()

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1430 / 1431

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1430 / 1431

... ... ... ... ( ). ... ... ... ... ... ( ) { : 19 }. " ". ( ). . . . . . . : / - . / . : . . . : - .

: - ( ). : . : . . : 1430/ 1431 : () . : () ( ) . : 1430/1431 (154) . : :1- () (3.76 5.00) .2- () : .3- 0.05 ( ) ().4- 0.05 ( ) (). : . . . () . .

: 1-9

1-1 2

1-2 3

1-3 5

1-4 5

1-5 6

1-6 7

1-7 7

: 10-74

2-1: 11-51

1- 12

2- 13

1- 13

2- 13

3- 14-32

:

1- 14

2- 15

- 17

- 20

- 23

- 23

- 24

- 25

- 28

- 28

- 29

- 30

4- 32-41

- 32

- 32

- 33

- 34

- 40

5- 42-51

- 42

:

- 42

- 44

- 45

- ()47

- 48

- 48

- 50

2-2 : 52-74

1- 53

2- 53

3- 67

4- 72

5- 74

: 75-84

3-1: 76

3-2: 76

3-3: 76

3-4: 76

3-5: :78

:

1- 78

2- 80

- 80

- 80

3- 81

3-6: 82

3-7: 82

: 85-134

4-1: 86

4-2: 86

4-3: 96

4-4: 133

4-5: 134

: 135-150

5-1: 136

5-2: 140

5-3: 148

151-158

:159-171

:

1- 160

2- 163

3- 168

4- 170

172

3 - 1 77

3 - 2 77

3 - 3 80

3 - 4 82

4 - 1 86-91

4 - 2 96

4 3 98

4 - 4 101

4 - 5 104

:

4 - 6 107

4 - 7 109

4 8 112

4 9 115

4 - 10 119

4 - 11 122

4 - 12 125

:

4 - 13 127

4 - 14 130

4 - 15 " : Independent Sample T-test " 133

4 16 " : One Way ANOVA" 134

: 1-1 1-2 1-3 1-4 1-5 1-6 1-7 1-1 : .

" " ( ) () ( 1426 215).

( 1415) . .

- - ( 1422 212).

( 1420 301). ( 1425 92) .

" " " " . " " Cameron & Quinn) 2006 4). " " ( 1412 7).

" " .

1-2 :

( 1419 3).

( 1423 47). . ( 1425 642).

: ( 1424) ( 1425) ( 1425) ( 1426) ( 1428) ( 2007) .

( ) ( 1420) ( 1425) ( 1426).

( 1427) . .

. ( 2006 23). ( ) . : () 1-3 : :1. ()

2. () 3. " "

4. " " 1-4 : :1- () .2- () .3- .1-5 :- : :1- .2- . . 3- . - : :1- . 2- . .3- .4- .5- .1-6 :

: () . : . : 1430/1431 2009. 1-7 :1- : Keyton) 2005 (17: " ". (Hofstede 2001 9) : " ( ) ". : . 2- : " " ( 2006 13). : " " ( 1412 11). : () ( ).3- : : " " ( 1419 103). : .4- : : " " ( 1412 21). : () . : : 2-1 1- 2- .3- .4- .5- .1-: () : . ( ) : : (- ). : (- - - - - - - - - ).: (- -- - ).: ( - - - - ()- - - ). .2- :1- : " . " ( 2001 333). ( Hunt , Bonnell & ,1999 39-35 ) ( ) " " " ".- : :1- : . . .2- : .3- : .4- : . . .5- : .6- : ( 2008 310-311).3- :

:

( 2001 333). .

. .

: . ( 2008 311).

( 2003151) : " ". ( 1425 627) " ".

" " ( Viva, 2009 102). ( McShane & Glinow 2000 498) " ". ( 1425 629) . . - :

( 2008 314). . : ( 1424 253).

: ( 2006 18).

:

1- .2- .3- . ( 2008 313). ( 1425 630) :

1- .2- . 3- . . ( 1424 253). - : :1- (). 2- () ( 2004 333). ( 2004 333) ( 2008 316 -317) :1- ( Intensity ) .2- ( Consensus ) . . : . . ( 2003 150-151) . . . . . . ( 2006 30) : () . :1- () ( Power Culture): . . (Viva 2009 105) : . . . . . . . . .

2- (Role Culture): . . . (Viva 2009 105) : . . . . 3- (Task Culture): . . (Viva 2009 105) : . . . . . . . . . .4- (Person Culture): . (Viva 2009 105) . .- : . : 1- (): ( ) . . .2- : ( ) . . .3- : ( ) .4- : ( ) . 5- : ( ) . . 6- : ( ) . 7- : ( ) . .8- ( ): ( ) . . . 9- : ( ) . .10- : ( ) . .11- : ( ) . 12- : ( ) . ( 1416 40-44). - :

:

1- : .2- : .3- : .4- : .5- . : . ( 2006 51-52).

- : ( McShane & Glinow2000 498-499) :1- ( Assumptions ): . : - - - -.2- ( Beliefs ): .3- ( Values): . . :* : : : ( ) .* : : : . . (2003) :4- ((Organizational norms.5- ( (Organizational expectations. ( 2006 49 ). - :

: : . . : . : ( ) . : . : . . : (Viva 2009 102-103). : :1- : .2- : .3- : . .4- : .5- : .6- : .7- : ( ) . 8- : ( ) .9- : .10- : ( 2004 328-329). (Keyton 2005 35-40) :1- : .2- : . ( 2006 47-48) :

. ( Dominant values ) . . . (Organizational climate) . . . . ( 2003 153). ( 2006 47-48) (Strong organizational Culture ) . Weak organizational Culture) ) "" Thick Culture) ( "" ) (Thin Culture.

" " ) Dominant Culture ( ) ( Sub-cultures .

- :

. . . . . . . . : . . . ( 2003 163-164). - : . . ( Shichman & Gross ) : : . : . : . : . : ( 2004 334-335). - : ( 2006 26-27) : . ( 2008 319-320) . . . . . . . ( 2006 26) . . ( 2008 319) . . ( 200627) . : - - ( 2008 320) . - : ( 2003 148) . . . . . (Owens 1981 192) : " ( ) ( ) ". (Keyton2005 71) . . . . 4- :1- : ( 2004 179). " . " ( 2003 15). ( 2005 19).2- : . :1- .2- .3- .4- .5- .6- .7- ( 1427 23). " " ". (Burton) (Brueckner) :1- .2- ( 2003 20).- : : : . : . : . ( ) : ( 1429/2008 63-75).8- : ( 142820). ( 2002 41). ( ) ( 142820). : : (1377 - 1383): . _ 1344_ : ( 1429/2008 29). ( 142820) ( ) 1378/1379 : : . ( 1429/2008 29-30). : . . . . . . . . . ( 2005 32- 33). ( 1419 18). : (1384 - 1387): : . . . . . : ( ). . ( ). . ( 1419 19). ( 1420 180) . : (1387 - 1395 ): ( ) ( 1429 33) . : . . ( 2005 33-34). 1394 : - . - . - .- - : () - - . . ( 1419 21-22). : (1399 1400 ): : 1- . 2- . 1398 . . : ( ) . . ( 1419 23-24). ( 1411 306) . : (1401 ): ( 2005 34). (1416) ( ) ( ). 1401 1416 ( 1419 25-26). ( 1411 301) . : . . . . . . . . ( 2005 34-36). ( ) ( ). ( 1429/2008 38-399). - : . . " "{: 38} ( 1428 29). ( 1426/1427) ( 1427) ( 1429/2008 89). ( 1426/1427 7) . (1427 ) . ( ) . :1- .2- .3- .4- . ( 1419 136).5- :1- : . . . ( 1427 29-30). . . ( 1429 134).2- : . ( 2004229- 231). . . ( 2001 255). :1- .2- .3- .4- . . . . . . . . ( 2004 229-232). 5- : . ( 2004 300). . ( 2005 23) : . : . . . : . ( 2004 336) . . . . ( 1420 296-298). : . (Keyton 2005 129) ( 2004 336) . : . : (Keyton 2005 126). : . : ( Viva 2009 110). . ( 2008 317). ( 319) :1- .2- .3- .4- .5- . : 1- : .2- : .3- : . 4- : . ( 2004 336). : : . . : (1917) : ( 2006 202-203). . . : . ( 1423 42 75) . - : ( 2007) ( 1420/ 1999) ( 1428/2007) ( 1425) ( 1425/ 2005) . ( 2004 339). . . ( 2003 155). ( Waterman & Peters ) . . . . (Jay Barney) ( ) ( 2004 339). . . ( 2003 155). . . . ( 2004 340 ). . ( 2003 156). ( 2004 219-221) . . . . : ( ) . ( 2004 340). : 2-2 :1-

2- 3- 4- 5- 1- : :

: .

: .

2- :

1_ (:1412) " : ". - - : . . . 1990 . (62) . :

( ) . .

. . . 2_ ( : 1416/ 1996) " : ". . : ( 1412) . . : . . . .

. . . .3_ (: 1420/1999) " "

(150) :

. . . . . ( ) . . 4- (: 1424/ 2003) " ". : : . (505) . ( ) : . " " : . . : . . : . : .

5- (: 1424) " " . (253) . ( ) () : . :

.

( ) . (2- 10 ) 10 10 . (+) ( ) . (p=0.05) . : . : . . . .6_ (: 1425) " ".

( ) . . . (454) 82%. . :

. . . .7_ (: 1425/2005) " "

. (240) . :

. . ( ). . . . 8- (: 1426/ 2005) " " . . (215) .

:

. . .

. . 9_ (: 1427/ 1428) " ". ( ) . . (258) (110) . : . . . ( ) . . 10_ (: 1427/1428) " ". ( ) ( ). (378) (- ). . : . " " " " " " . " ". . . . 10 . ( - ) . 11- 2006:Schoen) (. " ". . . : .

.12- (: 2007) " ".

(23) (1000 ) (211) (178) Handy ) ( ( ) .

:

.

( ) . .13- (: 1428/2007) " - ". (18) ( ). (500) :

. . . : . . 3- :

1_ (: 1419) " ". (- - - ) (480) (16403) :

( ). ( ) ( ) . . . 2_ (: 1422/ 1423) " ". . ( ) . :

( ) ( ). . .3_ (: 1426/1427) " ". : . (244) . :

( ) ( ) ( ). ( ) : . . . 4- (: 1426/1427) " ". . :

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"" : . "" : () . .

.

4- :

: : (Schoen ) . : . . ( ) . ( ) . ( ) . . . . (Schoen ) . . . . : : . ( ) .

5- : :1- . 2- .3- .4- . : :3-1 3-2 3-3 3-4 3-5 3-6 3-7 3-1 : .3-2 :

: " " ( 1427191).3-3 : () (511) (: 1430) 1430/1431. 3-4 : 30% . (154) . (154) . ( ) : (3 - 1)

14392.9

117.1

154100%

(3-1) (143) 92.9% (11) 7.1% . (3-2)

5 2717.5

5 10 3925.3

10 15 4026.0

15 4831.2

154100%

(3-2) (48) 31.2% 15 (40) 26.0% 10 15 (39) 25.3% 5 10 (27) 17.5% 5 . 3-5 :1- : . : ( ) . (1412) . (45) (12) . ( ) : 1- (1102736) 2- (211 28)3- (3 12 20) 4- (212937)5- (1322 38) 6- (3930144)7- (403123155) 8- (413224166)9- (4225177) 10- (43338)11- (18263444) 12- (4535199) ( ). 5 1 . (Closed Questionnaire) . .2- :1- : (13) (1) (2) . ( ) (4) .2- : (Pearson's correlation) () . (3-3)

10.50**240.54**

20.60**250.73**

30.57**260.71**

40.37**270.71**

50.53**280.74**

60.73**290.74**

70.75**300.63**

: (3-3)

80.62**310.56**

90.67**320.65**

100.56**330.74**

110.67**340.66**

120.61**350.77**

130.68**360.71**

140.70**370.68**

150.69**380.69**

160.76**390.67**

170.80**400.55**

180.80**410.84**

190.70**420.76**

200.58**430.67**

210.76**440.57**

220.58**450.70**

230.80**--

** 0.01 (3-3) (0.01) .3- : () Cronbach's Alpha ()) ( (3-4) . (3-4)

450.9713

(3-4) (0.9713) . 3-6 : (154) 1430/1431. (SPSS) .3-7 :

Statistical Package for Social Sciences (SPSS). ( ) (5-1=4) (4/5= 0.80) ( ) :1- 1 1.80 ( ) .2- 1.81 2.60 ( ) .- 2.61 3.40 ( ) .- 3.41 4.20 () . - 4.21 5.00 ( ) . () . :1. () " Weighted Mean " . 2. " Mean " ( ) . 3. " Standard Deviation " . .4. Pearson's correlation " " .

5. " Alpha Cronbach () " .6. .7. () " Independent Samples T-test " () .8. () " One Way ANOVA " () . : 4-1 : . :4-2 " () " () . (4-1) . (4-1)

%

10 895411--4.510.631

%57.835.17.1--

1 875413--4.480.652

%56.535.18.4--

: (4-1)

%

30 755816414.310.813

%48.737.710.42.60.6

2 586924214.180.784

%37.744.815.61.30.6

36 606818714.160.855

%39.044.211.74.50.6

8 5864284-4.140.806

%37.741.618.22.6-

43 576724514.130.847

%37.043.515.63.20.6

19 635429714.110.918

%40.935.118.84.50.6

22 507525314.100.799

%32.548.716.21.90.6

9 585633614.060.9010

%37.736.421.43.90.6

40 575928824.050.9411

%37.038.318.25.21.3

32 526333334.030.9012

%33.840.921.41.91.9

24 545538524.000.9213

%35.135.724.73.21.3

: (4-1)

%

4 457425823.990.8914

%29.248.116.25.21.3

35 5063291023.970.9515

%32.540.918.86.51.3

45 515835823.960.9416

%33.137.722.75.21.3

29 417134623.930.8717

%26.646.122.13.91.3

25 4561371013.900.9218

%29.239.624.06.50.6

5 446434933.890.9519

%28.641.622.15.81.9

34 436534843.880.9720

%27.942.222.15.22.6

41 386937913.870.8821

%24.744.824.05.80.6

31 4164371023.860.9322

%26.641.624.06.51.3

: (4-1)

%

33 366449233.830.8723

%23.441.631.81.31.9

21 3765381313.810.9224

%24.042.224.78.40.6

23 4253451223.790.9825

%27.334.429.27.81.3

15 4060361443.771.0226

%26.039.023.49.12.6

16 3663361633.731.0027

%23.440.923.410.41.9

6 37485415-3.690.9528

%24.031.235.19.7-

18 " "3262431523.690.9529

%20.840.327.99.71.3

44 3559391743.681.0330

%22.738.325.311.02.6

39 3754392313.671.0231

%24.035.125.314.90.6

: (4-1)

%

42 3653431933.651.0332

%23.434.427.912.31.9

11 3059481253.630.9933

%19.538.331.27.83.2

38 3252491923.600.9934

%20.833.831.812.31.3

7 2758531333.600.9435

%17.537.734.48.41.9

17 2360551153.550.9436

%14.939.035.77.13.2

13 2261451973.471.0337

%14.339.629.212.34.5

26 2060521573.460.9938

%13.039.033.89.74.5

37 2442632143.400.9939

%15.627.340.913.62.6

28 18535220113.311.0740

%11.734.433.813.07.1

: (4-1)

%

14 2249443093.291.1141

%14.331.828.619.55.8

27 18324541182.941.1942

%11.720.829.226.611.7

20 14353936302.791.2543

%9.122.725.323.419.5

3 13205351172.751.0944

%8.413.034.433.111.0

12 15263048352.611.2845

%9.716.919.531.222.7

3.760.64

() (3.76 5.00) ( 3.41 4.20) ( 1426/2007) ( 1427/1428) ( 1424 ) ( 1425) . () () (2.60 4.51) ( / ) () () (10 1 30) :1. (10) " " (4.51 5) .2. (1) " " (4.48 5) .3. (30) " " (4.31 5) . ( 2 368 43 19 22 9 40 32 24 4 35 45 29 25 5 34 41 31 33 21 23 15 16 6 18 44 39 42 11 38 7 17 13 26) (4.18 - 3.46) (2) " " (4.18) (26) " " (3.46) . () (37 28 14 27 20 3 12) :1. (37) " " (3.40 5) .2. (28) " " (3.31 5) - - .3. (14) " " (3.29 5) .4. (27) " " (2.94 5) : .5. (20) " " ( 2.79 5) .6. (3) " " (2.75 5) . 7. (12) " " (2.61 5) . .4-3 " () " () () (4-2) . (4-2)

3.830.6405

3.700.7419

2.710.98012

3.710.7568

3.730.7377

3.810.7026

3.870.7013

3.860.7214

3.680.79810

4.030.6571

3.680.77011

4.030.7902

() (4.03) (4.03) (3.87) (3.86) (3.83) (3.83) (3.73) (3.71) (3.70) () (3.68) (3.68) (2.71) ( 1428/2007) ( 1416/1996) ( 1425) ( 1427/1428) " " ( 1425/2005) ( 1427/ 1428) " " " " " " . :1- :- (4-3)

%

10 895411--4.510.631

%57.835.17.1--

1 875413--4.480.652

%56.535.18.4--

36 606818714.160.853

%39.044.211.74.50.6

27 18324541182.941.194

%11.720.829.226.611.7

3.830.640

() (3.83 5.00) ( 3.41 4.20) ( 1424/2003) . () (2.94 4.51) ( / ) (10 1) :1. (10) " " (4.51 5) .2. (1) " " (4.48 5) . (36) " " (4.16 5) . (27) " " (2.94 5) : . (10 1 36) (0.63 0.65 0.85) () . (27) (1.19) (1) . : . . 2- :- (4-4)

%

2 586924214.180.781

%37.744.815.61.30.6

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11 3059481253.630.992

%19.538.331.27.83.2

28 18535220113.311.073

%11.734.433.813.07.1

3.700.741

() (3.70 5.00) ( 3.41 4.20) . () (3.31 4.18) ( / ) (2 11) :1. (2) " " (4.18 5) . ( 1427) "" ( ) . 2. (11) " " (3.63 5) . ( 28 ) " " ( 3.31 5) . (2 11 28) (0.78 0.99) () . (28) (1.07) (1) . () .3- :- (4-5)

%

20 14353936302.791.251

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3 13205351172.751.092

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12 15263048352.611.283

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2.710.98

() (2.70 5.00) ( 2.61 3.40) () ( 1425) . () (2.61 2.79) ( ) (20 3 12) :1. (20) " " (2.79 5) . 2. (3) " " (2.75 5) . 3. (12) " " (2.61 5) . (20 3 12) (1.25 1.09 1.28) () () . 4- :- (4-6)

%

29 417134623.930.871

%26.646.122.13.91.3

21 3765381313.810.922

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37 2442632143.400.993

%15.627.340.913.62.6

3.710.756

() (3.71 5.00) ( 3.41 4.20) . () (3.40 3.93) ( / ) (29 21) :1. (29) " " (3.93 5) . (21) " " (3.81 5) . (37) " " (3.40 5) . (1420/1999) . (29 21 37) (0.87 0.92 0.99) () . 5- :- (4-7)

%

22 507525314.100.791

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38 3252491923.600.992

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13 2261451973.471.033

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3.730.737

() (3.73 5.00) ( 3.41 4.20) . () (3.47 4.10) () (22 38 13) :1. (22) " " (4.10 5) . 2. (38) " " (3.60 5) .3. (13) " " (3.47 5) . (22 38 ) (0.79 0.99) () . (13) (1.03) (1) . . 6- :- (4-8)

%

30 755816414.310.811

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4 457425823.990.892

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39 3754392313.671.023

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14 2249443093.291.114

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3.810.702

() (3.81 5.00) ( 3.41 4.20) . () (3.29 4.31) ( / ) (30) " " (4.31 5) . ( 14 ) " " (3.29 5) . (30 4) (0.81 0.89) () . (39 14) ( 1.02 1.11) (1) . :1. (39) " " (1.02) .2. (14) " " . 7- :- (4-9)

%

40 575928824.050.941

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5 446434933.890.952

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31 4164371023.860.933

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23 4253451223.790.984

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15 4060361443.771.025

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3.870.701

() (3.87 5.00) ( 3.41 4.20) ( 1427/ 1428) " " . () (3.77 4.05) () (40 5 31 23 15) :1. (40) " " (4.05 5) . ( 1420/1999) . 2. (5) " " (3.89 5) . ( 1422/1423) . 3. (31) " " (3.86 5) .4. (23) " " (3.79 5) .5. (15) " " (3.77 5) . (40 5 31 23) (0.94 0.95 0.93 0.98) () . (15) (1.02) (1) . . 8- :-

(4-10)

%

32 526333334.030.901

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24 545538524.000.922

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41 386937913.870.883

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16 3663361633.731.004

%23.440.923.410.41.9

6 37485415-3.690.955

%24.031.235.19.7-

3.860.721

() (3.86 5.00) ( 3.41 4.20) ( 1427/ 1428) " " . () (3.69 4.03) () (32 24 41 16 6) :1. (32) " " ( 4.03 5) .2. (24) " " (4.00 5) .3. (41) " " (3.87 5) .4. (16) " " (3.73 5) .5. (6) " " (3.69 5) . (32 24 41 16 6) (0.90 0.92 0.88 1.00 0.95) () .9- :- (4-11)

%

25 4561371013.900.921

%29.239.624.06.50.6

42 3653431933.651.032

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7 2758531333.600.943

%17.537.734.48.41.9

17 2360551153.550.944

%14.939.035.77.13.2

3.680.798

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Keyton, Joan (2005). Communication & Organizational Culture. California, USA: Sage Publications limited. McShane, Steven; Von Glinow, Mary( 2000). Organizational Behavior. Boston, USA: McGraw Hill Companies. Owens, Robert (1981). Organizational Behavior in Education. 1st Edition. USA: Prentice Hall. Schoen, LaTefy. (2006). Awareness of Socio-Cultural Influnces on Teachers and the Quest for Excellence. Research presented to International Congress of School Effectiveness and Improvement Researchers. Louisiana State University, Louisiana ,USA. Viva Private Limited ( 2009). Organizations and Behavior. New Delhi, India: Vendor Vasishtha. (1) (1)

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The Abstract of the studyUniversity: Imam Mohammed Ibn Saud Islamic university - Riyadh.

College: College of Social Sciences Education dept. (major in Administration and Educational planning).Researcher name: Abeer Abdulaziz Saud AlMuqbil.Supervisor name: Abdulaziz Sulaiman AlDuwaish.Academic year: 1430/1431H

Study Address: Available Organizational Culture in the Offices of Education (Girls) in Riyadh City.

Study Objectives:

The study aimed at identifying the level of prevailing organizational culture in the Offices of Education (Girls) in Riyadh City. In addition to identifying the prevailing values that form this culture and determining the differences with statistic meaning among the opinions of the study sample towards the culture level and if these values are related with the study variables (Qualification Experience period in the education offices). Moreover, attaining the key recommendations and suggestions that help the officials in the Education Establishments to benefit from the study results to develop and improve the work environment in these offices.

Study Method, Society, Sample, and tool:

The researcher used the descriptive method with its surveying style. The study society included the educational supervisors and the study was applied in the first semester of the academic year 1430/1431 H on a study sample of 154 educational supervisors. The researcher depended on the questionnaire as a tool to collect the required information.

Key results of the study:

The study found the following results:

1- The individuals of the study sample agreed on the prevailing organizational culture in the Offices of Education (Girls) in Riyadh City with general mean 3.76 /5 and this means that the level of organizational culture in these offices is high.

2- The prevailing values that form the organizational culture in the Offices of Education (Girls) in Riyadh City came on the following descending order based on the mean values: Defense and Exploiting the Opportunities, Justice, Team Work, Strength, Economy, Sufficiency, Efficiency, Elite, Law, System, Competition and at last Reward as the lowest value.

3- There are no differences with statistic meaning at the level 0.05 or less among the trends of study sample individuals around the level of organizational culture with varying the educational qualification in the Education Offices (girls).

4- There are no differences with statistic meaning at the level 0.05 or less among the trends of study sample individuals around the level of organizational culture with varying the experience period in the Education Offices (girls).

The key Recommendations of the Study:

It is necessary to increase the knowledge of the educational supervisors in the prevailing organizational culture in general in the Education Offices and illustrating the organizational culture that helps in work achievement and performance efficiency.

It is necessary to put suitable policies and rules for the rewarding system to distinct educational supervisors at the end of every academic year. In addition to linking the rewarding system with the level of work performance, efficiency, innovation, and creativity for motive and developed performance.

The managements of the Education Offices should apply the evaluation policy correctly in order to measure the staff performance via giving the educational supervisors a report about the performance in regular periodical way in order to enhance positive skills and eliminate gaps during their works and job tasks. The managements of Education Offices (girls) should encourage the change and comply with the progress and development in the world at the educational institutions.

The managements of Education Offices with close coordination and planning of the higher institutions should give the educational supervisors and other employees in the offices real chances to develop their future career paths via training and development in their fields. This will return on the Education Offices and the educational institutions that follow them with much benefits and improvements.

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