الفهرس 
النموذج المفاهيمي لمتغيرات الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Problem of The Study
Knowledge management has become one of the most important contemporary developments in administrative thought and practice, and the most appropriate for the rapid changes in today’s world, a world in which the production and generation of knowledge, its dissemination, employment and benefit from it has become the dominant feature and one of the most important indicators through which we can measure the progress of societies and their ability to contribute Active in achieving merit and distinction in a world whose economy depends on knowledge.
As knowledge management seeks through its operations to discover, generate, store, distribute and apply knowledge in the Institution with the aim of creativity and achieving competitive advantage, the essence of knowledge management is to preserve knowledge first and use it to generate new knowledge in order to achieve the Institution’s goals.
The organizational environment of educational institutions is one of the most appropriate environments for the application of knowledge management, compared to other organizations, based on the role assigned to it in society, as educational institutions are responsible for preparing and creating qualified and trained human cadres, which is the vital element for all comprehensive community development operations.
Knowledge management has very important vital roles in schools as it enables its employees, including social workers, to develop a set of practices to collect information and share what they know of (information, knowledge, skills, experiences, abilities), which results in behaviors or actions that lead to improving and developing the Individual and organizational performance, and upgrading the level of the quality of social services that are provided to students and improving their quality, whether they are (educational, health, social or developmental) services... and other services.
Based on the results and recommendations of previous studies, the problem of the study was crystallized in ”identifying mechanisms for using knowledge management processes to improve the quality of social services provided to students in the school field”.
II- Goals of The Study
The main objective of the study is as follows:
- Attempting to come up with mechanisms for using knowledge management processes to improve the quality of social services in the school field.
Several sub-goals emerge from this goal, as follows:
1- Determine the reality of applying knowledge management processes in the school field.
2- Determine the level of quality of social services provided by the social worker to students.
3- Determine the nature of the relationship between knowledge management processes and improving the level of quality of social services in the school field.
III- Questions of The Study
The main question of the study is as follows:
- What are the mechanisms of using knowledge management processes to improve the quality of social services in the school field?
Several sub -questions emerge from this question:
1- What is the level of application of knowledge management processes in the school field?
2- What is the quality level of social services provided by the social worker to students?
3- Is there a statistically significant relationship between applying knowledge management processes and improving the quality of social services in the school field?
4- Are there statistically significant differences between the averages of respondents’ responses regarding the variables of the study (knowledge management processes, quality of social services provided) due to the following variables (gender, age, job title, academic qualification, and years of experience)?
IV- Terminology of The Study
The study included the following concepts:
1- Mechanisms.
2- Knowledge Management.
3- Quality of Social Services.
V- The Methodological Procedures of The Study
1- Type of The Study:
This study belongs to the pattern of descriptive study, as it is concerned with describing and identifying the mechanisms of using knowledge management processes and its role in improving the quality of social services provided to students in the school field.
2- Method of The Study:
The descriptive approach was used, as the most appropriate approach for this study. Hence, the comprehensive social survey method was used for all research items, represented by social workers working in the schools in the study population, as a method for collecting data. This is to suit the curriculum to the type of study.
3- Fields of The Study
(A) Spatial Field
The spatial field of this study is determined in all secondary schools (general, experimental, private and technical) boys and girls affiliated with the Fayoum Educational Administration (East, West) in Fayoum City, which number (19 schools) divided between (6 schools) in the Eastern administration and (13 schools) West administration.
(B) Human Field
The examination framework is the following:
1- The comprehensive social survey of social workers working in the spatial field in the study population, and by reference to the records, it was found that the total number of social workers is (110) social workers (39 male specialists - 71 female specialists).
2- A non-random sample of experts and specialists in the field of social service and education field, consisting of (87) experts.
(C) Time Field
It is determined during the period of the theoretical and field study, and collecting, analyzing, and interpreting data.
4- Tools of The Study:
This study relied on research tools based on the scientific method, which can contribute to reaching the goals it aims to achieve, whether with regard to collecting data or analyzing it statistically. These tools can be presented as follows:
(A) Data collection tools
This study relied on two main instruments prepared by the researcher to collect data from the field, wish are:
1- The scale of the Mechanisms for using knowledge management processes to improve the quality of social services in the school field.
2- The interview guide for experts and specialists to identify the mechanisms of using knowledge management processes to improve the quality of social services in the school field.
(B) Data analysis tools:
In processing the study data, the researcher relied on the SPSS program, and she used a set of statistical treatments, which are: (Correlation coefficients ”Pearson, Spearman, Cronbach’s alpha”, and the T-Test to obtain the validity and reliability coefficients of the scale, percentage, sum of weights, weighted ratio, arithmetic mean, relative power, Chi-Square, and one-way analysis of variance ”One Way Anova”).
VI- Results of The Study
The results were concluded to the following:
1- The mechanisms of using knowledge management processes to improve the quality of social services in the school field came at an average level with a total weight of (23106) with an arithmetic mean of (246.55) and a relative strength of (0.74). We note from the foregoing that the two dimensions of the study (knowledge management processes, quality of social services) are located at the average weighted level, which indicates that the mechanisms of using knowledge management processes to improve the quality of social services in the school field needs to be supported.
2- The level of application of knowledge management processes in the school field, with its dimensions of (acquisition of knowledge, generation of knowledge, storage of knowledge, distribution of knowledge, application of knowledge) falls at the average weighted level, which indicates that it need supporting.
3- The level of the quality of social services provided by the social worker to the students, with its dimensions of (tangibility, reliability, responsiveness, assurance, empathy) falls at the average weighted level, which indicates that it needs to be supported.
4- The presence of a strong direct relationship between the average scores of the first dimension, the level of application of knowledge management processes in the school field with its dimensions represented in (acquisition of knowledge, generation of knowledge, knowledge storage, knowledge distribution, and knowledge application), and the average scores of the second dimension the level of quality of social services in the school field with its dimensions represented by In (tangibility, reliability, responsiveness, assurance, empathy), where the value of the Person correlation coefficient (0.75) at a function level (0.01).
5- The results of the existence of a correlation between the characteristics of the study sample and the respondents’ responses to the dimensions of the scale showed the following:
(A) The presence of a moral correlation between both the variable of the gender and the response of the respondents to the first dimension: the level of applying knowledge management processes in the school field, as well as the second dimension: the level of quality of social services in the school field.
(B) There was no moral correlation between both variables (age, job title, and years of experience) and the respondents ’response to the first dimension: the level of applying knowledge management processes in the school field, as well as the second dimension: the level of quality of social services in the school field.
(C) There was no moral correlation between the variable of the educational qualification and the response of the respondents to the first dimension: the level of applying knowledge management processes in the school field, and The presence of a moral correlation between the variable of the scientific qualification and the response of the respondents to the second dimension: the level of quality of social services in the school field.
6- The results of analyzing the responses of respondents from social workers in the school field, according to the difference in primary data, showed the following:
(A) It was found that there is presence of statistically significant differences at a moral level less than (0.05) in the level of respondents’ responses to the phrases of the two dimensions of the study, according to the gender.
(B) It was found that there are no statistically significant differences in the level of the respondents’ responses to phrases of the two dimensions of the study, according to (age, educational qualification, and years of experience).
(C) It was found that there are no statistically significant differences in the level of respondents’ responses to the phrases of the first dimension: the level of applying knowledge management processes in the school field, and the presence of statistically significant differences in the level of respondents’ responses to the second dimension phrases: the level of quality of social services in the school field, according to the job title
مقدمة تمهيدية
احمد الله واستعين به واستلهمه الرشد فيما أُقدم عليه، وأصلي وأسلم وأبارك على سيد الخلق سيدنا محمد صلى الله عليه وسلم، المعلم الأمين، والمبعوث رحمةً للعالمين، وعلى آله وأصحابه الذين ساروا على نهجه، واتبعوا خطاه، ومن اهتدى بهديه إلى يوم الدين.
أما بعد،،،
تُعد إدارة المعرفة من أكثر الموضوعات الهامة في وقتنا الحالي، كما أنها بؤرة التركيز من العاملين في المؤسسات التعليمية. حيث ازدادت أهمية التكنولوجيا لتحصل نقلة سريعة نحو العنصر البشري ولتصبح معه التكنولوجيا وسيلة تساعده في إدارة معرفته. ولقد أصبحت المعرفة المتمثلة بالخبرة الإنسانية والقيم والمعتقدات والمهارات حالياً من أكثر العناصر فاعلية وتأثيراً، حيث تعد المعرفة حالياً من أهم الموارد التي تعتمدها غالبية المؤسسات التعليمية في تقديم خدماتها المتعددة والمتنوعة للطلاب داخل المدارس عن طريق فريق عمل من الأخصائيين الاجتماعيين الأكفاء.
ومن هنا برزت قضية الدراسة أمام الباحثة، حيث أنها نبعت من أرض الواقع حيث تقوم هذه الدراسة بتحديد آليات استخدام عمليات إدارة المعرفة (المتمثلة في: اكتساب المعرفة، توليد المعرفة، تخزين المعرفة، توزيع المعرفة، وتطبيق المعرفة) لتحسين جودة الخدمات الاجتماعية (المتمثلة في: الملموسية، الاعتمادية، الاستجابة، الثقة، والتعاطف) بالمجال المدرسي.
وقد اشتملت الدراسة على بابين رئيسيين، يتناول الباب الأول الإطار النظري للدراسة، حيث أحتوى على ثلاثة فصول، تناول الفصل الأول مشكلة الدراسة وإطارها النظري موضحاً مشكلة الدراسة، أهميتها، أهدافها، النموذج المفاهيمي لمتغيرات الدراسة، التعريفات الإجرائية لمتغيرات الدراسة، والمنطلقات النظرية للدراسة.
بينما تناول الفصل الثاني إدارة المعرفة وآلياتها في تحسين جودة الخدمات الاجتماعية في المجال المدرسي موضحاً مفهوم إدارة المعرفة، مبررات التحول نحو اتجاه إدارة المعرفة، خصائص إدارة المعرفة وعناصرها، مصادر إدارة المعرفة وأبعادها، وظائف إدارة المعرفة، عمليات إدارة المعرفة، أهمية استخدام عمليات إدارة المعرفة وأهدافها، نماذج إدارة المعرفة، معوقات استخدام عمليات إدارة المعرفة، وآليات إدارة المعرفة وتحسين جودة الخدمات الاجتماعية.
أما الفصل الثالث فيتناول جودة الخدمات الاجتماعية في المجال المدرسي، موضحاً مفهوم جودة الخدمات الاجتماعية وخصائصها، أهمية جودة الخدمات الاجتماعية وأهدافها، أنواع الخدمات الاجتماعية، أبعاد جودة الخدمة ومستوياتها، نماذج جودة الخدمة، مبررات تطبيق الجودة على الخدمات الاجتماعية، المعوقات التي تواجه جودة الخدمة، ضمانات تحقيق جودة الخدمات الاجتماعية.
أما الباب الثاني للدراسة فقد أحتوى على ثلاثة فصول تناولت فيهم الباحثة الإطار الميداني للدراسة حيث أشتمل الفصل الرابع على الإجراءات المنهجية للدراسة من تساؤلات الدراسة الرئيسية والفرعية، نوع الدراسة ومنهجها، مجالات الدراسة، أدوات الدراسة والمعالجات الإحصائية المستخدمة، والصعوبات التي واجهت الدارسة.
بينما تناول الفصل الخامس عرض ومناقشة نتائج الدراسة الميدانية الخاصة بمقياس الدراسة ”آليات استخدام عمليات إدارة المعرفة في تحسين جودة الخدمات الاجتماعية بالمجال المدرسي”، ودليل المقابلة للخبراء والمتخصصين.
أما الفصل السادس فيتناول النتائج العامة للدراسة ومقترحاتها.
كما اشتملت الدراسة على قائمة المراجع العربية والأجنبية التي استخدمت في الدراسة ويليها ملخصا الدراسة باللغة العربية والإنجليزية، ثم ملاحق الدراسة