تكامل الأدوار التربوية والإدارية كمدخل لتحقيق التعليم المستدام في المدارس الليبية حالة قطاع التعليم بزليتن

تكامل الأدوار التربوية والإدارية كمدخل لتحقيق التعليم المستدام في المدارس الليبية

Abstract

The integration of pedagogical and administrative roles is not an option, but a necessity to achieve quality, inclusive, and sustainable education, especially in fields suffering from developmental and structural challenges, as is the case in some Libyan cities, including Zliten. Consequently, studying this reality and understanding its impact is considered one of the essential research priorities for developing educational policies and improving school performance.

This study aimed to analyze the reality of the integration of pedagogical and administrative roles and its impact on achieving sustainable education in Zliten schools, using a descriptive analytical approach. The questionnaire consisted of (26) items distributed across three main axes: the first axis, the independent variable (integration of pedagogical and administrative roles); the dependent variable (achievement of sustainable education); and the third axis, related to (challenges facing the integration of pedagogical and administrative roles for achieving sustainable education).

The sample included 145 individuals from teachers and administrators in secondary education, basic education, and kindergartens. Data were collected via a five-point Likert scale questionnaire and statistically analyzed using arithmetic means, t-test, and Pearson correlation coefficient.

The results showed that the level of integration between pedagogical and administrative roles in Zliten municipality schools is low, which hinders the achievement of sustainable education goals. It also revealed a gap between the current reality and the desired application of sustainable education principles, necessitating corrective measures to enhance this aspect in the educational environment. Several challenges negatively affecting integration were identified, most notably the weak coordination among various educational and administrative bodies (Zliten Education Control, Educational Inspection and Guidance Office, Zliten Training and Education Development Office, Zliten Municipality), scarcity of financial and human resources, and instability of educational policies.

The study indicated a positive statistically significant correlation between the level of integration of pedagogical and administrative roles and the achievement of sustainable education, meaning that improving integration can contribute to promoting sustainable education. The results also revealed statistically significant differences in the level of integration attributable to the affiliation of the participants, with the "Education and Instruction Control" registering the highest level of integration compared to other entities.

The study recommended the necessity of adopting an integrated institutional model that enhances partnership among relevant authorities, focusing on strategic planning and resource provision to ensure sustainable and effective education.