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Abstract:
The main goal of this study is to recognize the most famous obstructions for the investment of
time, as the educational supervisors of Najran educational Zone think Also, to recognize the different
points of view for the educational supervisors about the obstruction of the investment of this time,
according to their educational certificates, training and the experience years and also, to introduce some
suggestions which can help the educational supervisors to insert their time efficiently.
To accomplish these goals, the researcher has prepared an educational device which is a
questionnaire after he had read the educational literature, and the previous researches, which the
committee of referees have approved they were also approved by using (the Alpha kronpach) Laboratory
and the stability degree was (0.927) and the symmetry approval has been come true by finding the
connection value, by using the connection value Pearson. And the total connection value between the all
obstructions was (0.807) and it is ahigh connection value which refers to the strong interior connection
between the phases and that is no interference between them, and so they were distributed between the
members of the study who were (75) supervisors. (68) questionnaires were complete and they were
statistically processed.
(The Study Results)
1. The most famous obstructions come from the personality of the educational supervisor to insert the
time because of his less concentration while doing a lot of tasks at the same time, and his habit of
putting off executing the tasks, and that the supervisors is not qualified to insert the time or to preplan doing the tasks and the time of executing the tasks is not defined.
2. The results show that the most obstructions come from the nature of the supervising tasks which are;
a. there are a lot of administration tasks for the educational supervisors.
b. They have a lot of tasks at the same time.
c. The difficulty in following up a lot of teachers.
d. The ambiguity of the role of the educational supervisor.
e. There are a few supervisors.
3. The results show that the obstructions come from the surrounding of the educational supervisor
which affects badly investing the time, which come to surface suddenly during work, and the school
are far from the place of the educational supervisor.
4. The results show that there are important differences in statistics for the level (a=0.05) between the
averages of the individuals, responses according to the different educational certificates. The
differences were more positive for the individuals who have High Degrees than the individuals who
have got only. Bachelor Degrees.
5. The results show that there are important differences in statistics for the level (a=0.05) between the
averages of the individuals responses according to the number of the training programs on
educational supervising. The differences were more positive for the individuals who had attended ten
programs or more than who had attended from five programs, and who had attended only one
programs or nothing.
6. The results show that there are important differences in statistics for the level (a=0.05) between the
averages of the individuals, responses according to the experience yeas. The field of supervising .
the differences were more positive for the individuals who haw the years or more than the individuals
of five to less than ten years and the individuals of one to less than five years.
7. the results show that there is positive connection between the all obstructions of investing the time
for the educational supervisors in najran educational zone , from their points of view , the level
(a=0.01) the total Pearson connection point between the all obstructions come from the personality of
the educational supervisor and the other obstructions (0.930) and this connection valve is high . so ,
the relationship between them is relatively .

(study recommendations)
* the researcher has presented number of recommendations:
1. To train the educational supervisors to know how to invest the time and to distribute the tasks
daily work activities efficiently .
2. To encourage the educational supervisors to develop their elf Development to over come
obstructions of time investment , become it . helps to develop their work .
3. To adopt the device of this research on the educational supervisors in all the regions
governorates of Saudi Arabia .
4. To do researches about the effect of the thane investment obstructions on the efficiency of work
achievement and raise the level of work .

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''Differentiated Supervision'' : -

Allan Glatthorn
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''Developing Supervision" : -

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Creative Time_

Preparatory Time

Productive Time_

Overhead Time

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Mackenzie,1990,P45

Drucker,1982,P42

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32.4

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t-test :

ANOVA

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0.800

83.1

3.32

0.738

82.7

3.31

0.811

82.4

3.29

0.904

81.3

3.25

0.866

77.6

3.10

0.818

76.1

3.04

0.836

76.1

3.04

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0.871

73.9

2.96

1.097

73.2

2.93

1.033

72.8

2.91

0.976

70.6

2.82

0.827

65.8

2.63

0.864

65.4

2.62

0.798

64.3

2.57

0.872

62.4

2.49

0.881

73.9

2.96

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(Lowe & Gervais, 1988)(Miller,1983)

(Stevenson & Stigler, 1992)

(Boak, 1985 )(Hughes, 1983)

(DiPadova, 1989)(Karweit, 1988 )
(Burt, 2001)

0.629

85.3

3.41

0.736

84.9

3.40

0.713

84.6

3.38

0.762

83.1

3.32

0.742

83.1

3.32

0.789

82.0

3.28

0.699

81.3

3.25

0.626

80.9

3.24

0.878

80.5

3.22

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0.879

78.3

3.13

0.744

77.9

3.12

0.698

76.8

3.07

0.810

75.7

3.03

0.855

75.4

3.01

0.954

75.4

3.01

0.743

74.6

2.99

0.679

73.9

2.96

0.688

69.5

2.78

0.849

65.1

2.60

0.762

78.3

3.13

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(Lowe & Gervais, 1988)(Miller,1983)

(Stevenson & Stigler, 1992)

(Boak, 1985 )(Hughes, 1983)

(DiPadova, 1989)(Karweit, 1988 )
(Burt, 2001)

0.845

78.3

3.13

0.728

77.2

3.09

0.905

76.1

3.04

0.739

73.2

2.93

0.913

71.7

2.87

0.847

67.6

2.71

0.860

58.8

2.35

0.834

71.8

2.87

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T-Test

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0.003

3.128-

*0.004

2.360-

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2.910-

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2.357-

1.7995 11.936 43.545

0.6417 3.1438 51.333

2.2321 14.806 55.022

1.0068 4.9327 60.375

0.7792 5.1692 18.500

0.4191 2.0531 21.708

4.2180 27.979 117.56

1.7651 8.6472 133.41

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2.357

3.128

51.333
43.545

2.360

60.375
55.022

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ANOVA

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0.008

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4.202

6.984

4.203

5.920

400.202
95.242

1200.607

64

6095.511

67

7296.118

835.339

2506.018

119.611

64

7655.100

67

10161.118

77.113

231.340

18.351

64

1174.469

67

1405.809

2777.779

8333.336

469.180

64

30027.531

67

38360.868

5.920

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4.202

6.984

4.203

scheffe

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37.692

48.700

47.545

48.142

46.461

10.71

58.966

14.04

62.363

16.10

64.214

16.076

20.500

21.636

19.500

101.923

128.166

131.545

131.857

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ANOVA

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0.008

*0.037

*0.025

*0.011

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5.143

3.460

3.885

4.881

498.459
96.911

996.918

65

6299.200

67

7296.118

488.875

977.751

141.283

65

9183.367

67

10161.118

75.046

150.092

19.319

65

1255.717

67

1405.809

2504.325

5008.651

513.111

65

33352.217

67

38360.868

4.881

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5.143

3.460

3.885

scheffe

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40.700

47.750

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51.250

52.450

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60.083

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62.167

17.600

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20.810

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21.917

111.850

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127.833

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135.333

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Pearson

Pearson

0.791

0.803

0.766

0.883

0.949

0.930

0.930

0.766

0.791

0.949

0.803

0.883
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OUT LOOK

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636465666768-

Mackenzie, R. A., New Time Management Methods, London: The

Darnell Corporation 1990.
Glatthorn, Allan, "Differentiated Supervision" Association for
Supervision and Curriculum Development, Alexandria, 1997
Boak, G. (1985): Managing Time, Supervising: Technical Aspects of
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Burt, Christopher(2001): Relationships between Supervisor
Behavior, and Perceived Time Management ability, Com/p/search?
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Dipadova, L.N, Faerman(1989): Supervisors Managing Time in the
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/352#REF
6- Hughes, Larry(1983): Time Management Problems of
Instructional
Supervisors,
http://www.eric.ed.gov/ERICWebportal/Home.portal
Justus, Manuel(1984): It is Time to Make Every Minute Countable,
Phi Delta Kappan, March, Vol.65,no.7.
Karweit, Nancy(1988): Time on Task: The Second Time Around,
NASSP Bulletin, Feb.
Lowe, Robert, and Gervais Robert(1988): Increasing Instructional
Time in Today's Classroom. NASSP Bulletin.
Mackenzie, Alec.(1990): Team Work Through Time Management,
The Darnell Corporation, p.49.
Miller, Richard A(1983): Time on Task: A Look at What Erodes
Time for Instruction, NASSP Bulletin .
Stevenson, H, and Stigler, S.P(1992): The Learning Gap, Published
by Simon and Schuster, New York.

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