الفهرس 
الفصل الأول الإطار العام للدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Introduction:
Egypt, like most countries, takes care of compulsory education as a basic principle to achieve equal opportunities for all citizens to liberate the citizen from ignorance, and blocking the sources of illiteracy that obstacle any civilized progress. The Human Rights covenant said that “Everyone has the right to learn and that education is in its elementary and basic stages, at least, should be free and primary education must be compulsory. Success in elementary school administration depends on the kind of the participating personalities in addition to the kind of educational leaders in the primary school, which most important roles in the creativity process are to provide the suitable environment for creativity, by providing the creative needs of the workers while
and to keep the aims of primary school as an educational institution. According to this, there is an important need to develop organizations by adopting the concept of a learning organization, because education is necessary to make fundamental change because it includes individuals and the positive environment of learning provides a great being for creativity and innovation. ”Senge et al” explained the five basic criteria that must be available in any school as a learning school, which is Personal mastery, Mental Models, Shared Vision, Team Learning and Systemic Thinking. The union of these five disciplines constitutes a long-term program for the management of the primary school and the whole school, if their goal is to develop their educational ability. And the primary school administration needs to learn to become more intelligent to achieve its work, and to face the challenges, and learning takes it towards continuous development.
The problem of the study:
The primary school in Egypt suffers from The problems of strict centralization, lack of delegation of competences and bureaucracy, lack of discussion in educational policy, decision-making, planning for this policy and developing curricula and programs, as well as multiple responsibilities and interference of competences, being far away from working as a team, lack of a common vision, and routine procedures, lack of human cadres of such as teachers and administrators to carry out the tasks that required inside the elementary school, and the absence of collective school decision-making , as the primary school administration tends to concentrate the decision making authority in its hand, and this leads to lack work inside the primary school, weak morale for all workers and constraint Their freedoms The weakness of the primary school administration in Egypt to accept renewal, change and flexibility, the lack of continuous learning opportunities and that leads to use stereotypical working methods, and the bad environment where the spirit of work as a team based on the common vision of all its members does not prevail, in addition to the lack in encouraging dialogue and discussion among the school staff, as well as the lack in administrative empowerment, the focus on routine work, and the lack of interest in motivating individuals and not taking care of their capabilities and value. The development of primary school
management has become an urgent necessity imposed by current variables and visions of the future. This requires exerting more effort to bring about a radical change, in order to achieve its aims in developing the primary school administration in the age of challenges and changes. All this imposed on educational institutions to adopt new concepts, approaches and directions centered on the transformation from traditional organizations to learning organizations), and by adopting the approach of the learning organization, and by applying its dimensions, namely: personal distinction, mental models, shared vision, team learning, and systemic thinking, which help us solve the problem.
According to the above mentioned items, in brief we can say that the problem of the study can be in the following main question:
- How can the management of primary school in Egypt be developed in light of the approach of the learning organization?
The main question is divided into the following sub-questions:
1- What are the theoretical foundations of the learning organization in primary school?
2- What is the concept of primary school management, operations, and efforts to transform the school into a learning organization?
3- What is the reality of applying the primary school administration in Egypt to the practices of the learning organization from the point of view of the study sample?
4- What is the proposed vision for the development of the primary school administration in Egypt in light of the approach of the learning organization?
Study curriculum and tools:
The study depended on the descriptive approach to describe what the learning organization is, its characteristics, its aims, its models, its dimensions and strategies, the requirements for its construction, the means of its development and the obstacles to its application. The study was applied on a random sample of 800 words to the members of administrators of the primary school ( a teacher and a senior teacher ) in the governorates of (Cairo - Alexandria - Fayoum), according to the geographical distribution of the governorates of the Arab Republic of Egypt, that aims to apply the reality of the application of the primary school administration to the practices of the learning organization.
The steps of the study.
The study proceeds according to the following steps:
The first step: The general framework of the study: It includes the introduction and problem of the study, its aims and importance, defining terms, previous studies, as well as clarifying the study methodology, its limitations, the study sample tool, and the steps to proceed in the study.
The second step: developing a theoretical framework that addresses the theoretical foundations of the learning organization in terms of (its inception, characteristics, objectives, models, dimensions, strategies, and requirements for its application).
The third step: Monitoring the mechanisms of transforming the elementary school in Egypt into a learning organization.
The fourth step: Presentation and analysis of the reality of applying the primary school administration in Egypt to the practices of the learning organization from the point of view of the study sample.
The fifth step: Developing a proposed vision for the development of the primary school administration in Egypt in light of the approach of the learning organization.
The current study came up with a proposed vision for developing the primary school administration in Egypt in light of the approach of the learning organization:
The current study concluded in its field side from the reality of statistical analysis of the data that the performance of the primary school administration according to the dimensions of the learning organization was at a weak degree, and that this level does not correspond to the desired ambition to manage the elementary school, and that the dimensions of the learning organization are the essence of this perception that helps the development of elementary school management (personal excellence, mental models, personal vision, learning team, and systems thinking):
1- Personal Excellence:
The current study suggested a set of procedures to create continuous learning opportunities in primary school management, and they are represented in:
A - The ministry puts an item in the school administration regulations that we can call it as rewards and incentives, and adding texts that related to learning rewards to it and distributing it to all departments.
B - The primary school administration should set a minimum level of education for every teacher who must complete it.
C- Activate the exchange of experiences with school administrations so that the primary school administration can provide a documented and accurate database in the field of education.
2- Mental models:
The current study suggested a set of measures to encourage dialogue and discussion in the primary school administration, and they are represented in:
- The ministry developed a system for suggestions at the level of school administrations, supervised by a special committee, and established clear and published procedures that ensure the effectiveness of this system.
- The primary school administration’s focus on the culture and skills that enhance dialogue, discussion, opinion and transparency in the exchange of information, and to ensure access to feedback with a focus on the organization’s values and their enhancement by honoring
(good example) workers who have the desired behavior.
3- Shared vision:
The current study proposes a set of procedures for bringing together elementary school staff towards a common vision, which is represented in:
A- Working on a common vision based on group learning, reflection and interaction between teachers within the school to determine the effort required to achieve this vision, and this is done through meetings between team members and other teams to
build thevision Shared, suggestions made by team members during work, and plans that can be implemented together; In order to achieve the professional development of teachers, which in turn is reflected in the achievement of the future goals of the school.
B - Increasing the representation of teachers in committees and councils that manage elementary school affairs, and this can be done by rotation. This enhances participation in decision-making.
C- Delegate some powers and responsibilities to teachers, giving them complete confidence and freedom to perform the work in the way they want, while establishing the principles of accountability and accountability and evaluating results periodically.
D - The ability of primary school teachers to acquire information and skills through self-learning.
4- Learning team:
The current study Suggests a set of procedures for creating systems for sharing knowledge and learning systems in elementary school management, and they are represented in:
- The Ministry stets up the knowledge systems and interest in mutual
communication to exchange knowledge at the level of primary school administrations in Egypt.
- Documenting and making available the lessons learned from the experiences of successful and failed administrations of knowledge systems, reports, and presentations, and encouraging the use of the post-action review method, to learn from experiences anddevelop processes within the school.
-The administration’s interest in information technology that quickly achieves the department’s goals and raises the efficiency of workers.
- Inviting school administrations to develop the capabilities of their employees through organizational and continuous learning programs.
5- Systematic thinking:
The current study suggests a set of procedures to enable workers to practise systematic thinking in elementary school management, and this is represented in:
-Encouraging the Ministry to innovate and experiment with new ideas, providing teachers with capabilities, and honoring them for their initiatives.
-The primary school administration’s focus on promoting systemic thinking among
staffs so that they look at educational problems and matters as a continuous process and not a temporary event.
- The primary school administration takes cares of the strategic alignment that works to evaluate and distinguish performance through the systemic thinking of elementary school workers.The primary school administration uses an effective system and a variety of methods to evaluate the performance of employees to measure the gap between the current and expected performance of them, and thus enable the development of their performance within the primary school.
- The primary school administration takes care of the strategic alignment that works
to evaluate and distinguish performance through the systemic thinking of elementary
school workers.