الفهرس 
الفصل الأول: الإطار العام للدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The world is living in an era that we can call the ”age of leadership”, which is characterized by a great educational, cultural and knowledge revolution, which made competition between countries in the administrative and educational fields based on the ability to achieve meaningful competitive leadership.
Egypt’s Vision 2030 is a new stage for education. It is a diverse and renewable contemporary vision capable of developing the human element, activating its role, renewing its tools, and enriching the horizons of administrators and teachers. In order for each of them to transcend the function of the silent consumption of knowledge to the function of production and creativity in order to reach leadership, and this is what the vision aspires to, which we hope to activate to achieve the desired ambitions for a bright future.
The vision of Egypt 2030 came; To emphasize the achievement of leadership through the axis of education and the axis of innovation, knowledge and scientific research; This is done by building a creative and innovative knowledge society that produces science, technology and knowledge that supports the strength, growth and leadership of the state, through an integrated national system for scientific research, technology and innovation with high efficiency and a creative human element, capable of identifying national priorities.
Basic education represented one of the main axes of Egypt’s vision 2030, and its most important sub-goals were to improve the efficiency of its administration; The preparation and development of leaders of educational and administrative work, and focus on the distinguished preparation of the school principal, to form leaders with innovative, administrative, technical, and advanced technological capabilities, and to meet the needs of the basic education stages of educational leaders trained on modern administrative patterns associated with achieving goals, in a way that achieves for Egypt a leading position among Countries of the world.
In light of this, it has become important to change the prevailing leadership patterns in educational institutions, and to follow a new pattern that helps them deal with rapidly changing dynamic situations. Entrepreneurial leadership is one of the patterns capable of facing challenges and dealing with new and changing situations. Because it allows principals to develop and improve the performance of their educational institutions, and solve their problems in new, different and unconventional ways. It also opens the way to hone their abilities to discover and invest new opportunities to raise their competitive position, and create an organizational climate that supports creativity and positive change required to effectively confront various challenges.
The importance of entrepreneurial leadership in educational institutions is to organize the leadership of the creative process by finding effective leaders who are able to overcome difficulties, and to provide what is new, creative and effective instead of taking the comprehensive nature that needs a culture of continuous defense of negatives at work, and it also appears through Motivating employees, instilling a spirit of activity, and maintaining high morale for them, which increases their love for work, in addition to its role in connecting educational institutions to prominent international institutions.
Entrepreneurial leadership is a major force for reform and performance improvement; This is through the pioneering practices practiced by the entrepreneurial leader, which is represented in employing the creative capabilities of workers, placing workers in an innovative work environment, and the optimal use of leadership and management capabilities such as creative vision and the ability to analyze the future, take risks, enhance the spirit of initiative and innovation and recognize new ideas to spread the culture of leadership. at school.
In light of this, the current study assumes that improving the practices of pioneering leadership and employing them effectively among principals of basic education schools in the light of Egypt’s vision 2030, and encouraging its practice, contributes to improving the performance of principals of basic education schools, achieving educational and educational goals and keeping pace with various changes and developments.
First: The problem of the study:
The most important objectives of the basic education stage in Egypt’s Vision 2030 were: Providing effective school leadership and distinguished management that supports change, is capable of it, and directs the energies of workers to achieve the goals of the institution. Despite this, basic education schools face many problems and deficiencies related to the weak entrepreneurial leadership practices of the principals of basic education schools in Egypt, which impede their ability to keep pace with the challenges of the current century and make them unable to adapt to these transformations and challenges and respond to their requirements. The shortcomings are: The performance of managers by monitoring the results of previous studies that show that there are problems in the performance of managers and related to the pioneering leadership practices represented in: (creativity, strategic vision, risk tolerance, and initiative). The shortcomings of these practices can be monitored as follows:
1- In terms of creativity:
Basic education schools suffer from many problems that need new, creative and advanced solutions that keep pace with the times. They also need leaders who are efficient, meritorious and pioneering to improve performance and develop working methods in them, instead of being satisfied with traditional and routine practices recognized for long periods. These institutions also suffer from The low creative behaviors of the school administration in schools in Egypt, which was manifested in many forms, including their failure to come up with innovative solutions to develop alternatives that achieve financial savings in the school, creating an organizational climate that stimulates the release of creative abilities, the prevalence of an organizational climate that is resistant to the creative practices of teachers, which helped in their adoption Traditional methods of teaching in the classroom and resistance to everything new, weak motivation systems for teachers, in addition to the weak desire to search for opportunities to achieve self-development for them, which is reflected in the weak creative abilities of all the human system in the school.
2- In terms of strategic vision:
The lack of participation of school principals in defining the means to achieve the school’s vision and mission, and the school’s lack of interest in building a strategic vision collectively that helps it to make and take decisions and works on consolidating its relationship with stakeholders at home and abroad to show a better image of the school in the community. The weakness of the principals of basic education schools to Develop scenarios for possible alternatives to solve any problem, which leads to a poor ability to anticipate what might happen in the future, and thus a lack of discovery of any possible opportunities that can be exploited.
3- In terms of risk:
Weak leadership capabilities of the school administration, especially those related to taking risks and seizing opportunities, environmental analysis of the external community, and other skills, which were reflected on the performance of the administration and teachers in particular, and the overall performance of the school in general, which leads to a weak ability to anticipate what might happen in the future, and from Then the lack of discovery of any possible opportunities that can be exploited, the weakness of the powers granted to the leaders of pre-university education institutions and their teachers, which negatively affects their entrepreneurial abilities in terms of taking risks and making rational decisions related to work
4- from the point of view of the principle:
Despite the efforts made by the Ministry to consolidate the concept of decentralization - as a basis for supporting the pioneering approach in the management of educational institutions by granting powers to managers to achieve efficiency of systems and administration, there is still a strong centralization of initiative in decision-making; Because the actual application of decentralization is still limited. Low trust of some principals in teachers; This is evident in the lack of space for initiative and freedom for them to make decisions related to their work, and thus negatively affects the quality of work life. The limited school budget and the weakness of the financial skills of the school administration in distributing and exploiting these resources, which leads to a weak spirit of initiative among school principals in experimenting and implementing pioneering ideas that contribute to achieving the competitive advantage of the institution.
Accordingly, the study problem can be formulated in the following main question:
How can the entrepreneurial leadership practices of principals of basic education schools be improved in the light of Egypt’s 2030 vision?
The following questions are derived from the main question:
1- What are the theoretical foundations of entrepreneurial leadership and its applications in educational institutions?
2- What is Egypt’s vision 2030 and its reflection on the entrepreneurial leadership?
3- What is the reality of entrepreneurial leadership practices among principals of basic education schools in Beni Suef Governorate in light of Egypt’s Vision 2030?
4 - What is the proposed vision for improving the entrepreneurial leadership practices of principals of basic education schools in the light of Egypt’s 2030 vision?
Second: Objectives of the study:
The study aims to improve the entrepreneurial leadership practices of the principals of basic education schools in the light of Egypt’s Vision 2030, by identifying:
1-Presenting the theoretical foundations of entrepreneurial leadership and its applications in educational institutions.
2- Getting to know Egypt’s vision 2030 and its reflection on the entrepreneurial leadership.
3-Identifying the reality of pioneering leadership practices among principals of basic education schools in Beni Suef Governorate in the light of Egypt’s vision 2030.
4-Reaching a proposed vision to improve the entrepreneurial leadership practices of the principals of basic education schools in the light of Egypt’s 2030 vision.
Third: The importance of the study:
The importance of the study is evident in the following:
1-This study coincides with the current interest in achieving Egypt’s Vision 2030 in all fields, and then it complements the efforts made in this regard, by trying to provide effective pioneering school leadership.
2-The current study may contribute to developing the skills of those in charge of managing basic education schools in making decisions that move these institutions from the level of stagnation and traditionalism, to an unprecedented pioneering level.
3-The current study may benefit the principals of basic education schools by identifying the entrepreneurial leadership as a new administrative style that may contribute to improving the way they manage their educational institutions in the light of Egypt’s 2030 vision.
4-The entrepreneurial leadership comes in line with the efforts and projects undertaken in developing education in Egypt and what is stipulated in Egypt’s Vision 2030.
5-It may assist the principals of basic education schools in improving the practices of creativity, risk-taking, proactivity, and foreseeing the future.
6- The importance of the current study is also due to the importance of Egypt’s vision 2030 as an educational orientation that all Egyptian society entities seek to achieve through the available capabilities.
Fourth: Limitations of the Study:
The limits of the study are as follows:
Objective limits: The current study will address the entrepreneurial leadership with its practices (creativity, strategic vision, risk tolerance, and initiative) and Egypt’s Vision 2030 with its dimensions, namely the social dimension, the economic dimension, and the environmental dimension, and the axes included in these dimensions, and the current study is limited to Themes: education and training, innovation, transparency and efficiency of government institutions.
Spatial boundaries: The study is limited to basic education schools (governmental, private, urban, and rural) in Beni Suef Governorate.
Human limits: The study is limited to (primary teachers, teachers, specialists, and administrators) in basic education schools in Beni Suef Governorate.
Time limits: The field study was applied in the period of time that started from January 4 to April 3, 2022 AD
Fifth: Study methodology and tools:
The study used the descriptive approach, as it is one of the most methods that can be used to study topics related to educational research, and it was used to describe and analyze the entrepreneurial leadership as one of the modern administrative patterns with depth and accuracy, to define its concept, and its most important practices, and to describe and analyze Egypt’s vision 2030 in terms of (goals, dimensions Guidelines and principles that support the application of entrepreneurial leadership and interest in improving its practice in the light of Egypt’s Vision 2030) and then arriving at a proposed vision for improving entrepreneurial leadership practices among principals of basic education schools in the light of Egypt’s 2030 vision.
Sixth: The most important results of the study:
The results of personal interviews that were applied to a sample of principals of basic education schools in Beni Suef governorate. on the following:
A percentage of the sample, estimated at (90.9), agreed that principals of basic education schools face problems related to entrepreneurial leadership practices, including:
There is a lack of material resources to implement creative ideas, weak motivation of workers financially and morally, which weakens their innovative abilities and enthusiasm for creativity in their work, and their desire for change.
There is a weakness in the ability to anticipate the future, anticipate changes in the school work environment and prepare to face them.
Many workers lack flexibility, innovation, creativity, risk taking, and quick response to environmental changes.
The rule of centralization in the management of schools, and the weakness of the application of decentralization, which resulted in a weak spirit of initiative and flexibility in the management of the school.
The results of the field study related to the application of the questionnaire confirmed the following:
- There are no statistically significant differences between the responses of the sample members to the statements of the first axis according to the variable (job - qualification - and years of experience), as well as in the rest of the questionnaire axes, and in it as a whole.
- The study sample gathered its four categories (first teachers, teachers, specialists, and administrators). The degree of availability of the creativity practices that take place in basic education schools is at a (medium) degree of availability and needs improvement; This confirms the search for proposals to improve the creativity practices of principals of basic education schools in the light of Egypt’s vision 2020.
- And that the availability of strategic vision practices that are carried out in basic education schools is achieved with a (medium) degree of availability, and it needs improvement; This confirms the search for proposals to improve the creativity practices of principals of basic education schools in the light of Egypt’s vision 2020.
- And that the risk-bearing practices that take place in basic education schools are available at a (medium) degree of availability, and need to be improved; This confirms the search for proposals to improve the risk-bearing practices of principals of basic education schools in the light of Egypt’s 2020 vision.
- And that the availability of initiative practices that take place in basic education schools is achieved with a (medium) degree of availability, and it needs to be improved; This confirms the search for proposals to improve the proactive practices of the principals of basic education schools in the light of Egypt’s 2020 vision.
- And that the proposals for the work environment that take place in basic education schools came to a (medium) degree, which contributes to improving the school’s entrepreneurial leadership practices, which calls for concerted efforts; To provide these proposals, in a way that contributes to the implementation of pioneering projects and innovative activities, and to the achievement of a culture of creativity and leadership and its dissemination among members of the school community.
And that the proposals for educational administrations and educational directorates that are made in basic education schools are made at a (medium) degree, which contribute to improving the school’s leadership practices, which calls for concerted efforts; To provide these proposals, in a way that contributes to the implementation of pioneering projects and innovative activities, and to the achievement of a culture of creativity and leadership and its dissemination among members of the school community.
- The proposals for legislation and laws that are implemented in basic education schools are of a (medium) degree that contribute to improving the school’s leadership practices, which calls for concerted efforts; To provide these proposals, in a way that contributes to implementing pioneering projects and innovative activities, and achieving a culture of creativity and leadership and spreading it among members of the school community, in light of Egypt’s 2030 vision.
In light of this, the following steps must be taken:
Training all employees in basic education schools on pioneering leadership practices represented in (the ability to foresee the future, discover and invest opportunities, calculated risk, creativity, innovation, innovation and initiative).
Providing an inspiring and stimulating organizational environment that encourages individuals to innovate, innovate, and work collaboratively, in addition to forming a professional learning community concerned with the dissemination and exchange of knowledge among members of the school community; to achieve the objectives of the institution.
Providing effective school leadership, and a distinguished administration that supports change, is capable of it, and directs the energies of employees to achieve the goals of the institution.
Paying attention to creative people, accepting and encouraging their ideas, and forming a work team to adopt creative ideas among members of the school community, and provide support and an appropriate climate to support their ideas.
Building an integrated and advanced accounting system based on transparency that depends on the real follow-up of performance and its evaluation based on indicators and determinants of performance at all educational levels to emphasize the quality of outputs.
Orientation towards preparing schools for the practice of school-based management, ensuring good governance through community participation, and the participation of all parties concerned with the educational process in the process of support and decision-making within schools, to implement the pioneering projects and ideas of workers.
Adoption of a system of tangible material and moral incentives based on objective criteria for all employees at administrative levels within a framework of transparency, accountability and accountability, in addition to a competitive matrix at the level of educational levels to determine the best administration, the best school, the best leader, the best teacher and the best student, which constitutes a motive for these institutions and their employees. ; To activate the pioneering orientation and pioneering practices to achieve excellence in its performance.
Orientation towards decentralization in pre-university education by heading towards self-management of schools, which can help improve the performance of these institutions, and support the dimensions of pioneering performance of their leaders and employees.
Developing mechanisms and criteria for selecting school administration occupants so that they are not limited to footwork only, but include leadership skills such as the ability to innovate and innovate, and other scientific and practical capabilities, through committees formed for this purpose in a competitive framework based on advertising among candidates to fill them.
Giving incentives for outstanding performance; To encourage professional and academic growth to achieve quality and excellence in performance.
Orientation towards completing the infrastructure and technical support for information and communication technology programs and using them optimally to develop the educational and training process, and support administrative systems in all fields and at all levels, by creating a non-traditional learning environment and developing the ability to use information technology and its systems in education, active learning, school management and performance financial; Which contribute significantly to support their entrepreneurial approach due to the positive role that technology plays in achieving entrepreneurial leadership.