Free Essay

Leadership

In: Philosophy and Psychology

Submitted By shereeni
Words 4054
Pages 17
‫وزارة اﻟﺘـﻌﻠﻴــﻢ اﻟﻌﺎﻟـﻲ واﻟﺒﺤـﺚ اﻟﻌﻠﻤـﻲ.‬
‫ﺟﺎﻣﻌـﺔ ﺣﺴﻴﺒﺔ ﺑﻦ ﺑﻮﻋﻠﻲ- اﻟﺸﻠﻒ.‬
‫ﻣﻌﻬﺪ اﻟﺘﺮﺑﻴﺔ اﻟﺒﺪﻧﻴﺔ واﻟﺮﻳﺎﺿﻴﺔ‬

‫ﻣﺬآـﺮة ﺿﻤﻦ ﻣﺘﻄﻠﺒﺎت ﻧﻴﻞ ﺷﻬﺎدة اﻟﻤﺎﺟﺴﺘﻴﺮ ﻓﻲ ﻧﻈﺮﻳﺔ وﻣﻨﻬﺠﻴﺔ‬
‫اﻟﺘﺮﺑﻴﺔ اﻟﺒﺪﻧﻴﺔ واﻟﺮﻳﺎﺿﻴﺔ‬
‫اﺧﺘﺼﺎص: اﻟﻨﺸﺎط اﻟﺒﺪﻧﻲ اﻟﺮﻳﺎﺿﻲ اﻟﺘﺮﺑﻮي .‬
‫ﺗﺄﺛﻴـﺮ اﻷﺳﻠﻮب اﻟﻘﻴﺎدي ﻷﺳﺘـﺎذ اﻟﺘﺮﺑﻴﺔ اﻟﺒﺪﻧﻴﺔ واﻟﺮﻳـﺎﺿﻴﺔ ﻋﻠـﻰ داﻓﻌﻴـﺔ‬
‫اﻹﻧﺠﺎز ﻟﺪى ﻃﻠﺒـﺔ اﻟﺴﻨـﺔ اﻷوﻟﻰ ﺛﺎﻧﻮي ﺑﻮﻻﻳـﺔ اﻟﺸﻠﻒ‬
‫ﻣﻘــــﺎرﺑﺔ ﻧﻔﺴﻴـﺔ اﺟﺘﻤﺎﻋﻴـﺔ ﺗﺮﺑﻮﻳـﺔ‬

‫إﺷـﺮاف اﻟﺪآﺘﻮر:‬

‫ﻣﻦ إﻋﺪاد اﻟﻄـﺎﻟﺐ اﻟﺒﺎﺣﺚ:‬

‫ﻳﺤﻴﺎوي ﻣﺤﻤــﺪ‬

‫ﻣﺨﻄـﺎري ﻋﺒﺪ اﻟﺤﻤﻴﺪ‬

‫اﻟﺴﻨــﺔ اﻟﺠﺎﻣﻌﻴــﺔ:‬
‫8002/9002‬

‫ﻛﻠﻤـــﺔ ﺷﻜــــﺮ‬

‫ﷲ اﻟﺤﻤﺪ ﻣﻦ ﻗﺒﻞ وﻣﻦ ﺑﻌﺪ ﻋﻠﻰ ﻣﻦ أﻧﻌﻢ ﻋﻠﻴﺎ وﺟﻌﻠﻨﻲ ﻣﻦ اﻟﺼﺎﺑﺮﻳﻦ ﻓﻲ ﺗﺘﺒﻊ اﻷﺛﺮ و‬
‫ﺗﺤﺼﻴﻞ اﻟﻤﻄﻠﻮب .‬
‫ﺧﻴﺮ اﻟﺸﻜﺮ و آﻠﻪ ﻟﻮاﻟﺪي ﻓﻤﻨﻬﻤﺎ ﺳﻘﻴﺖ و ﻟﻬﻤﺎ ﺣﺴﻨﺎت آﻞ ﻧﺠﺎح .‬
‫و ﺑﻌﺪ‬
‫أﺗﻘﺪم ﺑﺎﻟﺸﻜﺮ اﻟﺠﺰﻳﻞ إﻟﻰ اﻷﺳﺘﺎذ اﻟﻜﺮﻳﻢ " اﻟﺪآﺘﻮر ﻣﺤﻤﺪ ﻳﺤﻴﺎوي " ﻋﻠﻰ ﻗﺒﻮﻟﻪ اﻹﺷﺮاف‬
‫ﻋﻠﻰ هﺬا اﻟﺒﺤﺚ و ﻋﻠﻰ ﻣﺎ ﻗﺪﻣﻪ ﻟﻲ ﻣﻦ ﻧﺼﺎﺋﺢ و ﺗﻮﺟﻴﻬﺎت و إرﺷﺎدات ﻃﻮل ﻣﺪة اﻧﺠﺎزﻩ‬
‫و أﺷﻜﺮ ﺑﺎﻟﺨﺼﻮص اﻷﺳﺎﺗﺬة اﻟﺬﻳﻦ ﺳﺎﻋﺪوﻧﻲ ﺑﺘﻮﺟﻴﻬﺎﺗﻬﻢ " اﻷﺳﺘﺎذ آﻤﺎل ﻋﻜﻮش" و‬
‫"اﻷﺳﺘﺎذ ﺗﻴﺎب ﻣﺤﻤﺪ " وآﻞ اﻟﺬﻳﻦ ﺳﺎهﻤﻮا ﻓﻲ ﺗﻜﻮﻳﻦ هﺬﻩ اﻟﺪﻓﻌﺔ ، وﻓﻲ اﻷﺧﻴﺮ أﺗﻘﺪم‬
‫ﺑﺎﻟﺸﻜﺮ اﻟﺠﺰﻳﻞ إﻟﻰ آﻞ ﻣﻦ ﺳﺎﻋﺪﻧﻲ ﻣﻦ ﻗﺮﻳﺐ أو ﺑﻌﻴﺪ ﻓﻲ إﻧﺠﺎز هﺬا اﻟﻌﻤﻞ وﺷﻜﺮا‬

‫ﻋﺒﺪ ﺍﻟﺤﻤﻴﺪ ﻣﺨﻄﺎﺭﻱ‬

‫ﺇﻫﺪﺍﺀ‬
‫إﻟﻰ ﻣﻦ ﻋﻠﻤﻨﻲ و رﺑﺎﻧﻲ و زرع ﻓﻴﺎ ﺣﺐ اﻟﻌﻤﻞ، إﻟﻰ ﻣﻦ وهﺒﻨﻲ ﺣﻴﺎة اﻻﺳﺘﻤﺮار‬
‫و اﻟﺘﻐﻠﺐ ﻋﻠﻰ اﻟﺼﻌﺎب " أﺑﻲ ﻟﺨﻀﺮ " رﺣﻤﻪ اﷲ.‬
‫إﻟﻰ ﻣﻦ ﻋﺸﺖ ﻣﻌﻬﺎ ﻓﻲ آﻨﻒ اﻟﺤﺐ و اﻟﻌﺎﻃﻔﺔ ، إﻟﻰ ﻣﻦ ﺑﻜﺖ ﻣﻦ اﺟﻞ ﻧﺠﺎﺣﻲ و‬
‫ﻓﺮﺣﺖ ﻟﻲ ﻓﻲ ﺗﺤﻘﻴﻖ ﻣﺒﺘﻐﺎي أﻣﻲ اﻟﺤﻨﻮﻧﺔ " ﺑﺪرة " أﻃﺎل اﷲ ﻓﻲ ﻋﻤﺮهﺎ و‬
‫رﺣﻤﻬﺎ ﻓﻲ اﻟﺪﻧﻴﺎ واﻵﺧﺮة .‬
‫إﻟﻰ زوﺟﺘﻲ اﻟﻌﺰﻳﺰة " ﺳﻤﻴﺔ " وإﻟﻰ اﺑﻨﺘﻲ اﻟﻐﺎﻟﻴﺔ " إﻗﺒﺎل "‬
‫إﻟﻰ إﺧﻮﺗﻲ اﻷﻋﺰاء وأﺑﻨﺎﺋﻬﻢ وﺑﻨﺎﺗﻬﻢ وآﻞ اﻟﻌﺎﺋﻠﺔ وﺑﺎﻟﺨﺼﻮص ﺧﺎﻟﺪ.‬
‫إﻟﻰ آﻞ رﻓﻘﺎء اﻟﺪراﺳﺔ ، وزﻣﻼء اﻟﻌﻤﻞ .‬
‫و إﻟﻰ اﻷﺳﺘﺎذ اﻟﻤﺸﺮف " ﻳﺤﻴﺎوي ﻣﺤﻤﺪ " اﻟﺬي آﺎن ﻟﻲ ﺳﻨﺪا .‬
‫و إﻟﻰ ﻣﺪﻳﺮ اﻟﻤﻌﻬﺪ " ﺣﺎج اﻟﺸﺮﻳﻒ ﻗﻮﻳﺪر " و آﻞ اﻷﺳﺎﺗﺬة .‬
‫و إﻟﻰ آﻞ ﻋﻤﺎل و ﻋﺎﻣﻼت ﻣﻌﻬﺪ اﻟﺘﺮﺑﻴﺔ اﻟﺒﺪﻧﻴﺔ و اﻟﺮﻳﺎﺿﻴﺔ .‬

‫اﻟﻔﻬــﺮس‬

‫اﻟﻔﻬـــــــــــــﺮس‬
‫اﻟﺼﻔﺤﺔ‬
‫60‬

‫ﻓﻬﺮس اﻟﻤﻮﺿﻮﻋﺎت‬
‫ﻣﻘﺪﻣﺔ‬
‫اﻟﺠﺎﻧﺐ اﻟﻨﻈﺮي‬
‫اﻟﻔﺼﻞ اﻷول : ﺗﻘﺪﻳﻢ ﻣﻮﺿﻮع اﻟﺒﺤﺚ‬

‫80‬
‫90‬
‫21‬
‫31‬
‫31‬
‫41‬
‫91‬

‫ﻣﻘﺪﻣﺔ‬
‫1- إﺷﻜﺎﻟﻴﺔ اﻟﺒﺤﺚ‬
‫2- ﻓﺮﺿﻴﺎت اﻟﺒﺤﺚ‬
‫3- أهﺪاف اﻟﺒﺤﺚ‬
‫4- أهﻤﻴﺔ اﻟﺒﺤﺚ‬
‫5- اﻟﺪراﺳﺎت اﻟﺴﺎﺑﻘﺔ‬
‫6- اﻟﺘﻌﺎرﻳﻒ اﻹﺟﺮاﺋﻴﺔ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ : اﻟﻘﻴﺎدة‬
‫ﺗﻤﻬﻴﺪ‬
‫1- ﻣﻌﻨﻰ اﻟﻘﻴﺎدة‬
‫2- ﻣﻔﻬﻮم اﻟﻘﻴﺎدة‬
‫3- ﻣﻜﻮﻧﺎت اﻟﻘﻴﺎدة‬
‫4- وﻇﺎﺋﻒ اﻟﻘﻴﺎدة‬
‫5- ﻧﻈﺮﻳﺎت اﻟﻘﻴﺎدة‬
‫5- 1- ﻧﻈﺮﻳﺔ اﻟﺴﻤﺎت‬
‫5- 2- ﻧﻈﺮﻳﺔ اﻟﺮﺟﻞ اﻟﻌﻈﻴﻢ‬
‫5- 3- اﻟﻨﻈﺮﻳﺔ اﻟﻤﻮﻗﻔﻴﺔ‬
‫5- 4- ﻧﻈﺮﻳﺎت ﺳﻠﻮك اﻟﻘﺎﺋﺪ‬
‫5- 6- اﻟﻨﻈﺮﻳﺔ اﻟﺘﻔﺎﻋﻠﻴﺔ‬
‫6- أﺳﺎﻟﻴﺐ اﻟﻘﻴﺎدة‬
‫6- 1- اﻟﻘﻴﺎدة اﻷوﺗﻮﻗﺮاﻃﻴﺔ‬
‫6- 2- اﻟﻘﻴﺎدة اﻟﺪﻳﻤﻘﺮاﻃﻴﺔ‬
‫6- 3- اﻟﻘﻴﺎدة اﻟﻔﻮﺿﻮﻳﺔ‬
‫7- ﻣﻘﻮﻣﺎت اﻟﻘﻴﺎدة اﻟﻔﻌﺎﻟﺔ‬
‫8- ﺻﻔﺎت اﻟﻘﺎﺋﺪ‬
‫9- ﺳﻤﺎت اﻟﻘﺎﺋﺪ اﻟﺮﻳﺎﺿﻲ‬
‫01- وﻇﺎﺋﻒ اﻟﻘﻴﺎدة‬
‫11- دور ﻗﺎﺋﺪ اﻟﺠﻤﺎﻋﺔ اﻟﻤﺮﺷﺪ‬
‫21- اﻟﻤﺮاهﻖ وأزﻣﺔ اﻟﻤﺮاهﻘﺔ‬
‫اﻟﺨﻼﺻﺔ‬

‫02‬
‫02‬
‫32‬
‫42‬
‫62‬
‫03‬
‫13‬
‫23‬
‫23‬
‫43‬
‫44‬
‫54‬
‫64‬
‫74‬
‫84‬
‫94‬
‫55‬
‫06‬
‫46‬
‫56‬
‫76‬
‫58‬

‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ : داﻓﻌﻴﺔ اﻹﻧﺠﺎز‬
‫ﺗﻤﻬﻴﺪ‬
‫1- اﻟﺪاﻓﻌﻴﺔ‬
‫1-1- ﺗﻌﺮﻳﻒ اﻟﺪاﻓﻌﻴﺔ‬
‫1-2- وﻇﺎﺋﻒ اﻟﺪاﻓﻌﻴﺔ‬
‫1-3 - أﻧﻮاع اﻟﺪواﻓﻊ‬
‫1-4- ﺑﻌﺾ اﻟﻤﻔﺎهﻴﻢ اﻟﻤﺮﺗﺒﻄﺔ ﺑﻤﻔﻬﻮم اﻟﺪاﻓﻌﻴﺔ‬
‫2- داﻓﻊ اﻹﻧﺠﺎز‬
‫3- ﻧﻈﺮﻳﺎت داﻓﻌﻴﺔ اﻹﻧﺠﺎز‬
‫4- ﺑﺮاﻣﺞ داﻓﻌﻴﺔ اﻹﻧﺠﺎز ﻓﻲ ﻇﻞ اﻟﻘﻴﺎدة‬
‫5- اﺳﺘﺮاﺗﻴﺠﻴﺎت ﻟﺘﺤﺴﻴﻦ داﻓﻌﻴﺔ اﻟﻄﻼب‬
‫اﻟﺨﻼﺻﺔ‬
‫اﻟﻔﺼﻞ اﻟﺮاﺑﻊ : اﻟﺘﻔﺎﻋﻞ اﻻﺟﺘﻤﺎﻋﻲ‬
‫ﺗﻤﻬﻴﺪ‬
‫1- اﻟﺘﻔﺎﻋﻞ اﻻﺟﺘﻤﺎﻋﻲ‬
‫2- اﻟﻌﻼﻗﺔ اﻟﺘﺮﺑﻮﻳﺔ ﻓﻲ اﻟﻨﺸﺎط اﻟﺒﺪﻧﻲ اﻟﺮﻳﺎﺿﻲ‬
‫3- اﻟﻤﻘﺎرﺑﺔ اﻟﻨﻔﺴﻴﺔ ﻟﻠﻘﺎﺋﺪ ﻓﻲ ﻇﻞ اﻟﺘﻔﺎﻋﻞ اﻻﺟﺘﻤﺎﻋﻲ‬
‫4- اﻟﻤﻘﺎرﺑﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﻠﻘﺎﺋﺪ ﻓﻲ ﻇﻞ اﻟﺘﻔﺎﻋﻞ اﻻﺟﺘﻤﺎﻋﻲ‬
‫5- اﻟﻤﻘﺎرﺑﺔ اﻟﺘﺮﺑﻮﻳﺔ ﻟﻠﻘﺎﺋﺪ ﻓﻲ ﻇﻞ اﻟﺘﻔﺎﻋﻞ اﻻﺟﺘﻤﺎﻋﻲ‬
‫اﻟﺨﻼﺻﺔ‬
‫اﻟﺠﺎﻧﺐ اﻟﺘﻄﺒﻴﻘﻲ‬
‫اﻟﻔﺼﻞ اﻟﺨﺎﻣﺲ : اﻹﺟﺮاءات اﻟﻤﻨﻬﺠﻴﺔ ﻟﻠﺒﺤﺚ‬
‫ﺗﻤﻬﻴﺪ‬
‫1- اﻟﻤﻨﻬﺞ اﻟﻤﺘﺒﻊ ﻓﻲ اﻟﺒﺤﺚ‬
‫2- اﻟﻤﺠﺘﻤﻊ وﻋﻴﻨﺔ اﻟﺪراﺳﺔ وآﻴﻔﻴﺔ اﺧﺘﻴﺎرهﺎ‬
‫3- وﺻﻒ اﻟﻌﻴﻨﺔ‬
‫4- ﻣﺠﺎل إﺟﺮاء اﻟﺪراﺳﺔ‬
‫5- أدوات اﻟﺒﺤﺚ‬
‫6- اﻟﺪراﺳﺔ اﻻﺳﺘﻄﻼﻋﻴﺔ‬
‫7- ﺛﺒﺎت اﻟﻤﻘﻴﺎس ﻓﻲ اﻟﺒﺤﺚ‬
‫8- آﻴﻔﻴﺔ ﺟﻤﻊ اﻟﺒﻴﺎﻧﺎت‬
‫9- أدوات ﺗﺤﻠﻴﻞ اﻟﺒﻴﺎﻧﺎت‬
‫اﻟﺨﻼﺻﺔ‬
‫اﻟﻔﺼﻞ اﻟﺴﺎدس : ﻋﺮض وﻣﻨﺎﻗﺸﺔ ﻧﺘﺎﺋﺞ اﻟﺒﺤﺚ‬
‫ﺗﻤﻬﻴﺪ‬
‫1- ﻋﺮض ﻧﺘﺎﺋﺞ اﻟﺪراﺳﺔ‬
‫2- ﺗﻔﺴﻴﺮ و ﻣﻨﺎﻗﺸﺔ ﻧﺘﺎﺋﺞ اﻟﺪراﺳﺔ‬

‫68‬
‫68‬
‫68‬
‫68‬
‫68‬
‫78‬
‫88‬
‫09‬
‫201‬
‫901‬
‫811‬
‫911‬
‫911‬
‫231‬
‫831‬
‫741‬
‫151‬
‫161‬
‫261‬
‫261‬
‫361‬
‫461‬
‫561‬
‫561‬
‫171‬
‫171‬
‫371‬
‫371‬
‫571‬
‫671‬
‫671‬
‫581‬

‫2-1- ﺗﻔﺴﻴﺮ ﻧﺘﺎﺋﺞ اﻟﻔﺮﺿﻴﺔ اﻷوﻟﻰ‬
‫2-2- ﺗﻔﺴﻴﺮ ﻧﺘﺎﺋﺞ اﻟﻔﺮﺿﻴﺔ اﻟﺜﺎﻧﻴﺔ‬
‫2-3- ﺗﻔﺴﻴﺮ ﻧﺘﺎﺋﺞ اﻟﻔﺮﺿﻴﺔ اﻟﺜﺎﻟﺜﺔ‬
‫2-4- ﺗﻔﺴﻴﺮ ﻧﺘﺎﺋﺞ اﻟﻔﺮﺿﻴﺔ اﻟﺮاﺑﻌﺔ‬
‫اﻟﺨﻼﺻﺔ اﻟﻌﺎﻣﺔ‬
‫اﻟﺘﻮﺻﻴﺎت‬
‫اﻟﺨﺎﺗﻤﺔ‬
‫اﻟﻤﺮاﺟﻊ‬

‫581‬
‫981‬
‫291‬
‫591‬
‫002‬
‫202‬
‫402‬
‫502‬

‫اﻟﻤﻼﺣﻖ‬

‫112‬

‫ﻓﻬــــــــــﺮس اﻟﺠﺪاول‬
‫اﻟﺮﻗﻢ‬
‫10‬
‫20‬
‫30‬
‫40‬
‫50‬
‫60‬
‫70‬
‫80‬
‫90‬
‫01‬
‫11‬
‫21‬
‫31‬
‫41‬
‫51‬
‫61‬
‫71‬
‫81‬
‫91‬
‫02‬
‫12‬
‫22‬
‫32‬
‫42‬

‫اﻟﻤﺤﺘﻮى‬
‫ﻧﻈﻢ ﻟﻴﻜﺮت ﻓﻲ اﻟﻘﻴﺎدة‬
‫ﻧﻈﻢ ﺳﻔﻮﺑﻮدا ﻓﻲ اﻟﻘﻴﺎدة اﻟﺮﻳﺎﺿﻴﺔ‬
‫اﻟﻨﻤﻄﺎن اﻷﺳﺎﺳﻴﺎن ﻣﻦ اﻷﻓﺮاد ﻓﻲ اﻟﺪاﻓﻌﻴﺔ ﻟﻺﻧﺠﺎز.‬
‫ﺗﻮزﻳﻊ أﻓﺮاد ﻣﺠﺘﻤﻊ اﻟﺪراﺳﺔ ﺣﺴﺐ اﻟﺜﺎﻧﻮﻳﺔ واﻟﺠﻨﺲ .‬
‫ﺗﻮزﻳﻊ أﻓﺮاد اﻟﻌﻴﻨﺔ ﺣﺴﺐ اﻟﺜﺎﻧﻮﻳﺔ واﻟﺠﻨﺲ .‬
‫ﺗﻮزﻳﻊ أﻓﺮاد اﻟﻌﻴﻨﺔ ﺣﺴﺐ اﻟﺴﻦ ﻋﻠﻰ اﻟﺜﺎﻧﻮﻳﺎت .‬
‫اﻟﻤﺘﻮﺳﻄﺎت و اﻻﻧﺤﺮاﻓﺎت اﻟﻤﻌﻴﺎرﻳﺔ ﻟﻜﺎﻓﺔ اﻟﻤﺘﻐﻴﺮات اﻟﻤﺪروﺳﺔ.‬
‫ﺗﻮزﻳﻊ درﺟﺎت داﻓﻊ إﻧﺠﺎز اﻟﻨﺠﺎح ﻓﻲ اﻟﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ .‬
‫ﺗﻮزﻳﻊ درﺟﺎت داﻓﻊ ﺗﺠﻨﺐ اﻟﻔﺸﻞ ﻓﻲ اﻟﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ ﻟﻠﺒﺤﺚ .‬
‫ﺗﻮزﻳﻊ درﺟﺎت داﻓﻌﻴﺔ اﻹﻧﺠﺎز ﻓﻲ اﻟﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ ﻟﻠﺒﺤﺚ .‬
‫ﺗﻮزﻳﻊ درﺟﺎت اﻟﺴﻠﻮك اﻟﺘﺪرﻳﺒﻲ ﻓﻲ اﻟﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ ﻟﻠﺒﺤﺚ .‬
‫ﺗﻮزﻳﻊ اﻟﺴﻠﻮك اﻟﺪﻳﻤﻘﺮاﻃﻲ ﻓﻲ اﻟﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ ﻟﻠﺒﺤﺚ .‬
‫ﺗﻮزﻳﻊ اﻟﺴﻠﻮك اﻷوﺗﻮﻗﺮاﻃﻲ ﻓﻲ اﻟﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ ﻟﻠﺒﺤﺚ .‬
‫ﺗﻮزﻳﻊ اﻟﺴﻠﻮك اﻻﺟﺘﻤﺎﻋﻲ اﻟﻤﺴﺎﻋﺪ ﻓﻲ اﻟﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ ﻟﻠﺒﺤﺚ .‬
‫ﺗﻮزﻳﻊ ﺳﻠﻮك اﻹﺛﺎﺑﺔ ﻓﻲ اﻟﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ ﻟﻠﺒﺤﺚ .‬
‫ﻧﻮع اﻟﻌﻼﻗﺔ ﺑﻴﻦ داﻓﻌﻴﺔ اﻹﻧﺠﺎز وﻧﻤﻂ اﻟﺴﻠﻮك اﻟﺪﻳﻤﻘﺮاﻃﻲ ﻟﻠﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ‬
‫ﻟﻠﺒﺤﺚ .‬
‫ﻧﻮع اﻟﻌﻼﻗﺔ ﺑﻴﻦ داﻓﻊ إﻧﺠﺎز اﻟﻨﺠﺎح وﻧﻤﻂ اﻟﺴﻠﻮك اﻟﺪﻳﻤﻘﺮاﻃﻲ ﻟﻠﻌﻴﻨﺔ‬
‫اﻟﻜﻠﻴﺔ ﻟﻠﺒﺤﺚ .‬
‫ﻧﻮع اﻟﻌﻼﻗﺔ ﺑﻴﻦ داﻓﻌﻴﺔ اﻹﻧﺠﺎز وﻧﻤﻂ اﻟﺴﻠﻮك اﻻﺟﺘﻤﺎﻋﻲ اﻟﻤﺴﺎﻋﺪ ﻟﻠﻌﻴﻨﺔ‬
‫اﻟﻜﻠﻴﺔ ﻟﻠﺒﺤﺚ .‬
‫ﻧﻮع اﻟﻌﻼﻗﺔ ﺑﻴﻦ داﻓﻊ إﻧﺠﺎز اﻟﻨﺠﺎح وﻧﻤﻂ اﻟﺴﻠﻮك اﻻﺟﺘﻤﺎﻋﻲ اﻟﻤﺴﺎﻋﺪ‬
‫ﻟﻠﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ ﻟﻠﺒﺤﺚ .‬
‫ﻧﻮع اﻟﻌﻼﻗﺔ ﺑﻴﻦ داﻓﻌﻴﺔ اﻹﻧﺠﺎز وﻧﻤﻂ ﺳﻠﻮك اﻹﺛﺎﺑﺔ ﻟﻠﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ ﻟﻠﺒﺤﺚ .‬
‫ﻧﻮع اﻟﻌﻼﻗﺔ ﺑﻴﻦ داﻓﻊ إﻧﺠﺎز اﻟﻨﺠﺎح وﻧﻤﻂ ﺳﻠﻮك اﻹﺛﺎﺑﺔ ﻟﻠﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ‬
‫ﻟﻠﺒﺤﺚ .‬
‫ﻧﻮع اﻟﻌﻼﻗﺔ ﺑﻴﻦ داﻓﻌﻴﺔ اﻹﻧﺠﺎز وﻧﻤﻂ اﻟﺴﻠﻮك اﻷوﺗﻮﻗﺮاﻃﻲ ﻟﻠﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ‬
‫ﻟﻠﺒﺤﺚ .‬
‫ﻧﻮع اﻟﻌﻼﻗﺔ ﺑﻴﻦ داﻓﻊ إﻧﺠﺎز اﻟﻨﺠﺎح وﻧﻤﻂ اﻟﺴﻠﻮك اﻷوﺗﻮﻗﺮاﻃﻲ ﻟﻠﻌﻴﻨﺔ‬
‫اﻟﻜﻠﻴﺔ ﻟﻠﺒﺤﺚ .‬
‫ﻧﻮع اﻟﻌﻼﻗﺔ ﺑﻴﻦ داﻓﻌﻴﺔ اﻹﻧﺠﺎز وﻧﻤﻂ اﻟﺴﻠﻮك اﻟﺘﺪرﻳﺒﻲ ﻟﻠﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ‬
‫ﻟﻠﺒﺤﺚ .‬

‫اﻟﺼﻔﺤﺔ‬
‫53‬
‫63‬
‫49‬
‫361‬
‫361‬
‫461‬
‫671‬
‫771‬
‫871‬
‫971‬
‫081‬
‫181‬
‫281‬
‫381‬
‫481‬
‫581‬
‫781‬
‫981‬
‫191‬
‫391‬
‫491‬
‫691‬
‫791‬
‫891‬

‫ﻓﻬـــــــﺮس اﻷﺷﻜﺎل‬
‫اﻟﺼﻔﺤﺔ‬
‫اﻟﻤﺤﺘﻮى‬
‫اﻟﺮﻗﻢ‬
‫52‬
‫10 اﻷرآﺎن اﻷﺳﺎﺳﻴﺔ ﻓﻲ ﻣﻜﻮﻧﺎت اﻟﻘﻴﺎدة.‬
‫83‬
‫20 ﻣﺪﺧﻞ اﻟﺨﻂ اﻟﻤﺘﺼﻞ ﻟﺴﻠﻮك اﻟﻘﺎﺋﺪ اﻟﺮﻳﺎﺿﻲ‬
‫30 ﻧﻈﺮﻳﺔ اﻟﺒﻌﺪﻳﻦ ﻓﻲ اﻟﻘﻴﺎدة ﻓﻲ ﺿﻮء دراﺳﺎت ﺟﺎﻣﻌﺔ وﻻﻳﺔ " أهﺎﻳﻮ " 14‬
‫44‬
‫40 أﻧﻮاع اﻟﺴﻠﻮك اﻟﻘﻴﺎدي ﻓﻲ ﺿﻮء ﻧﻈﺮﻳﺔ اﻟﺸﺒﻜﺔ اﻹدارﻳﺔ .‬
‫29‬
‫50 ﻋﻼﻗﺔ اﻟﺪﻳﻦ وأﺳﺎﻟﻴﺐ ﺗﻨﺸﺌﺔ اﻷﺑﻨﺎء ﺑﺎﻟﺤﺎﺟﺔ ﻟﻺﻧﺠﺎز‬
‫771‬
‫60 اﻟﻤﺪرج اﻟﺘﻜﺮاري ﻟﺪرﺟﺔ داﻓﻊ إﻧﺠﺎز اﻟﻨﺠﺎح ﻋﻠﻰ اﻟﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ .‬
‫871‬
‫70 اﻟﻤﺪرج اﻟﺘﻜﺮاري ﻟﺪرﺟﺔ داﻓﻊ ﺗﺠﻨﺐ اﻟﻔﺸﻞ ﻋﻠﻰ اﻟﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ.‬
‫971‬
‫80 اﻟﻤﺪرج اﻟﺘﻜﺮاري ﻟﺪرﺟﺔ داﻓﻌﻴﺔ اﻹﻧﺠﺎز ﻋﻠﻰ اﻟﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ .‬
‫081‬
‫90 ﻳﺒﻴﻦ اﻟﻤﺪرج اﻟﺘﻜﺮاري ﻟﺪرﺟﺔ ﻧﻤﻂ اﻟﺴﻠﻮك اﻟﺘﺪرﻳﺒﻲ .‬
‫181‬
‫01 اﻟﻤﺪرج اﻟﺘﻜﺮاري ﻟﺪرﺟﺔ ﻧﻤﻂ اﻟﺴﻠﻮك اﻟﺪﻳﻤﻘﺮاﻃﻲ ﻟﻠﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ .‬
‫11 اﻟﻤﺪرج اﻟﺘﻜﺮاري ﻟﺪرﺟﺔ ﻧﻤﻂ اﻟﺴﻠﻮك اﻷوﺗﻮﻗﺮاﻃﻲ ﻟﻠﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ . 281‬
‫21 اﻟﻤﺪرج اﻟﺘﻜﺮاري ﻟﺪرﺟﺔ ﻧﻤﻂ اﻟﺴﻠﻮك اﻻﺟﺘﻤﺎﻋﻲ اﻟﻤﺴﺎﻋﺪ ﻓﻲ اﻟﻌﻴﻨﺔ 381‬
‫اﻟﻜﻠﻴﺔ‬
‫481‬
‫31 اﻟﻤﺪرج اﻟﺘﻜﺮاري ﻟﺪرﺟﺔ ﻧﻤﻂ ﺳﻠﻮك اﻹﺛﺎﺑﺔ ﻟﻠﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ‬

‫ﻣﻘﺪﻣـــــﺔ‬

‫ﻣﻘﺪﻣﺔ‬
‫ﻟﻘﺪ اهﺘﻢ ﺑﻌﺾ اﻟﺒﺎﺣﺜﻴﻦ ﻓﻲ ﻣﺠ ﺎل ﻋﻠ ﻢ اﻟ ﻨﻔﺲ اﻟﺮﻳﺎﺿ ﻲ ﻣﻨ ﺬ اﻟ ﺴﺘﻴﻨﺎت ﺑﺎﻟﻘﻴ ﺎدة ﺑ ﺼﻔﺔ‬
‫ﻋﺎﻣ ﺔ و ﺑﺎﻟﻘﺎﺋ ﺪ ﺑ ﺼﻔﺔ ﺧﺎﺻ ﺔ وﻗ ﺎﻣﻮا ﻋﻠ ﻰ إﺛﺮه ﺎ ﺑﺘﻄﺒﻴ ﻖ ﺑﻌ ﺾ اﺳ ﺘﺨﺒﺎرات و ﻗ ﻮاﺋﻢ‬
‫اﻟﺸﺨﺼﻴﺔ ﻋﻠﻰ ﺑﻌﺾ اﻟﻘﺎدة ﻓﻲ اﻟﻤﺠﺎل اﻟﺮﻳﺎﺿﻲ وﺧﺎﺻﺔ اﻟﻤﺪرﺑﻴﻦ اﻟﺮﻳﺎﺿﻴﻴﻦ ﻓﻲ ﻣﺨﺘﻠ ﻒ‬
‫اﻷﻧﺸﻄﺔ اﻟﺮﻳﺎﺿﻴﺔ ﻣﺤﺎوﻟﺔ ﻣﻨﻬﻢ اﻟﺘﻌﺮف ﻋﻞ هﺬﻩ اﻟﻈﺎهﺮة اﻻﺟﺘﻤﺎﻋﻴﺔ و أهﻢ ﻣﻤﻴﺰاﺗﻬﺎ وﻣﻦ‬
‫أه ﻢ ه ﺆﻻء اﻟﺒ ﺎﺣﺜﻴﻦ ﻧ ﺬآﺮ " ﺳ ﻔﻮﺑﻮدا " ) 0791( و " ه ﺎن " ) 3791 ( . وﻳﻜ ﺎد ﻳﺘﻔ ﻖ‬
‫اﻟﻌﺪﻳﺪ ﻣﻦ اﻟﺒﺎﺣﺜﻴﻦ ﻋﻠ ﻰ أن اﻟﻔ ﺮق ﺑ ﻴﻦ اﻟﻨﺠ ﺎح و اﻟﻔ ﺸﻞ ﻓ ﻲ اﻟﻌﺪﻳ ﺪ ﻣ ﻦ اﻷﻧ ﺸﻄﺔ و ﺧﺎﺻ ﺔ‬
‫اﻟﺮﻳﺎﺿﻴﺔ ﻣﻨﻬﺎ ﻳﺮﺟﻊ إﻟﻰ ﻣﺪى ﻗ ﺪرة و ﻓﺎﻋﻠﻴ ﺔ اﻟﻘﻴ ﺎدة ، آﻤ ﺎ ﺗ ﺮﺗﺒﻂ ﺑﻤﺠﻤﻮﻋ ﺔ ﻣ ﻦ اﻟﻌﻮاﻣ ﻞ‬
‫اﻟﺘﻲ ﺗﺆﺛﺮ ﻓﻲ اﺳﺘﺜﺎرة وﺗﻮﺟﻴﻪ ﺳﻠﻮك اﻟﺘﺎﺑﻌﻴﻦ ، وهﻮ ﻣﺎ ﻳﻌ ﺮف ﺑﺎﻟﺪاﻓﻌﻴ ﺔ ، وﻳﺘﺒ ﻴﻦ ذﻟ ﻚ ﻣ ﻦ‬
‫ﺧﻼل أداء اﻟﺘﻼﻣﻴﺬ ﻓﻲ ﻣﺨﺘﻠﻒ اﻟﻨﺸﺎﻃﺎت اﻟﺮﻳﺎﺿ ﻴﺔ ، ﻓﻴﻈﻬ ﺮ ﻟﻨ ﺎ أن ﺑﻌ ﺾ ﻣ ﻦ اﻟﺘﻼﻣﻴ ﺬ ﻗ ﺪ‬
‫ﻧﺠﺢ ﻓﻲ ﺑﻌﺾ اﻟﻤﻬﺎرات وﻓﺎز ﻓﻲ ﺑﻌﺾ اﻟﻤﻘﺎﺑﻼت وﺣﻘ ﻖ ﺑﻌ ﺾ اﻷرﻗ ﺎم و اﻟ ﺒﻌﺾ اﻵﺧ ﺮ‬
‫ﻻ ﻳ ﺴﺘﻄﻴﻊ ذﻟ ﻚ ، وﻣ ﻦ هﻨ ﺎ ﻳ ﺪﺧﻞ اﻟ ﺪور اﻟﻘﻴ ﺎدي ﻷﺳ ﺘﺎذ اﻟﺘﺮﺑﻴ ﺔ اﻟﺒﺪﻧﻴ ﺔ و اﻟﺮﻳﺎﺿ ﻴﺔ ﻓ ﻲ‬
‫اﻟﻜﺸﻒ و اﻟﺘﻌﺮف ﻋﻠﻰ ﻣﺠﻤﻮﻋﺔ اﻟﺪواﻓﻊ‬
‫وﻳﻘ ﺼﺪ ﺑﺎﻟﺪاﻓﻌﻴ ﺔ اﻟﻌﻮاﻣ ﻞ اﻟﺘ ﻲ ﺗ ﺪﻓﻊ اﻟﻔ ﺮد وﺗﻮﺟ ﻪ ﺳ ﻠﻮآﻪ ﻧﺤ ﻮ ه ﺪف ﻣﻌ ﻴﻦ ، ﺑﻴﻨﻤ ﺎ‬
‫اﻟﺪاﻓﻌﻴﺔ ﻟﻺﻧﺠﺎز و اﻟﺘﻲ هﻲ ﻣﺤﻮر اهﺘﻤﺎﻣﻨﺎ ، ﻓﻬﻲ اﻟﺤﺎﻟﺔ اﻟﺪاﺧﻠﻴﺔ و اﻟﺨﺎرﺟﻴ ﺔ اﻟﺘ ﻲ ﺗﺤ ﺮك‬
‫ﺳﻠﻮآﻪ و أداﺋﻪ ، وﺗﻌﻤﻞ ﻋﻠﻰ اﺳﺘﻤﺮارﻩ و ﺗﻮﺟﻴﻬﻪ ﻧﺤﻮ ﺗﺤﻘﻖ هﺪف أو ﻏﺎﻳﺔ ﻣﺤﺪدة ، و اﻟﺘﻲ‬
‫ﺗﻌﻨﻲ ﻓﻲ ﻏﺎﻟﺐ اﻷﺣﻴﺎن اﻻﺗﺠﺎﻩ ﻧﺤﻮ اﻻﻧﺠﺎز ، وﻟﻴﺲ اﻻﻧﺠﺎز ﺑﺤﺪ ذاﺗﻪ ، ﻓﻬﻲ اﻟﺮﻏﺒﺔ اﻟﻘﻮﻳﺔ‬
‫ﻓﻲ ﺗﺤﻘﻴﻖ اﻟﺘﻤﻴﺰ و اﻟﻔﻮز و اﻟﺘﻲ ﺗﻌﺘﺒﺮ آﻘﻮة ﻣﺤﺮآﺔ ﺗﺪﻓﻊ ﺑﻄﺎﻗﺎت اﻷﻓﺮاد ﻧﺤﻮ اﻻﻧﺠﺎز،آﻤ ﺎ‬
‫ﻳﻌﺘﺒﺮ اﻟﺪاﻓﻊ ﻟﻼﻧﺠﺎز ﻣﻜﻮﻧﺎ أﺳﺎﺳﻴﺎ ﻓﻲ ﺳﻌﻲ اﻟﻔﺮد ﺗﺠﺎﻩ ﺗﺤﻘﻴﻖ ذاﺗﻪ و ﺗﻮآﻴﺪهﺎ ، ﺣﻴﺚ ﻳﺸﻌﺮ‬
‫اﻟﻔﺮد ﺑﺘﺤﻘﻴﻖ ذاﺗﻪ ﻣﻦ ﺧﻼل ﻣﺎ ﻳﻨﺠﺰﻩ ، وﺗﺘﻢ ﻋﻤﻠﻴﺔ اﺳﺘﺜﺎرة اﻟﺪواﻓﻊ ﻣﻦ ﻃﺮف اﻟﻘﺎﺋ ﺪ ﺿ ﻤﻦ‬
‫ﻋﻤﻠﻴﺔ ﺗﻔﺎﻋﻠﻴﺔ ﺗﺤﺪث ﺑﻴﻦ اﻟﻘﺎﺋﺪ و اﻟﺘﺎﺑﻌﻴﻦ وهﻲ ﻋﺒﺎرة ﻋ ﻦ ﻋﻤﻠﻴ ﺔ ﺗﻔﺎﻋ ﻞ اﺟﺘﻤ ﺎﻋﻲ ﻳﻤ ﺎرس‬
‫ﻓﻴﻬﺎ اﻟﻘﺎﺋﺪ ﻧﻮﻋﺎ ﻣﻦ اﻷﻧﻤﺎط اﻟﻘﻴﺎدﻳﺔ اﻟﺘﻲ ﺗﺆﺛﺮ إﻣﺎ ﺑﺎﻟﺴﻠﺐ و إﻣﺎ ﺑﺎﻹﻳﺠﺎب ﻋﻠﻰ اﻟﺘﺎﺑﻌﻴﻦ .‬
‫وﺑﻐﻴﺔ ﻣﻦ اﻟﺒﺎﺣﺚ ﻟﻤﻌﺮﻓﺔ ﻣ ﺪى اﻟﺘ ﺄﺛﻴﺮ اﻟﻘﻴ ﺎدي ﻷﺳ ﺘﺎذ اﻟﺘﺮﺑﻴ ﺔ اﻟﺒﺪﻧﻴ ﺔ ﻋﻠ ﻰ دواﻓ ﻊ اﻹﻧﺠ ﺎز‬
‫ﻟﺪى ﻃﻠﺒ ﺔ ﻣﺮاﺣ ﻞ اﻟ ﺴﻨﺔ اﻷوﻟ ﻰ ﺛ ﺎﻧﻮي ﻗ ﺎم اﻟﺒﺎﺣ ﺚ ﺑ ﺈﺟﺮاء ه ﺬﻩ اﻟﺪراﺳ ﺔ اﻟﻤﻴﺪاﻧﻴ ﺔ و اﻟﺘ ﻲ‬
‫ﺗﻜﻮﻧﺖ ﻣﻦ ﺟﺎﻧﺒﻴﻦ ، ﺟﺎﻧﺐ ﻧﻈﺮي و ﺟﺎﻧﺐ ﺗﻄﺒﻴﻘﻲ .‬

‫اﺷﺘﻤﻞ اﻟﺠﺎﻧﺐ اﻟﻨﻈﺮي ﻋﻠﻰ أرﺑﻌﺔ ﻓﺼﻮل ﻣﻘﺴﻤﺔ آﺎﻵﺗﻲ :‬
‫اﻟﻔ ﺼﻞ اﻷول : وﻓﻴ ﻪ ﺗ ﻢ ﺗﻘ ﺪﻳﻢ ﻣﻮﺿ ﻮع اﻟﺒﺤ ﺚ ﺛ ﻢ ﻃ ﺮح إﺷ ﻜﺎﻟﻴﺔ اﻟﺒﺤ ﺚ و ﺗ ﻢ ﻋﻠ ﻰ اﺛﺮه ﺎ‬
‫وﺿﻊ أرﺑﻌﺔ ﻓﺮﺿﻴﺎت ، ﺛﻢ ﺗﻄﺮﻗﻨﺎ إﻟﻰ أهﺪاف اﻟﺒﺤﺚ ، آﻤﺎ ﻗﻤﻨﺎ ﺑﺸﺮح أهﻤﻴﺔ اﻟﺒﺤﺚ ، آﻤ ﺎ‬
‫ﺗﻌﺮﺿ ﻨﺎ إﻟ ﻰ ﻣﻌﻈ ﻢ اﻟﺪراﺳ ﺎت اﻟ ﺴﺎﺑﻘﺔ ، آﻤ ﺎ ﻗﻤﻨ ﺎ ﺑﻮﺿ ﻊ اﻟﺘﻌ ﺎرﻳﻒ اﻹﺟﺮاﺋﻴ ﺔ ﻟﻠﺒﺤ ﺚ ﺛ ﻢ‬
‫ﺧﺘﻤﻨﺎ اﻟﻔﺼﻞ اﻷول ﺑﺨﻼﺻﺔ .‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ : و ﺗﻨﺎوﻟﺘﺎ ﻓﻴﻪ ﻣﻔﻬﻮم اﻟﻘﻴﺎدة وﻣﻜﻮﻧﺎﺗﻬﺎ ووﻇﺎﺋﻔﻬﺎ و ﻣﻌﻈﻢ اﻟﻨﻈﺮﻳﺎت اﻟﻤﻔﺴﺮة‬
‫ﻟﻬﺎ و ﺗﻄﺮﻗﻨﺎ إﻟﻰ ﻣﺠﻤﻮﻋﺔ اﻷﻧﻤﺎط اﻟﻘﻴﺎدﻳﺔ ، آﻤﺎ ذآﺮﻧﺎ اﻟﺼﻔﺎت و اﻟﺴﻤﺎت اﻟﺘ ﻲ ﻳﺘﻤﻴ ﺰ ﺑﻬ ﺎ‬
‫اﻟﻘﺎﺋﺪ ، هﺬا و ﺗﻨﺎوﻟﻨﺎ ﻣﺮﺣﻠﺔ اﻟﻤﺮاهﻘﺔ وﻣﻤﻴﺰاﺗﻬﺎ و أﺳﺲ ﺗﻌﺎﻣﻞ اﻟﻘﺎﺋﺪ ﻣﻌﻬﺎ.‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ : ﺗﻄﺮﻗﻨﺎ ﻓﻲ هﺬا اﻟﻔﺼﻞ إﻟﻰ اﻟﺪاﻓﻌﻴﺔ ﻟﻼﻧﺠﺎز و ﺑﻌﺾ اﻟﻤﻔﺎهﻴﻢ اﻟﻤﺮﺗﺒﻄﺔ ﺑﻬ ﺎ‬
‫ووﻇﺎﺋﻔﻬﺎ و أﻧﻮاﻋﻬﺎ وﻣﻌﻈﻢ اﻟﻨﻈﺮﻳﺎت اﻟﻤﻔ ﺴﺮة ﻟﻬ ﺎ ، ﺛ ﻢ اﻧﺘﻘﻠﻨ ﺎ إﻟ ﻰ ﺑ ﺮاﻣﺞ داﻓﻌﻴ ﺔ اﻻﻧﺠ ﺎز‬
‫وﺑﻌﺾ اﻻﺳﺘﺮاﺗﻴﺠﻴﺎت ﻟﺘﺤﺴﻴﻨﻬﺎ .‬
‫اﻟﻔﺼﻞ اﻟﺮاﺑﻊ : ﺗﻜﻠﻤﻨﻨﺎ ﻓﻲ هﺬا اﻟﻔﺼﻞ ﻋﻦ اﻟﺘﻔﺎﻋﻞ اﻻﺟﺘﻤﺎﻋﻲ وﺑﻌ ﺾ اﻟﻨﻈﺮﻳ ﺎت اﻟﻤﻔ ﺴﺮة‬
‫ﻟﻪ و ﻃﺒﻴﻌﺔ اﻟﻌﻼﻗﺔ اﻟﺘﻔﺎﻋﻠﻴﺔ اﻟﺘﺮﺑﻮﻳﺔ ﺑﻴﻦ أﺳﺘﺎذ اﻟﺘﺮﺑﻴﺔ اﻟﺒﺪﻧﻴﺔ و اﻟﺘﻼﻣﻴﺬ ، آﻤ ﺎ ﺗﻄﺮﻗﻨ ﺎ إﻟ ﻰ‬
‫آﻞ ﻣﻦ اﻟﻤﻘﺎرﺑﺔ اﻟﻨﻔﺴﻴﺔ و اﻻﺟﺘﻤﺎﻋﻴﺔ و اﻟﺘﺮﺑﻮﻳﺔ ﻟﻠﻘﺎﺋﺪ ﻓﻲ ﻇﻞ اﻟﺘﻔﺎﻋﻞ اﻻﺟﺘﻤﺎﻋﻲ .‬
‫أﻣﺎ ﻓﻴﻤﺎ ﻳﺨﺺ اﻟﺠﺎﻧﺐ اﻟﺘﻄﺒﻴﻘﻲ ﻓﻴﺘﻜﻮن ﻣﻦ ﻓﺼﻠﻴﻦ هﻤﺎ ﻋﻠﻰ اﻟﺘﻮاﻟﻲ .‬
‫اﻟﻔﺼﻞ اﻟﺨﺎﻣﺲ : ﺗﺤﺪﺛﻨﺎ ﻓﻲ هﺬا اﻟﻔﺼﻞ ﻋﻦ اﻻﺟﺮاءات اﻟﻤﻨﻬﺠﻴ ﺔ ﻟﻠﺒﺤ ﺚ ، ﻓ ﺬآﺮﻧﺎ اﻟﻤ ﻨﻬﺞ‬
‫اﻟﻤﺘﺒﻊ ، آﻤﺎ ﺗﻜﻠﻤﻨﺎ ﻋﻦ اﻟﻤﺠﺘﻤﻊ و ﻋﻴﻨﺔ اﻟﺪراﺳ ﺔ و آﻴﻔﻴ ﺔ اﺧﺘﻴﺎره ﺎ ، وﻗﻤﻨ ﺎ ﺑﻮﺻ ﻔﻬﺎ ، آﻤ ﺎ‬
‫ﺣ ﺪدﻧﺎ آ ﻞ ﻣ ﻦ اﻟﻤﺠ ﺎل اﻟﺰﻣ ﺎﻧﻲ و اﻟﻤﻜ ﺎﻧﻲ ﻟﻠﺪراﺳ ﺔ ، و ﺗﺤ ﺪﺛﻨﺎ ﻋ ﻦ اﻟﺪراﺳ ﺔ اﻻﺳ ﺘﻄﻼﻋﻴﺔ‬
‫وآﻴﻔﻴﺔ ﺟﻤﻊ اﻟﺒﻴﺎﻧﺎت ﻣﻊ ﺗﺤﺪﻳﺪ أدوات اﻟﺘﺤﻠﻴﻞ .‬
‫اﻟﻔ ﺼﻞ اﻟ ﺴﺎدس: ﻗﻤﻨ ﺎ ﻓ ﻲ ه ﺬا اﻟﻔ ﺼﻞ ﺑﻌ ﺮض ﻧﺘ ﺎﺋﺞ اﻟﺪراﺳ ﺔ ﻣ ﻊ ﺗﻔ ﺴﻴﺮ و ﻣﻨﺎﻗ ﺸﺔ ﻧﺘ ﺎﺋﺞ‬
‫اﻟﺪراﺳﺔ ، وذﻟﻚ ﺑﺘﻔﺴﻴﺮ ﻧﺘﺎﺋﺞ آﻞ ﻓﺮﺿﻴﺔ ﻋﻠ ﻰ ﺣ ﺪا، ﻣ ﻊ اﻟﺨ ﺮوج ﺑﺨﻼﺻ ﺔ ﻋﺎﻣ ﺔ و ﺧﺘﻤﻨ ﺎ‬
‫ﺑﺤﺜﻨﺎ ﺑﻤﺠﻤﻮﻋﺔ ﻣﻦ اﻟﺘﻮﺻﻴﺎت .‬

‫اﻟﺨﺎﺗﻤـــــﺔ‬

‫اﻟﺨﺎﺗﻤـــــــــﺔ:‬
‫ﺗﻨﻤﻮ دواﻓﻊ اﻟﺘﻼﻣﻴﺬ اﻟﻤﺮﺗﺒﻄﺔ ﺑﺎﻟﻨﺸﺎط اﻟﺮﻳﺎﺿﻲ ﻓﻲ ﻣﺮﺣﻠﺔ اﻟﺜﺎﻧﻮي ﺑﺤﻴﺚ ﺗﻠﻌﺐ آ ﻞ‬
‫ﻣﻦ اﻟﻈﺮوف اﻻﺟﺘﻤﺎﻋﻴﺔ و اﻟﻨﻔﺴﻴﺔ و اﻟﺒﻴﺌﻴﺔ دورا هﺎﻣﺎ ﻓﻲ اﻟﺘﺄﺛﻴﺮ ﻋﻠﻰ دواﻓﻊ اﻹﻧﺠﺎز ﻟﺪﻳﻬﻢ‬
‫و ﻳﻠﻌﺐ أﺳﺘﺎذ اﻟﺘﺮﺑﻴ ﺔ و اﻟﺒﺪﻧﻴ ﺔ اﻟ ﺪور اﻟﻜﺒﻴ ﺮ و اﻟﻤﻬ ﻢ ﻓ ﻲ ﺗ ﻮﻓﻴﺮ اﻟﺠ ﻮ اﻟﻤﻨﺎﺳ ﺐ و اﻟﻤﻼﺋ ﻢ‬
‫وآﺬا اﻻﺧﺘﻴﺎر اﻟﻤﻨﺎﺳﺐ ﻟﻠﻨﻤﻂ اﻟﻘﻴ ﺎدي اﻟ ﺬي ﻳ ﺴﻬﻞ ﻋﻤﻠﻴ ﺔ اﻻﺗ ﺼﺎل و اﻟﺘﻮاﺻ ﻞ و ﺳ ﻴﺮورة‬
‫اﻟﻌﻤﻞ وﺗﺤﻘﻴﻖ اﻟﺬات ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺘﻼﻣﻴﺬ وﻏﺮس اﻟﺜﻘﺔ ﺑﺎﻟﻨﻔﺲ وﺑﻌﺚ دواﻓﻊ اﻹﻧﺠﺎز ﻟﺪﻳﻬﻢ وﻣﻦ‬
‫ﺧ ﻼل ﻣ ﺎ ﺗﻘ ﺪم ذآ ﺮﻩ ﻳﻤﻜﻨﻨ ﺎ اﻟﻘ ﻮل أن أﻧﺠ ﻊ اﻷﻧﻤ ﺎط اﻟﻘﻴﺎدﻳ ﺔ ه ﻮ ذﻟ ﻚ اﻟ ﻨﻤﻂ اﻟ ﺬي ﻳﺠ ﺪ ﻓﻴ ﻪ‬
‫اﻟﺘﻠﻤﻴﺬ ﻓﺮﺻﺔ ﻟﻠﺘﻨﻔﻴﺲ و اﻟﺘﻌﺒﻴﺮ ﻋﻦ ﻧﻔﺴﻪ ، ﺑﺤﻴﺚ ﻳﺠﺪ ﻣﻦ ﻳﺴﺎﻋﺪﻩ ﻋﻠﻰ ﺗﺨﻄﻲ اﻟ ﺼﻌﻮﺑﺎت‬
‫و ﺗﻨﻤﻴﺔ ﺟﻮاﻧﺒﻪ اﻟﻨﻔﺴﻴﺔ و اﻻﺟﺘﻤﺎﻋﻴ ﺔ و اﻟﺒﺪﻧﻴ ﺔ وه ﺬا ﻣ ﺎ ﻳ ﺆدي إﻟ ﻰ ﺳ ﻌﺎدﺗﻪ و ﺑﺎﻟﺘ ﺎﻟﻲ ﻳﺒ ﺬل‬
‫اﻟﻤﺰﻳﺪ ﻣﻦ اﻟﺠﻬﺪ ﻷﺟﻞ ﺗﺤﻘﻴﻖ اﻟﻤﺰﻳﺪ ﻣ ﻦ اﻟﻨﺠﺎﺣ ﺎت و اﻟﻔ ﻮز ، وه ﺬا ﻣ ﺎ ﻳ ﺴﻤﻰ ﺑﺎﻧﺘﻘ ﺎل أﺛ ﺮ‬
‫اﻟﺘﺪرﻳﺐ و ﺑﺎﻟﺘﺎﻟﻲ ﺗﺮﺗﻔﻊ دواﻓﻊ اﻧﺠﺎز اﻟﻨﺠﺎح ودواﻓﻊ ﺗﺠﻨﺐ اﻟﻔﺸﻞ وﺗﺘﺤﻘﻖ اﻟﻨﺘﺎﺋﺞ اﻟﻤﺮﺟﻮة.‬
‫و إذا آﺎن آﻞ ﻣﻦ اﻷﺳﻠﻮب اﻟ ﺪﻳﻤﻘﺮاﻃﻲ و اﻻﺟﺘﻤ ﺎﻋﻲ اﻟﻤ ﺴﺎﻋﺪ و اﻹﺛﺎﺑ ﺔ ﻧﺎﺟﻌ ﺎ ﻟﻬﺎﺗ ﻪ اﻟﻔﺌ ﺔ‬
‫ﻣﻦ اﻟﺘﻼﻣﻴﺬ ﻓﻤﺎ هﻲ اﻟﻤﻌﺎﻳﻴـــــــــﺮ اﻟﻔﻌﻠﻴﺔ اﻟﺘﻲ ﺗﺠﻌﻞ اﻷﺳﺘﺎذ ﻳﻨﺴﺠﻢ ﻣ ﻊ اﻷﺳ ﻠﻮب اﻟﻘﻴ ﺎدي‬
‫اﻟﻌﻠﻤﻲ اﻟﺬي ﻳﺨﺎﻃﺐ اﻟﻌﻘﻞ ؟‬

‫اﻟﻤﺮاﺟـــﻊ‬

‫اﻟﻤﺮاﺟﻊ ﺑﺎﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ:‬
‫1. إﺑﺮاهﻴﻢ اﻟﻔﻘﻲ ، اﻟﺒﺮﻣﺠﺔ اﻟﻠﻐﻮﻳﺔ اﻟﻌﺼﺒﻴﺔ ، ط1 ، إﺑﺪاع ﻟﻺﻋﻼم واﻟﻨﺸﺮ، اﻟﻘﺎهﺮة‬
‫8002 .‬
‫2. أﺑﻮ ﻃﺎﻟﺐ ﻣﺤﻤﺪ ﺳﻌﻴﺪ ، د. رﺷﺮاش أﻧﻴﺲ ﻋﺒﺪ اﻟﺨـﺎﻟﻖ ، ﻋﻠﻢ اﻟﺘﺮﺑﻴﺔ اﻟﻌﺎم ، ط1 . دار‬
‫اﻟﻨﻬﻀﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻠﻄﺒﺎﻋﺔ واﻟﻨﺸﺮ ، ﺑﻴﺮوت 2002 .‬
‫3. أﺑﻮ ﻃﺎﻟﺐ ﻣﺤﻤﺪ ﺳﻌﻴﺪ ، د. رﺷﺮاش أﻧﻴﺲ ﻋﺒﺪ اﻟﺨﺎﻟﻖ ، ﻋﻠﻢ اﻟﺘﺮﺑﻴﺔ اﻟﻌﺎم ، ط1 دار‬
‫اﻟﻨﻬﻀﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻠﻄﺒﺎﻋﺔ واﻟﻨﺸﺮ ، ﺑﻴﺮوت 2002 .‬
‫4. أﺣﻤﺪ ﺷﺒﺸﻮب ، ﻋﻠﻢ اﻟﺘﺮﺑﻴﺔ ، اﻟﺪار اﻟﺘﻮﻧﺴﻴﺔ ﻟﻠﻨﺸﺮ ، ﺗﻮﻧﺲ 1991 .‬
‫5. إﺧﻼص ﻣﺤﻤﺪ ﻋﺒﺪ اﻟﺤﻔﻴﻆ ، د. ﻣﺼﻄﻔﻰ ﺣﺴﻴﻦ ﺑﺎهﻲ ، ﻃﺮق ﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ و‬
‫اﻟﺘﺤﻠﻴﻞ اﻹﺣﺼﺎﺋﻲ ﻓﻲ اﻟﻤﺠﺎﻻت اﻟﺘﺮﺑﻮﻳﺔ و اﻟﻨﻔﺴﻴﺔ و اﻟﺮﻳﺎﺿﻴﺔ ، ط2 ، ﻣﺮآﺰ اﻟﻜﺘﺎب‬
‫ﻟﻠﻨﺸﺮ اﻟﻘﺎهﺮة 2002 .‬
‫6. أﺳﺎﻣﺔ آﺎﻣﻞ راﺗﺐ ، ﻋﻠﻢ ﻧﻔﺲ اﻟﺮﻳﺎﺿﺔ ، ط3 ، دار اﻟﻔﻜﺮ اﻟﻌﺮﺑﻲ ، اﻟﻘﺎهﺮة 0002.‬
‫7. اﻹﻣﺎم اﺑﻦ اﻟﻘﻴﻢ اﻟﺠﻮزﻳﺔ ، اﻟـــــــــﺮوح ، دار اﻟﺮﺷﻴﺪ ﻟﻠﻜﺘﺎب و اﻟﻘﺮﺁن اﻟﻜﺮﻳﻢ ، ط1‬
‫اﻟﺠﺰاﺋﺮ7002 .‬
‫8. اﻧﺘﺼﺎر ﻳﻮﻧﺲ ، اﻟﺴﻠﻮك اﻹﻧﺴﺎﻧﻲ ، اﻟﻤﻜﺘﺒﺔ اﻟﺠﺎﻣﻌﻴﺔ ، اﻹﺳﻜﻨﺪرﻳﺔ 2002.‬
‫9.‬

‫ﺑﺘﻤﻮﺣﻲ ﻣﺤﻤﺪ ، اﻟﻌﻼﻗﺔ اﻟﺘﺮﺑﻮﻳﺔ اﻟﻤﺪرس و اﻟﺘﻼﻣﻴﺬ أي ﻋﻼﻗـــــــﺔ ؟ ، ﺳﻠﺴﻠﺔ ﻋﻠﻮم‬
‫اﻟﺘﺮﺑﻴﺔ ، ط 3 ، دار اﻟﺨﻄﺎﺑﻲ ﻟﻠﻄﺒﺎﻋﺔ و اﻟﻨﺸﺮ، ﻟﺒﻨﺎن 1991.‬

‫01. ﺣﺴﻴﻦ أﺑﻮ رﻳﺎش ، د . ﻋﺒﺪ اﻟﺤﻜﻴﻢ اﻟﺼﺎﻓﻲ ، د . أﻣﻴﻤﺔ ﻋﻤﻮر ، د . ﺳﻠﻴﻢ ﺷﺮﻳﻒ .‬
‫اﻟﺪاﻓﻌﻴﺔ و اﻟﺬآﺎء اﻟﻌﺎﻃﻔﻲ ، ط1 ، دار اﻟﻔﻜﺮ ﻟﻠﻨﺸﺮ و اﻟﺘﻮزﻳﻊ ، ﻋﻤﺎن 6002 .‬

‫11. ﺣﺴﻴﻦ ﻋﺒﺪ اﻟﺤﻤﻴﺪ رﺷﻮان ، اﻟﻌﻼﻗﺎت اﻹﻧﺴﺎﻧﻴﺔ ﻓﻲ ﻣﺠﺎل ﻋﻠﻢ اﻟﻨﻔﺲ – ﻋﻠﻢ‬
‫اﻻﺟﺘﻤﺎع – ﻋﻠﻢ اﻹدارة ، اﻟﻤﻜﺘﺐ اﻟﺠﺎﻣﻌﻲ اﻟﺤﺪﻳﺚ 7991 .‬
‫21. رﻣﻀﺎن ﻣﺤﻤﺪ اﻟﻘﺬاﻓﻲ ، اﻟﺘﻮﺟﻴﻪ و اﻹرﺷﺎد اﻟﻨﻔﺴﻲ ، اﻟﻤﻜﺘﺐ اﻟﺠﺎﻣﻌﻲ اﻟﺤﺪﻳﺚ،ط1‬
‫اﻹﺳﻜﻨﺪرﻳﺔ 2991 .‬
‫31. ﺳﻼﻣﺔ ﻋﺒﺪ اﻟﻌﻈﻴﻢ ﺣﺴﻴﻦ ، د- ﻃﻪ ﻋﺒﺪ اﻟﻌﻈﻴﻢ ﺣﺴﻴﻦ ، اﻟﺬآﺎء اﻟﻮﺟﺪاﻧﻲ ﻟﻠﻘﻴﺎدة‬
‫اﻟﺘﺮﺑﻮﻳﺔ ، ط1، دار اﻟﻮﻓﺎء ﻟﺪﻧﻴﺎ اﻟﻄﺒﺎﻋﺔ واﻟﻨﺸﺮ ، اﻹﺳﻜﻨﺪرﻳﺔ 6002 .‬
‫41. ﺻﺎﻟﺢ ﺑﻦ ﻋﺒﺪ اﷲ ﺑﻦ ﺣﻤﻴﺪ ، ﻣﻔﻬﻮم اﻟﺤﻜﻤﺔ ﻓﻲ اﻟﺪﻋﻮة ، وزارة اﻟﺸﺆون اﻹﺳﻼﻣﻴﺔ.‬
‫اﻟﺮﻳﺎض 8991 .‬
‫51. ﺻﺎﻟﺢ ﻣﺤﻤﺪ ﻋﻠﻲ أﺑﻮ ﺟﺎدو ، ﺳﻴﻜﻮﻟﻮﺟﻴﺔ اﻟﺘﻨﺸﺌﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ ،ط5 ، دار اﻟﻤﺴﻴﺮة‬
‫ﻟﻠﻨﺸﺮ واﻟﺘﻮزﻳﻊ واﻟﻄﺒﺎﻋﺔ ، ﻋﻤﺎن 6002 .‬
‫61. ﺻﺎﻟﺢ ﻣﺤﻤﺪ ﻋﻠﻲ أﺑﻮ ﺟﺎدو ، ﻋﻠﻢ اﻟﻨﻔﺲ اﻟﺘﻄﻮري ) اﻟﻄﻔﻮﻟﺔ و اﻟﻤﺮاهﻘﺔ (، دار‬
‫اﻟﻤﺴﻴﺮة ﻟﻠﻨﺸﺮ و اﻟﺘﻮزﻳﻊ و اﻟﻄﺒﺎﻋﺔ ، ط2 ، ﻋﻤﺎن 7002.‬
‫71. ﺻﻼح اﻟﺪﻳﻦ ﺷﺮوخ،ﻋﻠﻤﺎ اﻻﺟﺘﻤﺎع اﻟﺘﺮﺑﻮي، دار اﻟﻌﻠﻮم ﻟﻠﻨﺸﺮ واﻟﺘﻮزﻳﻊ اﻟﺠﺰاﺋﺮ.‬
‫81. ﻋﺒﺪ اﻟﺮﺣﻤﻦ اﻟﻌﻴﺴﻮي ، اﻟﻤﺮاهﻖ و اﻟﻤﺮاهﻘﺔ ، ط1 ، دار اﻟﻨﻬﻀﺔ اﻟﻌﺮﺑﻴﺔ ﺑﻴﺮوت‬
‫5002‬
‫91. ﻋﺒﺪ اﻟﻄﻴﻒ ﻣﺤﻤﺪ ﺧﻠﻴﻔﺔ ، اﻟﺪاﻓﻌﻴﺔ ﻟﻺﻧﺠﺎز ، دار ﻏﺮﻳﺐ ﻟﻠﻄﺒﺎﻋﺔ واﻟﻨﺸﺮ واﻟﺘﻮزﻳﻊ‬
‫اﻟﻘﺎهﺮة 0002 .‬
‫02. ﻋﺒﺪ اﷲ اﻟﺮﺷﺪان ، ﻋﻠﻢ اﺟﺘﻤﺎع اﻟﺘﺮﺑﻴﺔ ، ط1 ، دار اﻟﺸﺮوق ﻟﻠﺸﺮ واﻟﺘﻮزﻳﻊ،ﻋﻤﺎن‬
‫9991 .‬

‫12. ﻋﺒﺪ اﷲ اﻟﺮﺷﺪان ، ﻋﻠﻢ اﺟﺘﻤﺎع اﻟﺘﺮﺑﻴﺔ ، ط1 ، دار اﻟﺸﺮوق ﻟﻠﻨﺸﺮ واﻟﺘﻮزﻳﻊ ﻋﻤﺎن‬
‫9991‬
‫22. ﻋﻠﻲ أﺳﻌﺪ ، د. وﻃﻔﺔ ﻋﻠﻲ ﺟﺎﺳﻢ اﻟﺸﻬﺎب ، ﻋﻠــﻢ اﻻﺟﺘﻤﺎع اﻟﻤﺪرﺳﻲ ، ﺑﻨﻴﻮﻳﺔ‬
‫اﻟﻈﺎهﺮة اﻟﻤﺪرﺳﻴﺔ و وﻇﻴﻔﺘﻬﺎ اﻻﺟﺘﻤﺎﻋﻴﺔ ، ط1 ، ﻣﺠﺪ اﻟﻤﺆﺳﺴﺔ اﻟﺠﺎﻣﻌﻴﺔ ﻟﻠﺪراﺳﺎت و‬
‫اﻟﻨﺸﺮ و اﻟﺘﻮزﻳﻊ ، ﺑﻴﺮوت 0991 .‬
‫32. ﻋﻴﺴﻰ ﺑﻮدة ، دﻟﻴﻞ اﻟﻤﺪرس اﻟﻬﺎدف ، دار ﺗﻼﻧﻴﺖ ﻟﻠﻨﺸﺮ و اﻟﺘﻮزﻳﻊ ، اﻟﺠﺰاﺋﺮ‬
‫0991.‬
‫42. ﻓﺆاد اﻟﺒﻬﻲ اﻟﺴﻴﺪ ، اﻷﺳﺲ اﻟﻨﻔﺴﻴﺔ ﻟﻠﻨﻤﻮ ، دار اﻟﻔﻜﺮ اﻟﻌﺮﺑﻲ ، ط1 ، اﻹﺳﻜﻨﺪرﻳﺔ‬
‫7591 .‬
‫52. ﻓﺆاد اﻟﺒﻬﻲ اﻟﺴﻴﺪ ، ﻋﻠﻢ اﻟﻨﻔﺲ اﻹﺣﺼﺎﺋﻲ و ﻗﻴﺎس اﻟﻌﻘﻞ اﻟﺒﺸﺮي ، دار اﻟﻔﻜﺮ اﻟﻌﺮﺑﻲ‬
‫، اﻟﻘﺎهﺮة 5791 .‬
‫62. ﻓﺮﻳﺪ آﺎﻣﻞ أﺑﻮ زﻳﻨﺔ ، اﻹﺣﺼﺎء ﻓﻲ اﻟﺘﺮﺑﻴﺔ و اﻟﻌﻠﻮم اﻹﻧﺴﺎﻧﻴﺔ ، ط1 ، داﺋﺮة‬
‫اﻟﻤﻄﺒﻮﻋﺎت و اﻟﻨﺸﺮ ، ﻋﻤﺎن 2002 .‬
‫72. آﺎﻣﻞ ﻋﻠﻮان اﻟﺰﺑﻴﺪي ، ﻋﻠﻢ اﻟﻨﻔﺲ اﻹﺟﺘﻤﺎﻋﻲ ، ط1، اﻟﻮراق ﻟﻠﻨﺸﺮ واﻟﺘﻮزﻳــــــﻊ‬
‫اﻷردن 3002.‬
‫82. ﻣﺤﻤﺪ اﻟﻐﺰاﻟﻲ ، ﺟﺪد ﺣﻴﺎﺗﻚ ، ط 02 ، دار اﻟﻘﻠﻢ ، دﻣﺸﻖ 7002 .‬
‫92. ﻣﺤﻤﺪ ﺣﺴﻦ ﻋﻼوي ، ﺳﻴﻜﻮﻟﻮﺟﻴﺔ اﻟﻘﻴﺎدة اﻟﺮﻳﺎﺿﻴﺔ ،ط1 ، ﻣﺮآﺰ اﻟﻜﺘﺎب ﻟﻠﻨﺸﺮ.‬
‫اﻟﻘﺎهﺮة 8991 .‬
‫03. ﻣﺤﻤﺪ ﺳﻌﺪ زﻏﻠﻮل ، ﺗﻜﻨﻮﻟﻮﺟﻴﺎ إﻋﺪاد و ﺗﺄهﻴﻞ ﻣﻌﻠﻢ اﻟﺘﺮﺑﻴﺔ اﻟﺮﻳﺎﺿﻴﺔ ، ط2 ، دار‬

‫اﻟﻮﻓﺎء ، اﻹﺳﻜﻨﺪرﻳﺔ 4002 .‬
‫13. ﻣﺤﻤﺪ ﻣﺤﻤﻮد ﺑﻨﻲ ﻳﻮﻧﺲ ، ﺳﻴﻜﻮﻟﻮﺟﻴﺎ اﻟﺪاﻓﻌﻴﺔ و اﻻﻧﻔﻌﺎﻻت ، ط1 ، دار اﻟﻤﺴﻴﺮة‬
‫ﻟﻠﻨﺸﺮ و اﻟﺘﻮزﻳﻊ ، ﻋﻤﺎن 7002 .‬
‫23. ﻣﺤﻤﻮد ﻋﺒﺪ اﻟﺮﺣﻤﻦ ﺣﻤﻮدة ، اﻟﻄﻔﻮﻟﺔ واﻟﻤﺮاهﻘﺔ واﻟﻤﺸﻜﻼت اﻟﻨﻔﺴﻴﺔ واﻟﻌــــﻼج.‬
‫ﻣﻜﺘﺒﺔ اﻟﻨﻬﻈﺔ ، ط1 ، اﻟﻘﺎهﺮة ، 1991 .‬
‫33. ﻣﺼﻄﻔﻰ اﻟﺴﺎﻳﺢ ﻣﺤﻤﺪ ، اﺗﺠﺎهﺎت ﺣﺪﻳﺜﺔ ﻓﻲ ﺗﺪرﻳﺲ اﻟﺘﺮﺑﻴﺔ اﻟﺒﺪﻧﻴﺔ و اﻟﺮﻳﺎﺿﻴﺔ .‬
‫ط1 ، ﻣﻜﺘﺒﺔ و ﻣﻄﺒﻌﺔ اﻹﺷﻌﺎع اﻟﻔﻨﻴﺔ ، اﻹﺳﻜﻨﺪرﻳﺔ 1002 .‬
‫43. ﻣﺼﻄﻔﻰ ﺣﺴﻴﻦ ﺑﺎهﻲ ، د. أﺣﻤﺪ آﻤﺎل ﻧﺼﺎري ، ﻣﻬﺎرات اﻟﻘﻴﺎدة ﻓﻲ اﻟﻤﺠﺎل‬
‫اﻟﺮﻳﺎﺿﻲ،ﻣﻜﺘﺒﺔ اﻷﻧﺠﻠﻮ اﻟﻤﺼﺮﻳﺔ، ﻣﺼﺮ 6002 .‬
‫53. ﻣﺼﻄﻔﻰ ﺣﺴﻴﻦ ﺑﺎهﻲ ، د. أﻣﻴﻨﺔ إﺑﺮاهﻴﻢ ﺷﻠﺒﻲ ، اﻟﺪاﻓﻌﻴﺔ ﻧﻈﺮﻳﺎت وﺗﻄﺒﻴﻘﺎت ط1 .‬
‫ﻣﺮآﺰ اﻟﻜﺘﺎب ﻟﻠﻨﺸﺮ اﻟﻘﺎهﺮة 9991 .‬
‫63. ﻣﺼﻄﻔﻰ ﻏﺎﻟﺐ ، ﺳﻴﻜﻮﻟﻮﺟﻴﺔ اﻟﻄﻔﻞ واﻟﻤﺮاهﻘﺔ ، ط1، دار ﻣﻜﺘﺒﺔ اﻟﻬﻼل ﺑﻴﺮوت‬
‫9791 .‬
‫73. ﻣﻨﺬر اﻟﻀﺎﻣﻦ ، اﻹرﺷﺎد اﻟﻨﻔﺴﻲ أﺳﺴﻪ اﻟﻔﻨﻴﺔ واﻟﻨﻈﺮﻳﺔ ، ط1 ، ﻣﻜﺘﺒﺔ اﻟﻔﻼح ﻟﻠﻨﺸﺮ‬
‫واﻟﺘﻮزﻳﻊ ، اﻟﻜﻮﻳﺖ 3002 .‬
‫83. ﻣﻴﺨﺎﺋﻴﻞ ﺧﻠﻴﻞ ﻣﻌﻮض ، ﻣﺸﻜﻼت اﻟﻤﺮاهﻖ ﻓﻲ اﻟﻤﺪن واﻟﺮﻳﻒ ، دار اﻟﻤﻌﺎرف .‬
‫اﻟﻘﺎهﺮة 1791 .‬
‫93. ﻣﻴﺮﻓﺖ ﻋﻠﻲ ﺧﻔﺎﺟﺔ ، أ.د ﻣﺼﻄﻔﻰ اﻟﺴﺎﻳﺢ ، اﻟﻤﺪﺧﻞ إﻟﻰ ﻃﺮاﺋﻖ ﺗﺪرﻳﺲ اﻟﺘﺮﺑﻴﺔ‬
‫اﻟﺒﺪﻧﻴﺔ .‬

‫04. ﻣﻴﺮﻓﺖ ﻋﻠﻲ ﺧﻔﺎﺟﺔ ، أ.د ﻣﺼﻄﻔﻰ اﻟﺴﺎﻳﺢ ، اﻟﻤــــــﺪﺧﻞ إﻟﻰ ﻃﺮاﺋﻖ ﺗﺪرﻳﺲ اﻟﺘﺮﺑﻴﺔ‬
‫اﻟﺒﺪﻧﻴﺔ ، ط1 ، ﻣﺎهﻲ ﻟﻠﻨﺸﺮ و اﻟﺘﻮزﻳﻊ و ﺧﺪﻣﺎت اﻟﻜﻤﺒﻴﻮﺗﺮ ،اﻹﺳﻜﻨﺪرﻳﺔ 7002 .‬
‫14. ﻳﻮﺳﻒ اﻷﻗﺼﺮي، اﻟﺸﺨﺼﻴﺔ اﻟﻤﺒﺪﻋﺔ، دار اﻟﻄﺎﺋﻒ ﻟﻠﻨﺸﺮ ،اﻟﻘﺎهﺮة 1002.‬

‫اﻟﺮﺳــــــــــﺎﺋﻞ اﻟﻌﻠﻤﻴﺔ:‬
‫1- ﺳﺨﺴﻮخ ﺣﺴﺎن أﺛﺮ ﻣﺴﺘﻮى اﻟﻘﻠﻖ اﻟﻌﺎم ﻋﻠﻰ داﻓﻊ اﻹﻧﺠﺎز ﻟﺪى اﻟﻄ ﻼب اﻟﻤﺘﻔ ﻮﻗﻴﻦ ﻋﻘﻠﻴ ﺎ‬
‫ﺑﻤﺮﺣﻠﺔ ت.ث رﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﻴﺮ 6002/7002- ﺟﺎﻣﻌﺔ ﺑﺎﺗﻨﺔ.‬
‫2- ﻓﺎﻃﻤﺔ اﻟﺰهﺮاء ﺑﻮﺟﻄﻮ ، أﺛﺮ ﺑﻌﺾ اﻟﺴﻤﺎت اﻟﺸﺨﺼﻴﺔ و اﻟﻨﻔﺴﻴﺔ ﻋﻠﻰ اﻟﺪاﻓﻌﻴ ﺔ اﻹﻧﺠ ﺎز‬
‫ﻟﺪى اﻟﻤﺮاهﻖ اﻟﻤﺘﻤﺪرس ، رﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﻴﺮ ﻓﻲ ﻋﻠﻮم اﻟﺘﺮﺑﻴﺔ 7002/8002 ، اﻟﺠﺰاﺋﺮ .‬
‫3- ﻋﺒﺪ اﻟﻌﺰﻳﺰ ﺑﻦ ﻋﻠ ﻲ ﺑ ﻦ أﺣﻤ ﺪ اﻟ ﺴﻠﻤﺎن – اﻟ ﺴﻠﻮك اﻟﻘﻴ ﺎدي ﻟﻠﻤ ﺪرب اﻟﺮﻳﺎﺿ ﻲ وﻋﻼﻗﺘ ﻪ‬
‫ﺑﺪاﻓﻌﻴﺔ اﻹﻧﺠﺎز ﻟﺪى ﻻﻋﺒﻲ ﺑﻌ ﺾ اﻷﻟﻌ ﺎب اﻟﺠﻤﺎﻋﻴ ﺔ ﺑﺎﻟﻤﻤﻠﻜ ﺔ اﻟﻌﺮﺑﻴ ﺔ اﻟ ﺴﻌﻮدﻳﺔ – رﺳ ﺎﻟﺔ‬
‫ﻣﺎﺟﺴﺘﻴﺮ – ﻣﻮﻗﻊ ﺷﺒﺎب ﻧﻬﻀﺔ ﻟﻠﺪراﺳﺎت واﻟﺒﺤﻮث 3241 هـ - 4241 هـ.‬

‫اﻟﻤﺠــــــــــــــﻼت:‬
‫1- ﺳﻤﻴﺮة ﻋﺒﺪ اﷲ وﻣﺼﻄﻔﻰ آﺮدي– اﻟﻤﺴﺆوﻟﻴﺔ اﻻﺟﺘﻤﺎﻋﻴ ﺔ وﻋﻼﻗﺘﻬ ﺎ ﺑ ﺪاﻓﻊ اﻹﻧﺠ ﺎز ﻟ ﺪى‬
‫ﻃﺎﻟﺒ ﺎت آﻠﻴ ﺔ اﻟﺘﺮﺑﻴ ﺔ ﺑﺎﻟﻄ ﺎﺋﻒ - ﻣﺠﻠ ﺔ ﻋﻠ ﻢ اﻟ ﻨﻔﺲ اﻟﻬﻴﺌ ﺔ اﻟﻤ ﺼﺮﻳﺔ اﻟﻌﺎﻣ ﺔ – اﻟﻘ ﺎهﺮة –‬
‫اﻟﻌﺪدان 56- 66 – 3002.‬
‫اﻟﻤﺮاﺟــﻊ ﺑﺎﻟﻐﺎت اﻷﺟﻨﺒﻴﺔ:‬
‫‪1- marcel postic . la relation .presse universitaire de France . paris‬‬
‫. 9791.‬
‫0691 ‪2 - piagie jean . psychologie et pédagogie .france ed denoel‬‬
‫4791 ‪3- islembert jomati vivien .sociologie de l ecole France p.u.f‬‬

‫ﻣﻮاﻗﻊ اﻷﻧﺘﺮﻧﺎت:‬
‫‪-1 - www.shababnahda.com‬‬

‫اﻟﻤﻼﺣــــﻖ‬

‫اﻟﻤــــــــــــــــــــــــــــــــــــــــــــــﻼﺣﻖ‬
‫- ﻣﻘﻴﺎس أﻧﻤﺎط اﻟﻘﻴﺎدة اﻟﺮﻳﺎﺿﻴﺔ‬

‫ﻣﻠﺤﻖ رﻗﻢ10 :‬
‫اﺳﺘﻤﺎرة أﻧﻤﺎط اﻟﻘﻴﺎدة‬

‫اﻻﺳﻢ : ...............................‬

‫اﻟﻠﻘﺐ : ...................................‬

‫اﻟﺴﻦ : ...............................‬

‫اﻟﺠﻨﺲ : .................................‬

‫اﻟﻤﺆﺳﺴﺔ: ........................... اﻟﺼﻒ اﻟﺪراﺳﻲ: ........................‬

‫ﻓﻴﻤﺎ ﻳﻠﻲ ﺑﻌﺾ اﻟﻌﺒﺎرات اﻟﺘﻲ ﻳﻤﻜﻦ أن ﻳﺘﺼﻒ ﺑﻬﺎ ﺳﻠﻮك أﺳﺘﺎذ اﻟﺘﺮﺑﻴﺔ اﻟﺒﺪﻧﻴﺔ .‬
‫وهﻨﺎك 5 اﺧﺘﻴﺎرات ﺑﺎﻟﻨﺴﺒﺔ ﻟﻜﻞ ﻋﺒﺎرة هﻲ : داﺋﻤﺎ ، ﻏﺎﻟﺒﺎ ، أﺣﻴﺎﻧﺎ ، ﻧﺎدرا ، أﺑﺪا .‬
‫اﻟﺮﺟ ﺎء ﻗ ﺮاءة آ ﻞ ﻋﺒ ﺎرة ﻣ ﻊ وﺿ ﻊ ﻋﻼﻣ ﺔ ) ‪ ( x‬ﻋﻠ ﻰ ﻳ ﺴﺎر اﻟﻌﺒ ﺎرة وأﺳ ﻔﻞ اﻟﻤﻜ ﺎن‬
‫اﻟﻤﻨﺎﺳﺐ ﺑﺤﻴﺚ ﻳﻨﻄﺒﻖ ﻣﻊ ﺗﻔﻀﻴﻠﻚ ﻟﺴﻠﻮك أﺳﺘﺎذ اﻟﺘﺮﺑﻴﺔ اﻟﺒﺪﻧﻴﺔ اﻟﺬي ﺗﺮﺗﺎح ﻟﻠﺘﺪرﻳﺐ ﻣﻌﻪ.‬
‫اﻟﺮﺟﺎء ﻣﺮاﻋﺎة أن هﺬﻩ اﻟﻘﺎﺋﻤ ﺔ ﻟﻴ ﺴﺖ ﺗﻘﻴﻴﻤ ﺎ ﻷﺳ ﺘﺎذك اﻟﺤ ﺎﻟﻲ أو أي أﺳ ﺘﺎذ ﺁﺧ ﺮ وﻟﻜﻨﻬ ﺎ‬
‫ﻋﺒﺎرة ﻋﻦ رأﻳﻚ اﻟﺸﺨﺼﻲ وﺗﻔﻀﻴﻠﻚ اﻟﺸﺨﺼﻲ ﻟﺴﻠﻮك أﺳﺘﺎذ اﻟﺘﺮﺑﻴﺔ اﻟﺒﺪﻧﻴﺔ ﺑﺼﻔﺔ ﻋﺎﻣﺔ .‬
‫ﻻ ﺗﻮﺟﺪ إﺟﺎﺑﺎت ﺻﺤﻴﺤﺔ وأﺧﺮى ﺧﺎﻃﺌﺔ وﻟﻜﻦ اﻟﻤﻄﻠ ﻮب ه ﻮ ﺗﻔ ﻀﻴﻠﻚ اﻟﺸﺨ ﺼﻲ ﻧﺤ ﻮ‬
‫هﺬﻩ اﻟﻌﺒﺎرات ﺑﻜﻞ ﺻﺪق و أﻣﺎﻧﺔ .‬

‫أﻧﺎ آﻼﻋﺐ رﻳﺎﺿﻲ أﻓﻀﻞ ﺑﺎﻟﻨﺴﺒﺔ‬
‫ﻷﺳﺘﺎذي‬
‫1/ ﻳﺘﺄآﺪ ﻣ ﻦ أن آ ﻞ ﻻﻋ ﺐ ﻳ ﺆدي ﻃﺒﻘ ﺎ‬
‫ﻟﻘﺪراﺗﻪ.‬
‫2/ ﻳ ﺴﺘﻤﻊ ﻟ ﺮأي اﻟﻼﻋﺒ ﻴﻦ ﺣ ﻮل ﺧﻄ ﻂ‬
‫اﻟﻠﻌﺐ ﻓﻲ ﺑﻌﺾ اﻟﻤﻨﺎﻓﺴﺎت اﻟﻤﻌﻴﻨﺔ .‬
‫3/ ﻳ ﺴﺎﻋﺪ اﻟﻼﻋﺒ ﻴﻦ ﻓ ﻲ ﺣ ﻞ ﻣ ﺸﺎآﻠﻬﻢ‬
‫اﻟﺸﺨﺼﻴﺔ .‬
‫4/ ﻳﻤ ﺪح اﻟﻼﻋ ﺐ أﻣ ﺎم اﻟﻼﻋﺒ ﻴﻦ‬
‫اﻵﺧﺮﻳﻦ ﻋﻨﺪﻣﺎ ﻳﻘﻮم ﺑﺄداء ﺟﻴﺪ .‬
‫5/ ﻳ ﺸﺮح ﻟﻜ ﻞ ﻻﻋ ﺐ ﻃﺮﻳﻘ ﺔ أداء‬
‫اﻟﻤﻬﺎرات وﺧﻄﻂ اﻟﻠﻌﺐ .‬
‫6/ ﻳﻘﻮم ﺑﺘﺨﻄ ﻴﻂ اﻟﺘ ﺪرﻳﺐ دون إﺷ ﺮاك‬
‫اﻟﻼﻋﺒﻴﻦ .‬
‫7/ﻳﺴﺎﻋﺪ أﻋ ﻀﺎء اﻟﻔﺮﻳ ﻖ ﻓ ﻲ ﺗ ﺴﻮﻳﺔ أو‬
‫إﻧﻬﺎء اﻟﺼﺮاﻋﺎت أو اﻟﻤﻨﺎزﻋﺎت ﺑﻴﻨﻬﻢ .‬
‫8/ ﻳﻌﻄ ﻲ أهﻤﻴ ﺔ ﺧﺎﺻ ﺔ ﻹﺻ ﻼح‬
‫أﺧﻄﺎء آﻞ ﻻﻋﺐ .‬
‫9/ ﻳﺤ ﺎول اﻟﺤ ﺼﻮل ﻋﻠ ﻰ ﻣﻮاﻓﻘ ﺔ‬
‫اﻟﻔﺮﻳ ﻖ ﺑﺎﻟﻨ ﺴﺒﺔ ﻟﻤﻮﺿ ﻮﻋﺎت هﺎﻣ ﺔ ﻗﺒ ﻞ‬
‫اﺗﺨﺎذ ﻗﺮار ﺑﺸﺄﻧﻬﺎ .‬
‫01/ ﻳ ﺸﺠﻊ اﻟﻼﻋ ﺐ اﻟ ﺬي ﻳ ﺆدي أداء‬
‫ﺟﻴﺪا .‬
‫11/ ﻳﺘﺄآﺪ ﻣﻦ أن وﻇﻴﻔﺔ وﻣﻬ ﺎم اﻷﺳ ﺘﺎذ‬
‫ﺗﺠ ﺎﻩ اﻟﻔﺮﻳ ﻖ ﻣﻔﻬﻮﻣ ﺔ ﻟ ﺪى ﺟﻤﻴ ﻊ‬
‫اﻟﻼﻋﺒﻴﻦ .‬
‫21/ ﻻ ﻳﺤﺎول أن ﻳﺸﺮح أﺳ ﺒﺎب ﺳ ﻠﻮآﻪ‬
‫أو ﻗﺮاراﺗﻪ ﻟﻼﻋﺒﻴﻦ .‬

‫داﺋﻤﺎ‬

‫ﻏﺎﻟﺒﺎ‬

‫أﺣﻴﺎﻧﺎ‬

‫ﻧﺎدرا‬

‫أﺑﺪا‬

‫31/ ﻳﻬﺘﻢ ﺑﺎﻟﺮﻋﺎﻳﺔ اﻟﺸﺨﺼﻴﺔ ﻟﻼﻋﺒﻴﻦ .‬
‫41/ ﻳﻘ ﻮم ﺑﺘﻌﻠ ﻴﻢ اﻟﻤﻬ ﺎرات اﻷﺳﺎﺳ ﻴﺔ‬
‫ﻟﻜﻞ ﻻﻋﺐ ﺑﺼﻮرة ﻓﺮدﻳﺔ .‬
‫51/ ﻳ ﺴﻤﺢ ﻟﻼﻋﺒ ﻴﻦ ﺑﺎﻟﻤ ﺸﺎرآﺔ ﻓ ﻲ‬
‫اﺗﺨﺎذ اﻟﻘﺮارات.‬
‫61/ ﻳﺘﺄآ ﺪ ﻣ ﻦ ﻣﻜﺎﻓ ﺄة اﻟﻼﻋ ﺐ آﻨﺘﻴﺠ ﺔ‬
‫ﻟﻸداء اﻟﺠﻴﺪ .‬
‫71/ ﻳﻘ ﻮم ﺑ ﺄداء ﻧﻤ ﻮذج ﻟﻠﺤﺮآ ﺔ ﻗﺒ ﻞ‬
‫ﺗﻜﺮار اﻟﻼﻋﺒﻴﻦ ﻟﻸداء .‬
‫81/ ﻳ ﺸﺠﻊ اﻟﻼﻋﺒ ﻴﻦ ﻋﻠ ﻰ ﺗﻘ ﺪﻳﻢ‬
‫اﻗﺘﺮاﺣ ﺎت ﺣ ﻮل ﻃ ﺮق ﺗﻨﻈ ﻴﻢ وإدارة‬
‫ﻋﻤﻠﻴﺔ اﻟﺘﺪرﻳﺐ .‬
‫91/ ﻳﻘﺪم ﺗﺴﻬﻴﻼت أو ﺧﺪﻣﺎت ﺷﺨ ﺼﻴﺔ‬
‫ﻟﻼﻋﺒﻴﻦ .‬
‫02/ ﻳﻔﺴﺮ ﻟﻜﻞ ﻻﻋﺐ ﻣ ﺎ ﻳﺠ ﺐ ﻋﻤﻠ ﻪ و‬
‫ﻣﺎ ﻻ ﻳﺠﺐ ﻋﻤﻠﻪ .‬
‫12/ ﻳﺘ ﺮك ﻟﻼﻋﺒ ﻴﻦ ﺣﺮﻳ ﺔ ﺗﺤﺪﻳ ﺪ‬
‫أهﺪاﻓﻬﻢ ﺑﺄﻧﻔﺴﻬﻢ .‬
‫22/ ﻳﻌﺒ ﺮ ﻋ ﻦ ﻣ ﺸﺎﻋﺮﻩ اﻟﻄﻴﺒ ﺔ ﻧﺤ ﻮ‬
‫اﻟﻼﻋﺒﻴﻦ .‬
‫32/ ﻳ ﺴﻤﺢ ﻟﻼﻋﺒ ﻴﻦ ﺑ ﺎﻷداء ﺑﻄ ﺮﻳﻘﺘﻬﻢ‬
‫اﻟﺨﺎﺻ ﺔ ﺣﺘ ﻰ وﻟ ﻮ ارﺗﻜﺒ ﻮا ﺑﻌ ﺾ‬
‫اﻷﺧﻄﺎء .‬
‫42/ ﻳﺸﺠﻊ اﻟﻼﻋﺒﻴﻦ ﻋﻠﻰ أن ﻳﺜﻘﻮا ﺑﻲ .‬
‫52/ ﻳﻮﺿ ﺢ ﻟﻜ ﻞ ﻻﻋ ﺐ ﻧﻘ ﺎط ﻗﻮﺗ ﻪ‬
‫وﻧﻘﺎط ﺿﻌﻔﻪ .‬
‫62/ ﻳ ﺮﻓﺾ اﻟﺤ ﻞ اﻟﻮﺳ ﻂ ﻓ ﻲ أي أﻣ ﺮ‬
‫ﻣﻦ اﻷﻣﻮر اﻟﻤﺮﺗﺒﻄﺔ ﺑﺎﻟﻔﺮﻳﻖ.‬

‫72/ ﻳﻌﺒ ﺮ ﻋ ﻦ اﺳﺘﺤ ﺴﺎﻧﻪ ﻋﻨ ﺪﻣﺎ ﻳ ﺆدي‬
‫اﻟﻼﻋﺐ ﺟﻴﺪا .‬
‫82/ ﻳﻌﻄﻲ إرﺷﺎدات ﺧﺎﺻﺔ ﻟﻜﻞ ﻻﻋﺐ‬
‫ﺣﻮل ﻣﺎ ﻳﻨﺒﻐﻲ ﻋﻤﻠﻪ ﻓﻲ آﻞ ﻣﻮﻗﻒ .‬
‫92/ ﻳﺴﺘﻔ ﺴﺮ ﻋ ﻦ رأي اﻟﻼﻋﺒ ﻴﻦ ﻓ ﻲ‬
‫ﺑﻌﺾ اﻷﻣﻮر اﻟﻬﺎﻣﺔ ﻓﻲ اﻟﺘﺪرﻳﺐ .‬
‫03/ ﻳ ﺸﺠﻊ اﻟﻌﻼﻗ ﺎت اﻟﻮدﻳ ﺔ أو ﻏﻴ ﺮ‬
‫اﻟﺮﺳﻤﻴﺔ ﺑﻴﻨﻲ وﺑﻴﻦ اﻟﻼﻋﺒﻴﻦ.‬
‫13/ ﻳﻬ ﺘﻢ ﺑﺘ ﺮاﺑﻂ اﻟﻔﺮﻳ ﻖ آﻠ ﻪ آﻮﺣ ﺪة‬
‫واﺣﺪة.‬
‫23/ ﻳﺘ ﺮك اﻟﺤﺮﻳ ﺔ ﻟﻼﻋﺒ ﻴﻦ ﻓ ﻲ اﻷداء‬
‫ﻃﺒﻘﺎ ﻟﺴﺮﻋﺘﻬﻢ اﻟﺨﺎﺻﺔ .‬
‫33/ ﻳﻤﺎرس ﻋﻤﻠﻲ ﺑﺼﻮرة ﻣﺴﺘﻘﻠﺔ ﻋ ﻦ‬
‫اﻟﻼﻋﺒﻴﻦ .‬
‫43/ ﻳ ﺸﺮح آﻴﻔﻴ ﺔ إﺳ ﻬﺎم اﻟﻼﻋ ﺐ ﻓ ﻲ‬
‫اﻷداء اﻟﺠﻤﺎﻋﻲ ﻟﻠﻔﺮﻳﻖ .‬
‫53/ ﻳﺪﻋﻮ اﻟﻼﻋﺒﻴﻦ ﻟﺰﻳﺎرﺗﻪ ﻓﻲ ﻣﻨﺰﻟﻪ.‬
‫63/ ﻳﻮﺿ ﺢ ﻣ ﺎ ه ﻮ ﻣﺘﻮﻗ ﻊ ﻣ ﻦ آ ﻞ‬
‫ﻻﻋﺐ ﺑﻄﺮﻳﻘﺔ ﻣﺤﺪدة .‬
‫73/ ﻳ ﺴﻤﺢ ﻟﻼﻋﺒ ﻴﻦ ﺑﺘﺤﺪﻳ ﺪ ﺧﻄ ﻂ‬
‫اﻟﻠﻌﺐ اﻟﺘﻲ ﻳﻤﻜﻦ ﺗﻄﺒﻴﻘﻬﺎ ﻓﻲ اﻟﻤﺒﺎراة .‬
‫83/ ﻳﺤ‬

‫ﺎول إﻋﻄ‬

‫ﺎء ﺗﻌﻠﻴﻤ‬

‫ﺎﺗﻲ‬

‫وإرﺷ ﺎداﺗﻲ ﺑﻄﺮﻳﻘ ﺔ ﻻ ﺗﻌﻄ ﻲ ﻟﻼﻋﺒ ﻴﻦ‬
‫ﻓﺮﺻﺔ اﻟﻤﻨﺎﻗﺸﺔ أو اﻻﺳﺘﻔﺴﺎر .‬

‫- ﻣﻘﻴﺎس داﻓﻌﻴﺔ اﻹﻧﺠﺎز اﻟﺮﻳﺎﺿﻲ‬

‫ﻣﻠﺤﻖ رﻗﻢ20‬

‫اﺳﺘﻤﺎرة داﻓﻌﻴﺔ اﻻﻧﺠﺎز‬

‫اﻻﺳﻢ : ...............................‬

‫اﻟﻠﻘﺐ : ...................................‬

‫اﻟﺴﻦ : ...............................‬

‫اﻟﺠﻨﺲ : .................................‬

‫اﻟﻤﺆﺳﺴﺔ: ........................... اﻟﺼﻒ اﻟﺪراﺳﻲ: ........................‬

‫ﻓﻴﻤﺎ ﻳﻠﻲ ﺑﻌﺾ اﻟﻌﺒﺎرات اﻟﺘﻲ ﻳﻤﻜ ﻦ أن ﺗ ﺮﺑﻂ ﺑ ﺴﻠﻮآﻚ واﺗﺠﺎهﺎﺗ ﻚ ﻧﺤ ﻮ ﺑﻌ ﺾ ﻣﻮاﻗ ﻒ‬
‫اﻟﻤﻨﺎﻓﺴﺔ اﻟﺮﻳﺎﺿﻴﺔ واﻟﺘﺪرﻳﺐ اﻟﺮﻳﺎﺿﻲ وآﺬﻟﻚ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺮﻳﺎﺿﺔ ﺑﺼﻔﺔ ﻋﺎﻣﺔ .‬
‫اﻗﺮأ آﻞ ﻋﺒﺎرة ﺟﻴﺪا وﺣﺎول أن ﺗﺤﺪد ﻋﻤﺎ إذا آﺎﻧﺖ اﻟﻌﺒﺎرة ﺗﻨﻄﺒ ﻖ ﻋﻠﻴ ﻚ ﺑﺪرﺟ ﺔ آﺒﻴ ﺮة‬
‫ﺟﺪا أو ﺑﺪرﺟﺔ آﺒﻴﺮة أو ﻣﺘﻮﺳﻄﺔ أو ﻗﻠﻴﻠﺔ أو ﻗﻠﻴﻠﺔ ﺟﺪا وﺿﻊ ﻋﻼﻣﺔ ) ‪ ( x‬أﻣﺎم آ ﻞ ﻋﺒ ﺎرة‬
‫وأﺳﻔﻞ ﻣﺎ ﻳﺘﻨﺎﺳﺐ ﻣﻊ ﺣﺎﻟﺘﻚ .‬
‫ه ﺬا ﻟ ﻴﺲ اﺧﺘﺒ ﺎرا ﻟﻘ ﺪراﺗﻚ أو ﻣ ﺴﺘﻮاك اﻟﺮﻳﺎﺿ ﻲ ، آﻤ ﺎ أﻧ ﻪ ﻻ ﺗﻮﺟ ﺪ إﺟﺎﺑ ﺎت ﺻ ﺤﻴﺤﺔ‬
‫وأﺧﺮى ﺧﺎﻃﺌﺔ ﻷن آﻞ ﻻﻋﺐ ﻳﺨﺘﻠﻒ ﻋﻦ اﻟﻼﻋﺐ اﻵﺧﺮ ﻓﻲ اﺗﺠﺎهﺎﺗﻪ وﺳ ﻠﻮآﻪ ﻓ ﻲ اﻟﻤﺠ ﺎل‬
‫اﻟﺮﻳﺎﺿﻲ ، واﻟﻤﻬﻢ هﻮ ﺻﺪق إﺟﺎﺑﺘﻚ ﻣﻊ ﺣﺎﻟﺘﻚ ﻓﻘﻂ ﻻ ﺗﺘﺮك أي ﻋﺒﺎرة ﺑﺪون إﺟﺎﺑﺔ .‬

‫اﻟﻌـﺒــــــــــــﺎرات‬

‫آﺒﻴﺮة ﺟﺪا‬
‫1/ أﺟ ﺪ ﺻ ﻌﻮﺑﺔ ﻓ ﻲ ﻣﺤﺎوﻟ ﺔ اﻟﻨ ﻮم‬
‫ﻋﻘﺐ هﺰﻳﻤﺘﻲ ﻓﻲ ﻣﻨﺎﻓﺴﺔ.‬
‫2/ ﻳﻌﺠﺒﻨ ﻲ اﻟﻼﻋ ﺐ اﻟ ﺬي ﻳﺘ ﺪرب‬
‫ﻟﺴﺎﻋﺎت إﺿﺎﻓﻴﺔ ﻟﺘﺤﺴﻴﻦ ﻣﺴﺘﻮاﻩ.‬
‫3/ ﻋﻨ ﺪﻣﺎ أرﺗﻜ ﺐ ﺧﻄ ﺄ ﻓ ﻲ اﻷداء‬
‫أﺛﻨﺎء اﻟﻤﻨﺎﻓ ﺴﺔ ﻓ ﺈﻧﻨﻲ أﺣﺘ ﺎج ﻟ ﺒﻌﺾ‬
‫اﻟﻮﻗﺖ ﻟﻜﻲ أﻧﺴﻰ هﺬا اﻟﺨﻄﺄ.‬
‫4/ اﻻﻣﺘﻴ ﺎز ﻓ ﻲ اﻟﺮﻳﺎﺿ ﺔ ﻻ ﻳﻌﺘﺒ ﺮ‬
‫ﻣﻦ أهﺪاﻓﻲ اﻷﺳﺎﺳﻴﺔ .‬
‫5/ أﺣ ﺲ ﻏﺎﻟﺒ ﺎ ﺑ ﺎﻟﺨﻮف ﻗﺒ ﻞ‬
‫اﺷﺘﺮاآﻲ ﻓﻲ اﻟﻤﻨﺎﻓﺴﺔ ﻣﺒﺎﺷﺮة .‬
‫6/ أﺳﺘﻤﺘﻊ ﺑﺘﺤﻤ ﻞ أﻳ ﺔ ﻣﻬﻤ ﺔ واﻟﺘ ﻲ‬
‫ﻳﺮى ﺑﻌﺾ اﻟﻼﻋﺒﻴﻦ اﻵﺧ ﺮﻳﻦ أﻧﻬ ﺎ‬
‫ﻣﻬﻤﺔ ﺻﻌﺒﺔ .‬
‫7/ أﺧﺸﻰ اﻟﻬﺰﻳﻤﺔ ﻓﻲ اﻟﻤﻨﺎﻓﺴﺔ‬
‫8/ اﻟﺤ ﻆ ﻳ ﺆدي إﻟ ﻰ اﻟﻔ ﻮز ﺑﺪرﺟ ﺔ‬
‫أآﺒﺮ ﻣﻦ ﺑﺬل اﻟﺠﻬﺪ .‬
‫9 / ﻓﻲ ﺑﻌﺾ اﻷﺣﻴﺎن ﻋﻨﺪﻣﺎ أﻧﻬﺰم‬
‫ﻓﻲ ﻣﻨﺎﻓﺴﺔ ﻓﺈن ذﻟ ﻚ ﻳ ﻀﺎﻳﻘﻨﻲ ﻟﻌ ﺪة‬
‫أﻳﺎم .‬
‫01/ ﻟ ﺪي اﺳ ﺘﻌﺪاد ﻟﻠﺘ ﺪرﻳﺐ ﻃ ﻮال‬
‫اﻟﻌ ﺎم ﺑ ﺪون اﻧﻘﻄ ﺎع ﻟﻜ ﻲ أﻧﺠ ﺢ ﻓ ﻲ‬
‫رﻳﺎﺿﺘﻲ .‬
‫11/ﻻ أﺟ ﺪ ﺻ ﻌﻮﺑﺔ ﻓ ﻲ اﻟﻨ ﻮم ﻟﻴﻠ ﺔ‬
‫اﺷﺘﺮاآﻲ ﻓﻲ اﻟﻤﻨﺎﻓﺴﺔ .‬

‫ﺑﺪرﺟﺔ‬

‫ﺑﺪرﺟﺔ‬

‫ﺑﺪرﺟﺔ‬

‫آﺒﻴﺮة‬

‫ﻣﺘﻮﺳﻄﺔ‬

‫ﺑﺪرﺟﺔ‬

‫ﺑﺪرﺟﺔ‬

‫ﻣﺘﻮﺳﻄﺔ ﻗﻠﻴﻠﺔ ﺟﺪا‬

‫21/ اﻟﻔ ﻮز ﻓ ﻲ اﻟﻤﻨﺎﻓ ﺴﺔ ﻳﻤﻨﺤﻨ ﻲ‬
‫درﺟﺔ آﺒﻴﺮة ﻣﻦ اﻟﺮﺿﺎ .‬
‫31/ أﺷﻌﺮ ﺑﺎﻟﺘﻮﺗﺮ ﻗﺒﻞ اﻟﻤﻨﺎﻓﺴﺔ .‬
‫41/ أﻓ ﻀﻞ أن أﺳ ﺘﺮﻳﺢ ﻣ ﻦ‬
‫اﻟﺘ ﺪرﻳﺐ ﻓ ﻲ ﻓﺘ ﺮة ﻣ ﺎ ﺑﻌ ﺪ اﻻﻧﺘﻬ ﺎء‬
‫ﻣﻦ اﻟﻤﻨﺎﻓﺴﺔ اﻟﺮﺳﻤﻴﺔ .‬
‫51/ ﻋﻨﺪﻣﺎ أرﺗﻜ ﺐ ﺧﻄ ﺄ ﻓ ﻲ اﻷداء‬
‫ﻓ ﺈن ذﻟ ﻚ ﻳﺮهﻘﻨ ﻲ ﻃ ﻮال ﻓﺘ ﺮة‬
‫اﻟﻤﻨﺎﻓﺴﺔ .‬
‫61/ ﻟ ﺪي رﻏﺒ ﺔ ﻋﺎﻟﻴ ﺔ ﺟ ﺪا ﻟﻜ ﻲ‬
‫أآﻮن ﻧﺎﺟﺤﺎ ﻓﻲ رﻳﺎﺿﺘﻲ .‬
‫71/ ﻗﺒ ﻞ اﺷ ﺘﺮاآﻲ ﻓ ﻲ اﻟﻤﻨﺎﻓ ﺴﺔ ﻻ‬
‫أﻧ ﺸﻐﻞ ﻓ ﻲ اﻟﺘﻔﻜﻴ ﺮ ﻋﻤ ﺎ ﻳﻤﻜ ﻦ أن‬
‫ﻳﺤﺪث ﻓﻲ اﻟﻤﻨﺎﻓ ﺴﺔ أو ﻋ ﻦ ﻧﺘﺎﺋﺠﻬ ﺎ‬
‫.‬
‫81/ أﺣ ﺎول ﺑﻜ ﻞ ﺟﻬ ﺪي أن أآ ﻮن‬
‫أﻓﻀﻞ ﻻﻋﺐ .‬
‫91/ أﺳ ﺘﻄﻴﻊ أن أآ ﻮن هﺎدﺋ ﺎ ﻓ ﻲ‬
‫اﻟﻠﺤﻈ ﺎت اﻟﺘ ﻲ ﺗ ﺴﺒﻖ اﻟﻤﻨﺎﻓ ﺴﺔ‬
‫ﻣﺒﺎﺷﺮة .‬
‫02/ هﺪﻓﻲ هﻮ أن أآ ﻮن ﻣﻤﻴ ﺰا ﻓ ﻲ‬
‫رﻳﺎﺿﺘﻲ .‬

Similar Documents

Premium Essay

Leadership

...Management http://jom.sagepub.com/ Servant Leadership: A Review and Synthesis Dirk van Dierendonck Journal of Management 2011 37: 1228 originally published online 2 September 2010 DOI: 10.1177/0149206310380462 The online version of this article can be found at: http://jom.sagepub.com/content/37/4/1228 Published by: http://www.sagepublications.com On behalf of: Southern Management Association Additional services and information for Journal of Management can be found at: Email Alerts: http://jom.sagepub.com/cgi/alerts Subscriptions: http://jom.sagepub.com/subscriptions Reprints: http://www.sagepub.com/journalsReprints.nav Permissions: http://www.sagepub.com/journalsPermissions.nav Citations: http://jom.sagepub.com/content/37/4/1228.refs.html Downloaded from jom.sagepub.com at The Hebrew University Library Authority on June 29, 2011 Journal of Management Vol. 37 No. 4, July 2011 1228-1261 DOI: 10.1177/0149206310380462 © The Author(s) 2011 Reprints and permission: http://www. sagepub.com/journalsPermissions.nav Servant Leadership: A Review and Synthesis Dirk van Dierendonck Erasmus University Servant leadership is positioned as a new field of research for leadership scholars. This review deals with the historical background of servant leadership, its key characteristics, the available measurement tools, and the results of relevant studies that have been conducted so far. An overall conceptual model of servant leadership is presented. It is argued that leaders...

Words: 17936 - Pages: 72

Premium Essay

Leadership

...Table of Contents 1.0 Introduction 2.0 Literature review 2.1 Leadership 2.2 Leadership Theories 2.3 Leadership Styles 2.4 Impact of Leadership on Organizations 3.0 Analysis and Findings 4.0 Conclusion References 1.0 Introduction Over the past decades the study of leadership has been carried out by a number of different scholars. The study of leadership has been faced with challenges of a number of definitions. However, these definitions have shown the significance of leadership among a group of individuals, and organisations. Three contemporary views on leadership have been provided by known scholars, such as transactional leadership, transformational leadership, and charismatic leadership views. In the globe today, people witness or work with several leaders with different types of leadership styles in their organisations. However, there are two major leadership theories that define or assume there is a particular personality or behavioural characteristics that leaders share. Leadership has been one of the most discussed and debated topics in social sciences. These debates and discussions have shown how vital and important leadership is regarded. The objective of this paper is to discuss the importance of leadership. The following section would provide a literature review. Thereby defining leadership and its importance, the impact of leadership in organizations. 2.0 Literature review Leadership in the past decades has been one of the most debated and discussed...

Words: 499 - Pages: 2

Premium Essay

Leadership

...Discussion 3 3.1 Strategic leadership 4 3.2 Transformational leadership 4 3.3 Transactional leadership 5 4.0 Issues 5 4.0.1 Corporate vision and mission 5 4.0.2 Cultural diversity 6 4.0.3 Nurturing and delegation 6 4.0.4 Teamwork 6 5.0 Impacts 7 5.0.1 Unity of working teams 7 5.0.2 Setting organizational tone, strategy and right culture 8 5.0.3 Improved individual employee personal performance 8 6. 0 Conclusion 9 REFERENCES..................................................................................................... 10 1.0 Executive summary The hospitality industry has had great evolution over ages especially so in the aspect of leadership and management. It is one of the most dynamic industries across the globe in the modern day context with so much differentiation of products and embracing varying leadership styles in order to cope with the ever-increasing pressure in competition. It is in this understanding that this paper intends to critically analyze the leadership style upheld by the Hilton global hotel with special attention to the leadership of the serving CEO, Christopher J Nassetta. 2.0 Introduction Leadership is the art of imparting influence to people and making them willingly cooperate towards realizing an organizations purpose. In our analysis, Christopher, the CEO to Hilton Hotels exhibits great aspects of a leader and practices a range of leadership styles. In particular, he practices strategic leadership styles which entails the...

Words: 2681 - Pages: 11

Premium Essay

Leadership

...ethical leadership? Michel Dion ´ Universite de Sherbrooke, Sherbrooke, Canada Abstract Purpose – The aim of this study is to know if ethical theories could be connected to some leadership approaches. Design/methodology/approach – In the paper eight leadership approaches are selected: directive leadership, self-leadership, authentic leadership, transactional leadership, shared leadership, charismatic leadership, servant leadership, transformational leadership. Five western ethical theories (philosophical egoism, utilitarianism, Kantianism, ethics of virtue, ethics of responsibility) are analyzed to see to what extent their basic concepts could be connected to one or the other leadership approach. Findings – A given ethical theory (such as philosophical egoism) could be suitable to the components of various leadership approaches. Ethical leadership does not imply that a given leadership approach is reflecting only one ethical theory. Rather, ethical leadership implies that for different reasons, various leadership approaches could agree with the same ethical theory. This is what we could call the “moral flexibility of leadership approaches”. Research limitations/implications – This study focuses on western ethical theories. A similar study should be undertaken for Eastern ethical theories coming from Buddhism, Hinduism, Confucianism, or Daoism. Practical implications – Some dualisms (such as Kantianism-transformational leadership, philosophical egoism-transactional leadership) do...

Words: 11184 - Pages: 45

Premium Essay

Leadership

...Transformational leadership in the South African public service after the April 2009 national elections Authors: Manasseh M. Mokgolo1 Patricia Mokgolo2 Mike Modiba3 Affiliations: 1 Department of Human Resources Management, University of South Africa, South Africa Learning and Development Unit, Tromso Management Consultants CC, Boyne, South Africa 2 Orientation: The implementation of transformational leadership in public services after national elections has been well recorded in other parts of the world. However, this is not the case in South Africa. Research purpose: The purpose of the study is to determine whether transformational leadership has a beneficial relationship with subordinate leadership acceptance, job performance and job satisfaction. Motivation for the study: Leadership is a critical issue that the public sector needs to address in order to survive and succeed in today’s unstable environment. According to Groenewald and Ashfield (2008), transformational leadership could reduce the effects of uncertainty and change that comes with new leaders and help employees to achieve their objectives. Research design, approach and method: The sample comprised 1050 full-time employees in the public sector based in head offices. The measuring instruments included the Multifactor Leadership Questionnaire (MLQ), the Leadership Acceptance Scale (LAS), the Job Satisfaction Survey (JSS) and the Job Performance Survey (JPS). Main findings: Transformational leadership had a positive...

Words: 7811 - Pages: 32

Premium Essay

Leadership

...Leadership…changing over the years. The study of leadership and its styles over the years has proven to be quite a challenge owing to its abstract nature and differences in perception, making an objective discourse rather difficult. Over the years, different researchers have come up with models of their own, as they attempted to explain leadership and the various roles it encompasses. It is therefore a fruitful approach to first consider the major theories on the topic. This would help us better comprehend the evolution of perceptions on leadership, and help us explain the connection between leadership and motivation as we proceed through the report. * Trait studies of leadership Early studies on leadership focused on identifying the personality traits that contributed to success as a leader (Argyris, 1955; Mahoney et al., 1960). The underlying assumption in these studies, known as trait studies, was that successful leaders had innate qualities that could not be ‘learnt’, which made them different from non-leaders. In short, successful leaders were born, not made. Discussions of leadership in the 20th century essentially began with the trait approach. While this perspective is now seen as incomplete, there has been recent renewed interest in characteristics of effective leaders. In spite of the questionable premise of trait theory as originally conceived, recent research has identified some traits associated with effective leaders: intelligence, self-confidence, determination...

Words: 4521 - Pages: 19

Premium Essay

Leadership

... | CONTRASTING STYLE OF TWO LEADERS The traces of Leader and the act to guide have always been since the beginning of mankind. Numerous theories have been evolved; definitions have been coined by various famous and renowned authors, academicians and also from the various institutes. In today’s business active world lot of attention have been shed on leaders and various notions of leadership linked with them. Peter Drucker, in his work in 1954 pointed out that “Leadership is of utmost importance. Indeed there is no substitute for it. But leadership cannot be created or promoted. It cannot be taught or learned”. In an orthodox composition on ‘Kantian theory of Leadership’, Bowie mentioned that “leader has a hierarchical and even elitist connotation, opposite to Kant’s moral (basically egalitarian) philosophy” (Bowie, N, 2000).As per Machaivelli “power was seen as the sole purpose of leadership”. (Machiavelli, N, 1952). Were as academicians like Schiro, J. B. (1999) whose view is more vigorous; “Leadership is an elusive concept, so there are many definitions of...

Words: 2616 - Pages: 11

Premium Essay

Leadership

...Evaluation of Leadership in private sector organizations in Aruba Faculty of Hospitality & Tourism Management Leadership and Management Midterm Report Abstract This paper brings forward the key aspects of the Aruban Entrepreneur. These would be discussed and related to different theories. To obtain these aspects of entrepreneurial activity two local entrepreneurs were interviewed and their philosophies were put into this paper. Beside the key aspects this paper would also discuss entrepreneurship, entrepreneurship, the relationship between entrepreneurship and economic growth and the common traits and skills of the Aruban entrepreneur. Abstract Content Introduction to the organization Current leadership Scientific analysis and diagnosis of leadership Areas of improvements Recommendations Critical reflections Resources Introduction As part of the Master’s program at the University of Aruba, in the Faculty of Hospitality & Tourism Management Studies, in the course “Leadership & Management”, it is required to submit a paper on the “Evaluation of leadership in private organizations in Aruba”. More specifically, this paper will have an in depth look at the leadership styles within the Aruban businesses and analyze and explained the findings/ observations based on leadership theories. More particular, we will try to uncover the different leadership models that can be applied in order to improve effectiveness and efficiency, overall performance...

Words: 2906 - Pages: 12

Premium Essay

Leadership

...ADEOYE MATRIC NUMBER: PG/SMS/014/14495 COURSE CODE: BUS 838 COURSE TITLE: MANAGEMENT THEORY. TOPIC: LEADERSHIP DATE: AUGUST, 2015 An Assignment Submitted To Prof. J.O. Adetayo OUTLINE: A. Introduction B. The Concept of Leadership C. Conclusion D. References INTRODUCTION There is nothing elusive about leadership. Although great leaders may be rare as great runners great partners or great actors, everyone has leadership potential just as everyone has some ability at running painting and acting. (The management bible leadership is about knowing what the next step is (John Adair). Ref: Neil Flamaga & Jaruis Finger (2004): The management bible cape town Zebra Press. Leadership is not an exclusive club for those who are born with it. Employees generally follows their leaders. They are therefore much likely to comply with laws and guidelines when leaders show high commitment to compliance. Leaders must set a good example and clearly communicate their expectations. Compliance with regulations much more likely when leaders develop and carry out programs that emphasize the goals of regulation such as diversity and safety. Various programme should be carefully developed and communicated to increase employees knowledge and motivation (Stewart & Brown, 2009). The Black ants filled out aimlessly without a leader. (French Proverb) a lot leadership has a lot to should in the direction of the human efforts towards organisational goal achievement. Successful...

Words: 3263 - Pages: 14

Premium Essay

Leadership

...Leadership September 8, 2013 MGMT 1115 Instructor: Sandi Wakefield Leadership is the ability to inspire confidence and support among the people who are needed to achieve organizational goals. Leadership involves establishing a vision that is clear to others so that they will follow specific goals willingly. In leadership this person will guide and or direct a group of people. A person that has leadership skills always steps up in crisis, and has the ability to act and think in difficult crisis. Leadership cannot be taught like management can, it may be learned and improved through mentoring and instruction. Whereas, with management one act as a boss and a implementer. In management a person produces order, stability, and expectedness. As oppose to leadership this person produces change and adaptability to new products, new markets, new customers, and new work processes. (DuBrin, The Nature and Importance of Leadership, 2010) According to Ernie DiMattia in the Library Journal, leadership and management are two related terms related to the operation of any successful organization. He states that leadership refers to someone who guides or influences others while management is the process of directing or administering. Motivating different level of staff members encouraging them and organizing them, maintaining stability, and balancing external change with internal culture, are some of the ways leadership and management are internally linked. Not all leaders manage and...

Words: 1266 - Pages: 6

Premium Essay

Leadership

...LEADERSHIP Tamethea C. Willis Simmons College Leadership and Management NU 454 Leadership “Effective leaders bring out the best in people by stimulating them to achieve what they thought was impossible” (Leadership Education and Development INC. [LED], 2007, expression 17). It is often heard that an organizations success is based on the strength and effectiveness of its leaders. As concepts and theory’s of leadership continue to evolve, it is paramount that the proper leader is chosen to be the change agent in today’s workforce. In the context of this paper, I will define leadership; assess my own leadership style and my peer’s perception of my style, distinguish what type of leadership I work best under, and the style of leadership of my current manager. When choosing a leader, there are three aspects that should be considered: people, influence and goals. In the words of Richard L Daft, Jr. Professor of Management at Vanderbilt graduate school of management, “Leadership occurs among people, involves the use of influence, and is used to attain goals…Thus, leadership as defined here is the ability to influence people towards the attainment of goals” (Daft, 2000, p. 502). However, other theorist and researches have not come into agreement on what the definition of a leader should be. Early leadership definitions placed emphasis on the leader’s behavior or traits, while contemporary definitions of leadership places greater focus on one’s...

Words: 808 - Pages: 4

Premium Essay

Leadership

...60 Academy of Management Perspectives February A R T I C L E S Leadership and Neuroscience: Can We Revolutionize the Way That Inspirational Leaders Are Identified and Developed? by David A. Waldman, Pierre A. Balthazard, and Suzanne J. Peterson Executive Overview Recent advances in the field of neuroscience can significantly add to our understanding of leadership and its development. Specifically, we are interested in what neuroscience can tell us about inspirational leadership. Based on our findings, we discuss how future research in leadership can be combined with neuroscience, as well as potential neurofeedback interventions for the purpose of leadership development. We also consider ethical implications and applications to management-related areas beyond leadership. L eadership development is a multibillion-dollar industry, with in-house as well as external consulting groups offering leadership development techniques and programs for their clients. The efficacy of traditional leadership development methods, however, has recently been called into question (Haines, 2009), with many researchers recognizing the need to go beyond traditional leadership assessment methods, which typically involve evaluating leader behaviors and qualities through some sort of survey process through which followers or peers rate a leader’s effectiveness. In particular, recent advances in neuroscience are expanding our understanding of behavior and learning...

Words: 9673 - Pages: 39

Premium Essay

Leadership

...Title: Effective Leadership Introduction: Leadership is "the conduct of an individual when he is guiding the activities of a group towards a collective goal". A leader is described as someone who sets supervision in an effort and influences people to pursue that direction. How they establish that direction and influence individuals depends on a variety of factors. Before I get started, let me characterize leadership according to all the books and academic journals I have read. Leadership is a course of action by which a person inspires others to accomplish a purpose and manages the organization in a way that makes it more systematic, coherent and run like an excellent tuned engine. Leaders carry out this practice by applying their leadership characteristics, such as vision, attitude, values, ethics, character, intelligence and skills. “Effective leaders rely more on personal power than on position power,” albeit your position in an organization as a manager, administrator, lead, etc. gives you the power by virtue of the position to accomplish specific tasks and objectives in the organization, this authority does not make you a leader...it merely makes you the person in charge by the position. Leadership varies in that it makes the followers want to accomplish high goals, rather than merely bossing or dictating people around. Leadership is said to be a whole lot and nothing. It is everything because it can be established at all levels in organizations, not just at the summit...

Words: 2098 - Pages: 9

Premium Essay

Leadership

...Introduction My definition of leadership is having a lasting impression on others, and not only inspiring them, but making a physical difference in their lives (hopefully in a good way). To have this ability to make impressions and differences, you need communication skills. One who cannot communicate well will never be a leader. A leader must know how to speak so his ideas are understood in the correct way. The next aspect of effective leadership is the ability to make decisions to change, and not always stick to the status quo. What good are leaders who are afraid of change? Another aspect of leadership is the ability to handle failure, because this is an aspect of leadership whether we want to believe it or not. My experiences in life have greatly influenced my definition of leadership. Throughout my career and life I have had a chance to experience different leadership styles and theories exhibited by different people. I have learned to use the good and not use the bad when dealing with followers. Different people and different situations require different approaches, as well as different styles and theories. The theories I will explore in my research that has also influenced my thinking on leadership and leaders are Transformational Leadership, Leader-Member Exchange Theory, and Servant Leadership. Philosophy Transformational leadership is a leadership style that I admire and hope to use effectively when I return to work. “Transformational leaders integrate...

Words: 4042 - Pages: 17

Premium Essay

Leadership

...Code 5741/41 LEADERSHIP –THEORY AND PRACTICE This essay will review the theory of leadership from early in the last century and critically assess the most relevant areas under debate. Theory What is leadership? Leadership is of itself constantly in debate, what is it, do we need it and how does it work are just some of the questions in what remains a live and ongoing debate. Whilst there are many definitions available in the wide array of literature the one selected here is that of Rost[1] who said” leadership is an influence relationship among leaders and followers who intend real changes that reflect their mutual purposes” having analysed the definitions of leadership used in the literature from 1900-1979 . At its most fundamental level there is a great deal of discussions about what is leadership and what is management with authors such as Kotter[2] who describes a leader as someone who creates an agenda through the establishment of a vision and gives direction to help align the followers to achieve a successful outcome , compared to his arguably less positive description of a manager as someone who prepares plans and budgets, organizes and staffs the team and monitors the results against a plan, hence the manager is seen to provide order, consistency and predictability. Rost on the other hand argues against this[3] “up with leaders and down with management” approach which he suggests Kotter’s approach describes and concludes this obsession with leadership is not perhaps...

Words: 1829 - Pages: 8