Priorities for educational planning to draw future plans in light of the available capabilities From the point of view of supervisors, principals and teachers

Abstract

The study aimed to identify the priorities of educational planning to draw future plans in light of the available capabilities from the point of view of supervisors, school administrators and teachers. The study sample consisted of (180) supervisors, administrators and teachers, within the Nineveh Education Directorate in Iraq, and for the application of the study the researchers prepared the study tool represented by (35) paragraphs divided into five areas: the field of school administration, the field of school curricula, the field of educational technology, the field of teacher preparation, the field of evaluation, The results of the study showed that the field of teacher preparation was ranked first with the highest arithmetic average of (2.64), while the field of school administration came in the last rank with an arithmetic average of (1.94), and the arithmetic average for the total score was (2.30). There are statistically significant differences at the level of significance (a = 0.05) due to the views of both the supervisor and the school principal and the teacher in all fields except for the field of teacher numbers and in the overall degree. There are statistically significant differences (a = 0.05) between a teacher and a supervisor and the differences came in favor of the supervisor in the field of school administration and the field of school curricula.There are statistically significant differences (a = 0.05) between a supervisor and a manager and the differences came in favor of the manager. And the presence of statistically significant differences (a = 0.05) between a teacher on one side and each supervisor and a director on the other hand and the differences came in favor of the teacher in the field of educational technology. And the presence of statistically significant differences (a = 0.05) between a supervisor and a manager and the differences came in favor of the manager in the field of evaluation. There are statistically significant differences (a = 0.05) attributable to the impact of the certificate in all fields and in the overall degree with the exception of the field of educational technology, and the field of teacher preparation and the differences came in favor of the bachelor. And the absence of statistically significant differences (a = 0.05) due to the effect of experience and gender in all fields.