تطوير أداء مديري المدارس الثانوية الفنية بمحافظة المنيا في ضوء مَدخل اليقظة الاستراتيجية

The current research aimed to develop the performance of technical secondary school principals in Minia Governorate in the light of the strategic vigilance approach through a proposed conceptualization. To achieve this goal, the research used the descriptive approach. By preparing a questionnaire consisting of (50) items to measure the reality of strategic vigilance in the performance of the principals of technical secondary schools in Minia Governorate in the following dimensions (technological vigilance - competitive vigilance - marketing vigilance - environmental vigilance) and also to measure the reality of their performance in the functions of strategic vigilance, which are (expectation - discovery - monitoring - learning). The research sample was represented in (760) teachers in (14) technical secondary schools (industrial - agricultural - commercial) in Minia Governorate.
The research had concluded the following results: In general, the performance level of technical secondary school principals in Minia governorate for strategic vigilance was medium. As for the dimensions of strategic vigilance, it was generally at a medium level of vigilance; In detail, their performance was at a level of great vigilance in internal vigilance and a level of lower average vigilance in external vigilance, and their performance was arranged in an ascending order in their performance of external vigilance according to what is required to be developed as follows: (marketing vigilance, environmental vigilance, competitive vigilance, technological vigilance). The level of their performance of the strategic vigilance functions was average, and the functions were arranged according to the necessity of development into (discovery, expectation, learning, monitoring). The research recommended the necessity of the commitment of technical school principals to apply the procedural practices and mechanisms of strategic vigilance to develop their performance, and to adopt the direction towards the application of decentralization in school management according to the circumstances and possibilities available in the school. It also recommended to empower and grant them with the authority that enables them to achieve open communication with the external environment and society, to develop their skills in (communication and openness, crisis management, strategic thinking, forward-looking management, problem management and dealing with them), and to provide technological infrastructure to automate school work and training on it.