استراتيجيات المشرفين الأكاديميين في التعامل مع المشكلات السلوكية لدارسي جامعة القدس المفتوحة

Abstract

Strategies of Academic Supervisors in dealing with behavioral problems

of learners at Al-Quds Open University

This study aimed at investigating the strategies used by the academic

supervisors in dealing with behavioral problems of learners at Al-Quds Open

University and to what extent these strategies are affected by some related

variables. The study sample consisted of 90 full-time academic supervisors

who represent 36% of the whole society. This sample was randomly chosen.

In order to analyze the results, a number of statistical methods were used

including percentages, frequencies, Kay square (X2), and Z- test.

The results of the analysis indicated that the academic supervisors followed

the following sequence in dealing with the behavioral problems of the learners:

ignorance and negligence, affirmation, non-verbal indications, individualcentered

orientation, pressing and dominating behavior, punishment,

prevention, reinforcement and the last strategy was group dynamism.

Furthermore, the results indicated that there was a significant difference

between the academic supervisors in regard to the use of the above mentioned

strategies in accordance with the type of the problem i.e. academic or

disciplinary. The result showed that the supervisors preferred to use the

following strategies in dealing with the academic problems: Affirmation,

reinforcement, group dynamism, ignorance and negligence. On the other hand,

they preferred to use pressing and punishment in dealing with behavioral

problems.

With regards to the effects of some variables related to the academic

supervisors on the use of the strategies, the results indicated that there was a

significant difference between male and female supervisors in favor of the

male supervisors. The results also indicated that there was a significant

difference between Ph.D holders and M.A holders in favor of Ph.D in most

cases.

Moreover, there was a significant difference between the academic

supervisors with regards to years of experience who have (5-9 years) and

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those who have (less than 5 years) in favor of (5-9 years) in all cases, while

the difference was in favor of those who have (less than 5 years) of experience

with regards to these strategies (punishment, individual, individual orientation,

and group dynamism).

The use of punishment strategy appeared mostly among those who have

more than 9 years of experience. Except in punishment, the differences in

favor of those who

have (5-9 years) of experience in comparison with those who have more

than 9 years.

The results also showed that in relation to the academic program, there

was a significant difference in favor of the academic supervisors in the program

of education. Furthermore, there was a significant difference in favor of the

academic supervisors who teach in the program of social and family

development regarding the use of the affirmative strategy, while the difference

was in favor of supervisors of Administration and Pioneering Program in

regard to the use of two strategies: individual- centered strategy, and ignorance

and negligence. Moreover, there was a significant difference in favor of

Administration and Pioneering Program in comparison with supervisors of

Technology and Applied science Program in regards to six strategies:

Prevention, non-verbal indications, pressing and dominating behavior, group

dynamism, and ignorance and negligence. On the other hand, the results

showed a significant difference in favor of the supervisors in social and family

Development Program in comparison with supervisors of Technology and

Applied Science Program in terms of Five strategies: Non-verbal indications,

Affirmation, Pressing ad dominating behaviors, group dynamism, ignorance

and negligence.

In the light of these results, the researcher recommended qualifying the

academic supervisors in the field of problem’s diagnosis of learners, the use

of suitable strategies, motivating the learners to participate in recognizing

the problems using suitable criterion.