استكشاف واقع مُمارسة القيادة الافتراضية وتحدياتها في مدارس التعليم الأهلي بجدة
DOI:
https://doi.org/10.35516/Edu.2026.14622الكلمات المفتاحية:
القيادة الافتراضية، التحول الرقمي، مدارس التعليم الأهلي، قادة المدارس، المؤسسات التعليميةالملخص
الأهداف: هدفت هذه الدراسة إلى استكشاف واقع ممارسة القيادة الافتراضية في مدارس التعليم الأهلي بجدة، والكشف عن أبرز التحديات التي تواجه قادة المدارس في ممارستها، وذلك من منظور تجاربهم وخبراتهم في البيئة الافتراضية.
المنهجية: استخدمت الدراسة المنهج النوعي، والتصميم الظاهراتي من خلال مقابلات فردية شبه مقننة مع ثمانية من قادة المدارس، ثم تحليل البيانات باستخدام أسلوب التحليل الموضوعي في ضوء النموذج المفاهيمي للدراسة.
النتائج: أظهرت النتائج أن قادة المدارس يمارسون القيادة الافتراضية بشكل واضح في عدد من الأدوار الإدارية والتعليمية، لا سيما الأبعاد المرتبطة بدمج التكنولوجيا في العمل، وتفعيل قنوات الاتصال الرقمية، وتعزيز المتابعة والمساءلة والشفافية عبر المنصات الافتراضية. في المقابل، كشفت النتائج عن محدودية نسبية في ممارسة الأبعاد المرتبطة بوضوح الأهداف والتوقعات، والتحفيز والاندماج، وبناء الثقة، والمرونة والتكيف، حيث جاءت هذه الأبعاد غير ملموسة إلى حد كبير في ممارسات القادة. كما كشفت الدراسة عن مجموعة من التحديات المتداخلة التي تواجه تطبيق القيادة الافتراضية في هذه المدارس، من أبرزها مقاومة التغيير ومتطلبات التحول الافتراضي، وزيادة الأعباء الإدارية واحتياجات التدريب المستمر، وصعوبات الإدارة الصفية الافتراضية، وتفاوت الجاهزية الرقمية والدافعية بين العاملين، وميل بعضهم إلى الاكتفاء بالحد الأدنى من الأداء في بيئات العمل الافتراضي.
الخلاصة: تشير النتائج إجمالاً إلى أن القيادة الافتراضية في مدارس التعليم الأهلي بجدة تمثل نمطًا واعدًا لدعم جودة العمليات التعليمية والإدارية، لكنها ما تزال في مرحلة انتقالية تتطلب جهدًا طويل الأمد نحو ترسيخ ثقافة قيادية رقمية أكثر نضجًا. وفي ضوء هذه النتائج، تناقش الورقة أهم استنتاجات وقيود الدراسة، وتقترح اتجاهات بحثية مستقبلية، وتوصيات للسياسات والممارسات التعليمية.
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