﻑ ﻋﻥ‬
‫ﻭﻟﻴﺱ ﻜﻤﻌﺎﻭﻥ‪ ،‬ﻭﻓﻲ ﻜﺜﻴﺭ ﻤﻥ ﺍﻷﺤﻴﺎﻥ ﻴﺘﻭﻟﻰ ﺍﻟﻤﺩﻴﺭ‬ ‫ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﻋﻤل ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﻓﻲ ﻜل‬
‫ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﺍﻟﺤﺎﻻﺕ ﺩﻭﻥ ﺇﺸﺭﺍﻙ ﺍﻻﺨﺼﺎﺌﻲ ﺒﺫﻟﻙ‪ ،‬ﻜﻤﺎ‬ ‫ﻤﻥ ﻤﺠﺎل ﺍﻷﺴﺭﺓ ﻭﺍﻟﻤﺩﺭﺴﺔ‪ ،‬ﻭﻗﺩ ﺠﺎﺀﺕ ﻫﺫﻩ ﺍﻟﻔﺭﻭﻕ ﻟﺼﺎﻟﺢ‬
‫ﻭﻴﺘﻡ ﺍﺴﺘﺩﻋﺎﺅﻩ ﻤﻥ ﻗﺒل ﻤﺩﻴﺭ ﺍﻟﻤﺩﺭﺴﺔ ﺒﻴﻥ ﺍﻟﺤﻴﻥ ﻭﺍﻵﺨﺭ‬ ‫ﻤﺠﺎل ﺍﻷﺴﺭﺓ‪.‬‬
‫ﻟﻠﻘﻴﺎﻡ ﺒﺄﻋﻤﺎل ﺇﺩﺍﺭﻴﺔ ﻤﻤﺎ ﻴﺸﺘﺕ ﺘﺭﻜﻴﺯ ﺍﻻﺨﺼﺎﺌﻲ‬
‫ﻭﻴﻀﻌﻑ ﻗﺩﺭﺘﻪ ﻋﻠﻰ ﺤل ﻤﺸﻜﻼﺕ ﺍﻟﻁﻠﺒﺔ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﻟﻌﺩﻡ‬ ‫ﻤﻠﺨﺹ ﺍﻟﻨﺘﺎﺌﺞ ﻭﺍﻟﺘﻭﺼﻴﺎﺕ‬
‫ﺸﻌﻭﺭ ﺍﻻﺨﺼﺎﺌﻴﻴﻥ ﺒﺎﻫﺘﻤﺎﻡ ﺍﻟﻤﺴﺌﻭﻟﻴﻥ ﺒﺩﻭﺭﻫﻡ ﻓﻲ‬
‫ﺍﻟﻤﺩﺭﺴﺔ‪ .‬ﻭﺘﺘﻔﻕ ﻫﺫﻩ ﺍﻟﻨﺘﺎﺌﺞ ﻤﻊ ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴﺔ ﻜل ﻤﻥ‬ ‫ﻓﻲ ﻀﻭﺀ ﺍﻟﺘﺤﻠﻴل ﺍﻟﺴﺎﺒﻕ ﻟﻠﺒﻴﺎﻨﺎﺕ ﻓﻘﺩ ﻜﺸﻔﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻥ‬
‫ﺍﻟﺼﺎﻭﻱ ﻓﻲ ﻤﺼﺭ ﻭﺍﻟﻘﺼﻴﺏ ﻓﻲ ﺍﻟﺴﻌﻭﺩﻴﺔ‪.‬‬ ‫ﻋﺩﺓ ﻨﺘﺎﺌﺞ ﻨﺒﺭﺯﻫﺎ ﻓﻲ ﻀﻭﺀ ﺍﻷﻫﺩﺍﻑ ﻭﺍﻟﺘﺴﺎﺅﻻﺕ ﺍﻟﺘﻲ‬
‫ﺜﺎﻟﺜﺎ‪ :‬ﻜﺸﻔﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻥ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ‬ ‫ﺍﻨﻁﻠﻘﺕ ﻤﻨﻬﺎ ﻋﻠﻰ ﺍﻟﻨﺤﻭ ﺍﻟﺘﺎﻟﻲ‪:‬‬
‫ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺇﺠﺎﺒﺎﺕ ﺍﻻﺨﺼﺎﺌﻴﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ‬ ‫ﺃﻭﻻ‪ :‬ﺒﺎﻟﺭﻏﻡ ﻤﻥ ﺃﻥ ﺍﻋﺘﻘﺎﺩ ﺍﻻﺨﺼﺎﺌﻴﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ ﺒﺄﻥ‬
‫ﻋﻠﻰ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻷﺴﺭﺓ ﻭﺍﻟﻤﺩﺭﺴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ‬ ‫ﺒﺭﺍﻤﺞ ﺇﻋﺩﺍﺩﻫﻡ ﻤﻥ ﺍﻟﻨﺎﺤﻴﺔ ﺍﻟﻨﻅﺭﻴﺔ ﻭﺍﻟﻌﻠﻤﻴﺔ ﺘﺅﻫﻠﻬﻡ ﻟﺤل‬
‫)‪ (0.05 ≥α‬ﻭﻋﻠﻰ ﺍﻟﻨﺤﻭ ﺍﻟﺘﺎﻟﻲ‪:‬‬ ‫ﺍﻟﻤﺸﻜﻼﺕ ﺇﻻ ﺃﻨﻪ ﻻ ﻴﺘﻡ ﺘﺄﻫﻴﻠﻬﻡ ﻤﻥ ﺨﻼل ﺘﻨﻅﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﻲ‬
‫‪ -1‬ﻤﺠﺎل ﺍﻷﺴﺭﺓ‪:‬‬ ‫ﺘﺴﻬﻡ ﻓﻲ ﺭﻓﻊ ﺍﻷﺩﺍﺀ ﻭﺘﻁﻭﻴﺭﻩ‪ ،‬ﻜﻤﺎ ﻜﺸﻔﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻥ ﻋﺩﻡ‬
‫‪ .1‬ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺩﺭﺠﺔ ﺍﻴﺠﺎﺒﻴﺔ‬ ‫ﻭﺠﻭﺩ ﺘﺤﺩﻴﺩ ﻤﺴﻤﻰ ﻭﻅﻴﻔﻲ ﻤﺘﻔﻕ ﻋﻠﻴﺔ ﻟﻠﻌﻤل ﺍﻻﺠﺘﻤﺎﻋﻲ‪،‬‬
‫ﺍﻻﺨﺼﺎﺌﻴﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ ﺘﻌﻭﺩ ﻟﻤﺅﻫﻼﺘﻬﻡ ﺍﻟﻌﻠﻤﻴﺔ‪.‬‬ ‫ﻭﺒﺎﻟﺘﺎﻟﻲ ﻴﻔﺘﻘﺭ ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻟﻭﺼﻑ ﻭﻅﻴﻔﻲ ﻤﺤﺩ‪‬ﺩ‬
‫‪ .2‬ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺩﺭﺠﺔ ﺍﻴﺠﺎﺒﻴﺔ‬ ‫ﺩﻗﻴﻕ‪ ،‬ﻤﻤﺎ ﻴﺠﻌل ﺍﻟﻤﻬﺎﻡ ﺍﻟﻭﻅﻴﻔﻴﺔ ﻟﻪ ﻏﻴﺭ ﻭﺍﻀﺤﺔ ﺒﺸﻜل ﺩﻗﻴﻕ‪،‬‬
‫ﺍﻻﺨﺼﺎﺌﻴﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ ﺘﻌﻭﺩ ﻟﻌﺩﺩ ﺴﻨﻭﺍﺕ ﺨﺒﺭﺘﻪ‪.‬‬ ‫ﺍﻷﻤﺭ ﺍﻟﺫﻱ ﻴﻨﻌﻜﺱ ﺴﻠﺒ ﹰﺎ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﻭﺍﻟﺩﻭﺭ ﺍﻟﻤﻨﺎﻁ ﺒﻪ ﻓﻲ ﻅل‬
‫‪ -2‬ﻤﺠﺎل ﺍﻟﻤﺩﺭﺴﺔ‪:‬‬ ‫ﺍﻟﻤﻔﻬﻭﻡ ﺍﻟﻭﺍﺴﻊ ﻟﻠﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﻋﺩﻡ ﺘﺤﺩﻴﺩ ﺍﻟﻤﺴﺅﻭﻟﻴﺎﺕ‪.‬‬
‫‪ .1‬ﺍﻟﺫﻜﻭﺭ ﺃﻜﺜﺭ ﺍﻴﺠﺎﺒﻴﺔ ﻤﻥ ﺍﻹﻨﺎﺙ ﻨﺤﻭ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﻭﻻ ﺘﺘﻌﺎﺭﺽ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﻤﻊ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻴﻬﺎ ﻨﺘﺎﺌﺞ‬
‫ﺒﺎﻟﻤﺩﺭﺴﺔ‪.‬‬ ‫ﺩﺭﺍﺴﺔ ﻜل ﻤﻥ ﺍﻟﺠﻭﻴﺭ ﻭﺒﺴﻴﻭﻨﻲ ﻭﺍﻟﻘﻌﻴﺏ‪.‬‬
‫‪ .2‬ﺍﻟﻤﺘﺨﺼﺼﻭﻥ ﻓﻲ ﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻫﻡ ﺃﻜﺜﺭ ﺍﻴﺠﺎﺒﻴﺔ‬ ‫ﺜﺎﻨﻴﺎ‪ :‬ﻜﺸﻔﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻥ ﺠﻤﻠﺔ ﻤﻥ ﺍﻟﻤﻌﻭًﻗﺎﺕ ﺘﺤﻭل ﺩﻭﻥ‬
‫ﻤﻥ ﺒﺎﻗﻲ ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻷﺨﺭﻯ‪.‬‬ ‫ﺘﺩﺨل ﺍﻻﺨﺼﺎﺌﻲ ﻟﺤل ﺍﻟﻤﺸﻜﻼﺕ ﻓﻲ ﻤﺠﺎﻟﻲ ﺍﻟﻤﺩﺭﺴﺔ ﻭﺍﻷﺴﺭﺓ‪.‬‬
‫‪ .3‬ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺩﺭﺠﺔ ﺍﻴﺠﺎﺒﻴﺔ‬ ‫‪ .1‬ﻓﻔﻲ ﻤﺠﺎل ﺍﻷﺴﺭﺓ‪ ،‬ﻴﻌﺘﻘﺩ ﺍﻻﺨﺼﺎﺌﻴﻭﻥ ﺃﻥ ﺍﻷﺴﺭﺓ ﺍﻷﺭﺩﻨﻴﺔ‬
‫ﺍﻻﺨﺼﺎﺌﻴﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ ﺘﻌﻭﺩ ﻟﻔﺌﺎﺘﻬﻡ ﺍﻟﻌﻤﺭﻴﺔ‪.‬‬ ‫ﻟﻡ ﺘﺘﻔﻬﻡ ﺒﻌﺩ ﺩﻭﺭ ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻓﻲ ﺤل ﺍﻟﺨﻼﻓﺎﺕ‬
‫‪ .4‬ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺩﺭﺠﺔ ﺍﻴﺠﺎﺒﻴﺔ‬ ‫ﺍﻷﺴﺭﻴﺔ ﻭﺘﻌﺘﺒﺭﻫﺎ )ﺍﻷﺴﺭﺓ( ﺸﺄﻨﹰﺎ ﻋﺎﺌﻠﻴﹰﺎ ﺩﺍﺨﻠﻴﹰﺎ ﻻ ﻴﺴﻤﺢ‬
‫ﺍﻻﺨﺼﺎﺌﻴﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ ﺘﻌﻭﺩ ﻟﻔﺌﺎﺕ ﺴﻨﻭﺍﺕ ﺨﺒﺭﺘﻬﻡ‪.‬‬ ‫ﻟﻸﺨﺼﺎﺌﻲ ﺍﻟﺘﺩﺨل ﻓﻴﻬﺎ‪.‬‬
‫‪ .5‬ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﻋﻤل ﺍﻻﺨﺼﺎﺌﻴﻴﻥ‬ ‫‪ .2‬ﺃﻤﺎ ﻋﻥ ﺍﻟﻤﺩﺭﺴﺔ‪ ،‬ﻓﺎﻥ ﻋﺩﻡ ﺘﻭﻓﺭ ﻤﻜﺘﺏ ﺨﺎﺹ ﻓﻲ ﺃﻏﻠﺏ‬
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‫ﻨﺸﺭ ﺍﻟﻭﻋﻲ ﺒﺩﻭﺭ ﺍﻻﺨﺼﺎﺌﻲ ﻤﻥ ﺨﻼل ﺘﻔﻌﻴل ﺩﻭﺭ ﻭﺴﺎﺌل‬ ‫‪(2‬‬ ‫ﻓﻲ ﻤﺠﺎﻟﻲ ﺍﻷﺴﺭﺓ ﻭﺍﻟﻤﺩﺭﺴﺔ‪ ،‬ﻭﻗﺩ ﺠﺎﺀﺕ ﻫﺫﻩ ﺍﻟﻔﺭﻭﻕ‬
‫ﺍﻹﻋﻼﻡ ﺒﺎﻟﺘﻌﺭﻴﻑ ﺒﺎﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺩﻭﺭﻫﺎ ﻓﻲ‬ ‫ﻟﺼﺎﻟﺢ ﻤﺠﺎل ﺍﻷﺴﺭﺓ‪.‬‬
‫ﺍﻟﺘﺼﺩﻱ ﻟﻠﻤﺸﻜﻼﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﻋﻘﺩ ﺍﻟﻨﺩﻭﺍﺕ ﻭﺍﻟﻤﺅﺘﻤﺭﺍﺕ‬ ‫ﻭﺍﻟﺠﺩﻴﺭ ﺒﺎﻟﺫﻜﺭ ﻫﻨﺎ ﺃﻥ ﻫﺫﻩ ﺍﻟﻨﺘﺎﺌﺞ ﺘﺅﻜﺩ ﻋﻠﻰ ﻗﻴﻤﺔ ﻭﻓﻌﺎﻟﻴﺔ‬
‫ﺍﻟﺘﻲ ﺘﻬﺘﻡ ﺒﺤل ﺍﻟﻨﺯﺍﻋﺎﺕ ﺍﻷﺴﺭﻴﺔ‪.‬‬ ‫ﺍﻟﺨﺒﺭﺓ ﻓﻲ ﺍﻜﺘﺴﺎﺏ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺘﻁﻭﻴﺭ ﺍﻷﺩﺍﺀ ﺍﻟﻤﻬﻨﻲ ﻤﻥ ﺠﻬﺔ‪،‬‬
‫ﺘﻌﺯﻴﺯ ﺩﻭﺭ ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻓﻲ ﺍﻟﻤﺩﺭﺴﺔ ﻤﻥ ﻗﺒل‬ ‫‪(3‬‬ ‫ﻭﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ ﻭﺍﻟﺘﺨﺼﺹ ﻓﻲ ﺍﺴﺘﺨﺩﺍﻡ ﺃﺴﺎﻟﻴﺏ ﺍﻟﺘﺩﺨل‬
‫ﺍﻟﻤﻌﻠﻤﻴﻥ ﻭﻤﺩﻴﺭ ﺍﻟﻤﺩﺭﺴﺔ‪ ،‬ﻭﺍﻟﻌﻤل ﻋﻠﻰ ﺘﻔﺭﻏﻪ ﻟﺤل‬ ‫ﺍﻟﻨﺎﺠﺢ ﻓﻲ ﺤل ﺍﻟﻤﺸﻜﻼﺕ ﻤﻥ ﺠﻬﺔ ﺃﺨﺭﻯ‪.‬‬
‫ﻤﺸﻜﻼﺕ ﺍﻟﻁﻠﺒﺔ ﻭﺘﻜﺭﻴﺱ ﺃﻭﻗﺎﺘﻪ ﻟﻬﺫﺍ ﺍﻟﻐﺭﺽ‪ ،‬ﻭﻋﺩﻡ‬
‫ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﺍﻻﺨﺼﺎﺌﻴﻴﻥ ﻜﻤﻌﻠﻤﻴﻥ ﺍﺤﺘﻴﺎﻁ‪.‬‬ ‫ﻭﻓﻲ ﻀﻭﺀ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺴﺎﺒﻘﺔ ﺘﻭﺼﻲ ﺍﻟﺩﺭﺍﺴﺔ ﺒﻤﺎ ﻴﻠﻲ‪:‬‬
‫ﻀﺭﻭﺭﺓ ﺭﺒﻁ ﻋﺩﺩ ﺍﻻﺨﺼﺎﺌﻴﻴﻥ ﻓﻲ ﺍﻟﻤﺩﺭﺴﺔ ﺍﻟﻭﺍﺤﺩﺓ ﺒﻌﺩﺩ‬ ‫‪(4‬‬ ‫‪ (1‬ﺘﻤﻜﻴﻥ ﺍﻻﺨﺼﺎﺌﻴﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ ﻭﺍﻟﻌﻤل ﻋﻠﻰ ﺘﻁﻭﻴﺭ‬
‫ﻁﻠﺒﺘﻬﺎ ﺒﺤﻴﺙ ﻴﺘﻡ ﺘﻌﻴﻴﻥ ﺃﻜﺜﺭ ﻤﻥ ﺃﺨﺼﺎﺌﻲ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻤﻬﺎﺭﺍﺘﻬﻡ ﻭﻗﺩﺭﺍﺘﻬﻡ ﻤﻥ ﺨﻼل ﻋﻘﺩ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺄﻫﻴﻠﻴﺔ‬
‫ﻜﺒﻴﺭﺓ ﺍﻟﺤﺠﻡ‪.‬‬ ‫ﻭﻭﺭﺵ ﺍﻟﻌﻤل‪ ،‬ﻭﻨﺸﺭ ﺍﻟﻤﻌﺭﻓﺔ ﻭﺘﺒﺎﺩل ﺍﻟﺨﺒﺭﺍﺕ ﺒﻴﻥ‬
‫ﺇﻨﺸﺎﺀ ﻤﻜﺎﺘﺏ ﻟﻠﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺨﺎﺼﺔ ﻓﻲ ﺍﻷﺤﻴﺎﺀ‬ ‫‪(5‬‬ ‫ﺍﻻﺨﺼﺎﺌﻴﻴﻥ ﺃﻨﻔﺴﻬﻡ ﻤﻥ ﺨﻼل ﻋﻘﺩ ﺍﻟﻠﻘﺎﺀﺍﺕ ﺍﻟﺩﻭﺭﻴﺔ ﻓﻴﻤﺎ‬
‫ﺍﻟﺸﻌﺒﻴﺔ ﻤﻤﺎ ﺴﻴﺴﺎﻋﺩ ﻓﻲ ﺒﻨﺎﺀ ﻋﻼﻗﺔ ﺜﻘﺔ ﻭﺘﻌﺎﻭﻥ ﺒﻴﻨﻬﺎ ﻭﺒﻴﻥ‬ ‫ﺒﻴﻨﻬﻡ‪ ،‬ﻭﺍﻟﺘﺒﺎﺤﺙ ﻓﻲ ﺍﻟﻤﻌﻴﻘﺎﺕ ﻭﺍﻟﺼﻌﻭﺒﺎﺕ ﺍﻟﺘﻲ ﺘﻌﺘﺭﺽ‬
‫ﺍﻷﺴﺭ‪.‬‬ ‫ﻋﻤﻠﻬﻡ‪ ،‬ﻭﻜﻴﻔﻴﺔ ﺍﻟﺘﻐﻠﺏ ﻋﻠﻴﻬﺎ‪.‬‬
‫ﺍﻟﻌﻭﺠﻲ‪ ،‬ﺍﻻﻤﻥ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﺹ‪.155‬‬ ‫)‪(9‬‬ ‫ﺍﻟﻬﻭﺍﻤـﺵ‬

‫ﺩﺭﻭﻴﺵ‪ ،‬ﻤﺩﺨل ﺇﻟﻰ ﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺹ‪.164‬‬ ‫)‪(10‬‬
‫ﺍﻟﺼﺎﻭﻱ‪ ،‬ﻤﻌﻭﻗﺎﺕ ﻋﻤل ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ‪.‬‬ ‫)‪(11‬‬ ‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺍﻟﻤﺅﺘﻤﺭ ﺍﻟﻭﻁﻨﻲ ﻟﻠﻌﻤل‬ ‫)‪(1‬‬
‫ﺍﻟﻘﻌﻴﺏ‪ ،‬ﻤﻌﻭﻗﺎﺕ ﺍﻟﻤﻤﺎﺭﺴﺔ ﺍﻟﻤﻬﻨﻴﺔ‪ ،‬ﺹ‪.245‬‬ ‫)‪(12‬‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻻﺭﺩﻨﻲ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺹ‪.5-4‬‬
‫ﺍﻟﺠﻭﻴﺭ‪ ،‬ﺍﻟﻤﻌﻭﻗﺎﺕ ﺍﻟﺘﻲ ﺘﻭﺍﺠﻪ ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ‪،‬‬ ‫)‪(13‬‬ ‫ﺍﻟﻤﺭﺠﻊ ﻨﻔﺴﻪ‪.‬‬ ‫)‪(2‬‬
‫ﺩﺭﺍﺴﺎﺕ ﺍﻟﺨﻠﻴﺞ‪.‬‬ ‫ﺍﻟﻤﺭﺠﻊ ﻨﻔﺴﻪ‪.‬‬ ‫)‪(3‬‬
‫ﺍﻟﻨﺠﺎﺭ‪ ،‬ﺍﻟﻤﻤﺎﺭﺴﺔ ﺍﻟﻤﻬﻨﻴﺔ‪.‬‬ ‫)‪(14‬‬ ‫ﺍﻟﻐﺭﺍﻴﺒﺔ‪ ،‬ﻭﺴﺎﺌل ﺍﻻﺘﺼﺎل ﻓﻲ ﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺹ‪.18‬‬ ‫)‪(4‬‬
‫ﺍﻟﻌﻨﺯﻱ‪ ،‬ﺘﻁﺒﻴﻕ ﺍﻟﻤﺭﺸﺩﻴﻥ ﺍﻷﺴﺭﻴﻴﻥ ﻷﺴﺎﻟﻴﺏ ﺍﻟﻤﻤﺎﺭﺴﺔ‬ ‫)‪(15‬‬ ‫ﻏﺭﺍﻴﺒﺔ‪ ،‬ﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪.‬‬ ‫)‪(5‬‬
‫ﺍﻟﻤﻬﻨﻴﺔ‪.‬‬ ‫ﻋﻠﻴﻤﺎﺕ‪ ،‬ﺘﻁﻭﻴﺭ ﺒﺭﺍﻤﺞ ﺍﻋﺩﺍﺩ ﺍﻟﺒﺎﺤﺜﻴﻥ‪ ،‬ﺹ‪.5‬‬ ‫)‪(6‬‬
‫ﺩﺭﻭﻴﺵ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪.‬‬ ‫)‪(16‬‬ ‫‪.Mp and Un, Jordan Human Development, 104‬‬ ‫)‪(7‬‬
‫‪.Zastrow, The Practice of Social Work, 175‬‬ ‫)‪(17‬‬ ‫ﺍﺴﺘﺭﺍﻴﺘﺠﻴﺔ ﻭﺯﺍﺭﺓ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪.‬‬ ‫)‪(8‬‬
‫ﺍﻟﻘﺎﻫﺭﺓ ﻤﻥ ‪.1981/4/13-3/21‬‬ ‫ﺍﻟﻤﺼﺎﺩﺭ ﻭﺍﻟﻤﺭﺍﺠﻊ‬

‫ﻋﻠﻴﻤﺎﺕ‪ ،‬ﺤﻤﻭﺩ‪ ،2004 ،‬ﺘﻁﻭﻴﺭ ﺒﺭﺍﻤﺞ ﺇﻋﺩﺍﺩ ﺍﻟﺒﺎﺤﺜﻴﻥ‬
‫ﻭﺍﻻﺨﺘﺼﺎﺼﻴﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ ﻓﻲ ﻭﺯﺍﺭﺓ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪،‬‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﻭﺯﺍﺭﺓ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ )‪.(2003-1997‬‬
‫ﻋﻤﺎﻥ‪ ،‬ﺹ‪.5‬‬ ‫ﺍﻟﺠﻭﻴﺭ‪ ،‬ﺴﻌﻭﺩ ﻓﺎﺭﺱ‪ ،2001 ،‬ﺍﻟﻤﻌﻭﻗﺎﺕ ﺍﻟﺘﻲ ﺘﻭﺍﺠﻪ ﺍﻷﺨﺼﺎﺌﻲ‬
‫ﺍﻟﻌﻨﺯﻱ‪ ،‬ﻨﻭﺭﺓ‪ ،‬ﺘﻁﺒﻴﻕ ﺍﻟﻤﺭﺸﺩﻴﻥ ﺍﻷﺴﺭﻴﻴﻥ ﻷﺴﺎﻟﻴﺏ ﺍﻟﻤﻤﺎﺭﺴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ ﻓﻲ ﻭﺤﺩﺍﺕ ﺍﻟﺭﻋﺎﻴﺔ ﺍﻟﺼﺤﻴﺔ ﺒﺩﻭﻟﺔ ﺍﻟﻜﻭﻴﺕ‪ ،‬ﻤﺠﻠﺔ‬
‫ﺍﻟﻤﻬﻨﻴﺔ ﻓﻲ ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻷﺴﺭﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻹﻤﺎﻡ ﻤﺤﻤﺩ‬ ‫ﺩﺭﺍﺴﺎﺕ ﺍﻟﺨﻠﻴﺞ ﻭﺍﻟﺠﺯﻴﺭﺓ ﺍﻟﻌﺭﺒﻴﺔ‪ ،‬ﻤﺠﻠﺱ ﺍﻟﻨﺸﺭ ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻋﺩﺩ‬
‫ﺒﻥ ﺴﻌﻭﺩ ﺍﻻﺴﻼﻤﻴﺔ‪ ،2008 ،‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪.‬‬ ‫‪ ،103‬ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ‪.‬‬
‫ﺍﻟﻌﻭﺠﻲ‪ ،‬ﻤﺼﻁﻔﻰ‪ ،1983 ،‬ﺍﻷﻤﻥ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻤﺅﺴﺴﺔ ﻨﻭﻓل‪،‬‬ ‫ﺩﺭﻭﻴﺵ‪ ،‬ﺨﻠﻴل ﻤﺴﻌﻭﺩ ﻭﺍﺌل‪ ،1997 ،‬ﻤﺩﺨل ﺇﻟﻰ ﺍﻟﺨﺩﻤﺔ‬
‫ﺒﻴﺭﻭﺕ‪ ،‬ﺹ ‪.158-155‬‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻤﻨﺸﻭﺭﺍﺕ ﺠﺎﻤﻌﺔ ﺍﻟﻘﺩﺱ ﺍﻟﻤﻔﺘﻭﺤﺔ‪ ،‬ﻋﻤﺎﻥ‪،‬‬
‫ﺍﻟﻐﺭﺍﻴﺒﺔ‪ ،‬ﻓﺎﻜﺭ‪ ،1998 ،‬ﻭﺴﺎﺌل ﺍﻻﺘﺼﺎل ﻓﻲ ﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪،‬‬ ‫ﺹ‪.164‬‬
‫ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪ ،‬ﺍﻟﺠﺎﻤﻌﺔ ﺍﻷﺭﺩﻨﻴﺔ‪ ،‬ﺹ‪.18‬‬ ‫ﺍﻟﺼﺎﻭﻱ‪ ،‬ﺃﺤﻤﺩ‪ ،1981 ،‬ﻤﻌﻭﻗﺎﺕ ﻋﻤل ﺍﻷﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ‬
‫ﻏﺭﺍﻴﺒﺔ‪ ،‬ﻓﻴﺼل‪ ،2004 ،‬ﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ‪.‬‬ ‫ﺍﻟﻤﺩﺭﺴﻲ‪ ،‬ﻓﻲ ﺠﻤﻬﻭﺭﻴﺔ ﻤﺼﺭ ﺍﻟﻌﺭﺒﻴﺔ‪ ،‬ﺍﻟﻤﺅﺘﻤﺭ ﺍﻟﺴﺎﺩﺱ‬
‫ﺍﻟﻘﻌﻴﺏ‪ ،‬ﺴﻌﺩ ﻤﺴﻔﺭ‪ ،1986 ،‬ﻤﻌﻭﻗﺎﺕ ﺍﻟﻤﻤﺎﺭﺴﺔ ﺍﻟﻤﻬﻨﻴﺔ ﻟﻸﺨﺼﺎﺌﻲ‬ ‫ﻟﻺﺤﺼﺎﺀ ﻭﺍﻟﺤﺴﺎﺒﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺒﺤﻭﺙ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺴﻜﺎﻨﻴﺔ‪،‬‬
‫‪- 840 -‬‬

2009 ،(‫ )ﻤﻠﺤﻕ‬،36 ‫ ﺍﻟﻤﺠﻠﹼﺩ‬،‫ ﺍﻟﻌﻠﻭﻡ ﺍﻹﻨﺴﺎﻨﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬،‫ﺩﺭﺍﺳﺎﺕ‬
.5-4‫ ﺹ‬،‫ ﻋﻤﺎﻥ‬،‫ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻻﺭﺩﻨﻲ‬ ‫ ﺩﺭﺍﺴﺔ ﻤﻴﺩﺍﻨﻴﺔ ﺒﻤﺩﺍﺭﺱ ﺍﻟﻤﺭﺤﻠﺔ‬،‫ﺍﻻﺠﺘﻤﺎﻋﻲ ﻓﻲ ﺍﻟﻤﺩﺭﺴﺔ‬

MPI and UN. 2004. Jordan human development report, Ministry ،‫ ﺍﻟﺭﻴﺎﺽ‬،‫ ﺩﺍﺭ ﺍﻟﻤﺭﻴﺦ‬،‫ﺍﻟﻤﺘﻭﺴﻁﺔ ﻟﻠﺒﻨﻴﻥ ﺒﺎﻟﻤﻨﻁﻘﺔ ﺍﻟﻭﺴﻁﻰ‬
of planning and United Nations, 104. .335-245‫ﺹ‬
See also: Niley, Dubois. 2003. The social work Field ‫ ﺍﻟﻤﻤﺎﺭﺴﺔ ﺍﻟﻤﻬﻨﻴﺔ ﻟﻠﺨﺩﻤﺔ‬،1990 ،‫ ﻋﻭﻨﻲ ﺒﺴﻴﻭﻨﻲ‬،‫ﺍﻟﻨﺠﺎﺭ‬
Experience, USA: Allyn and Bacon. ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﺯﺭﺍﻋﻴﺔ ﻭﺩﻭﺭﻫﺎ ﻓﻲ ﺘﻨﻤﻴﺔ‬
Zastrow, Charles. 1985. The practice of Social work, Dorsey .‫ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺤﻠﻲ‬
press, Home wood, Illinios, 175-177. ‫ ﺍﻟﻤﺅﺘﻤﺭ ﺍﻟﻭﻁﻨﻲ ﻟﻠﻌﻤل‬،1998 ،‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬
Obstacles of Professional Practice for Social Workers in

Fields of Family and School
Khalil Darwish*
ABSTRACT
This study aimed to explore the obstacles that face social workers in family and school fields in Amman using
social survey. A questionnaire was used as a tool to gather data, 180 questionnaires were distributed to social
workers. The appropriate statistical methods were chosen to answer the study questions and they included
Description Statistics (Percentage Repetition, Arithmetic Mean and Standard Deviation) also, One-Way ANOVA
and Independent-Samples t-test. This study concluded that there were many obstacles that face the social workers
in the fields of family and school.
Keywords: Social Workers, Professional Practice, Amman.
________________________________________________
*Faculty of Humman and Social Sciences, University of Jordan, Amman, Jordan. Received on 14/6/2007 and Accepted
for Publication on 27/1/2009.
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‫ﺩﺭﺍﺳﺎﺕ‪ ،‬ﺍﻟﻌﻠﻭﻡ ﺍﻹﻨﺴﺎﻨﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺍﻟﻤﺠﻠﹼﺩ ‪) ،36‬ﻤﻠﺤﻕ(‪2009 ،‬‬

‫ﻤﻌﻭﻗﺎﺕ ﺍﻟﻤﻤﺎﺭﺴﺔ ﺍﻟﻤﻬﻨﻴ‪‬ﺔ ﻟﻠﻌﺎﻤﻠﻴﻥ ﻓﻲ ﻤﺅﺴﺴﺎﺕ ﺍﻟﺭﻋﺎﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬

‫ﻭﻓﻲ ﻋﺎﻡ ‪ 1956‬ﺃﻨﺸﺌﺕ ﻓﻲ ﺍﻷﺭﺩﻥ ﺃﻭل ﻭﺯﺍﺭﺓ ﻟﻠﺸﺅﻭﻥ‬ ‫ﺍﻟﻤﻘﺩﻤــﺔ‬

‫‪- 826 -‬‬

‫‪- 827 -‬‬

‫ﺍﻟﻭﺼﻔﻴﺔ ﻟﻌﺭﺽ ﺨﺼﺎﺌﺹ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻭﻭﺼﻑ ﺇﺠﺎﺒﺎﺘﻬﻡ‬ ‫ﺍﻟﻤﻨﻬﺞ ﺍﻟﻤﺴﺘﺨﺩﻡ‬

‫‪- 828 -‬‬

‫ﺍﻷﺴﺭﻴﺔ‪ ،‬ﻭﻴﻌﺎﺭﺽ ﺫﻟﻙ ﻤﺎ ﻨﺴﺒﺘﻪ ‪ .%45.6‬ﻭﺒﻠﻎ ﺍﻟﻭﺴﻁ‬ ‫ﺘﺤﻠﻴل ﺍﻟﺒﻴﺎﻨﺎﺕ‬

‫‪- 829 -‬‬

‫‪- 830 -‬‬

‫‪- 831 -‬‬

‫ﺍﻟﻭﺴﻁ ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﻤﻌﺎﺭﺽ‬ ‫ﻤﺤﺎﻴﺩ‬ ‫ﻤﻭﺍﻓﻕ‬

‫‪- 832 -‬‬

‫‪- 833 -‬‬

‫‪- 834 -‬‬

‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻭﺴﻁ‬ ‫ﻤﻌﺎﺭﺽ‬ ‫ﻤﺤﺎﻴﺩ‬ ‫ﻤﻭﺍﻓﻕ‬

‫‪- 835 -‬‬

‫‪- 836 -‬‬

‫ﻗﻴﻤﺔ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻭﺴﻁ‬

‫‪- 837 -‬‬

‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪(6‬‬

‫‪- 838 -‬‬

‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪(7‬‬

‫‪- 839 -‬‬

‫ﺍﻟﻌﻭﺠﻲ‪ ،‬ﺍﻻﻤﻥ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﺹ‪.155‬‬ ‫)‪(9‬‬ ‫ﺍﻟﻬﻭﺍﻤـﺵ‬

‫ﺍﻟﻘﺎﻫﺭﺓ ﻤﻥ ‪.1981/4/13-3/21‬‬ ‫ﺍﻟﻤﺼﺎﺩﺭ ﻭﺍﻟﻤﺭﺍﺠﻊ‬

‫‪- 840 -‬‬

.5-4‫ ﺹ‬،‫ ﻋﻤﺎﻥ‬،‫ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻻﺭﺩﻨﻲ‬ ‫ ﺩﺭﺍﺴﺔ ﻤﻴﺩﺍﻨﻴﺔ ﺒﻤﺩﺍﺭﺱ ﺍﻟﻤﺭﺤﻠﺔ‬،‫ﺍﻻﺠﺘﻤﺎﻋﻲ ﻓﻲ ﺍﻟﻤﺩﺭﺴﺔ‬

Obstacles of Professional Practice for Social Workers in

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