الفهرس 
الفصل الاوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Introthiction :
The school has distinguished status in life of the students, and at the same time is an educational (ynd social environment has salient effects on all aspects of their personalities . The response of student which is in accordance with situations and problems he faces especially in school environment is a positive indicator motivates him to establish consistent relationship with his classmates and his teachers and to achievement .
The essence of educational process is focused on the predominant social relationship in the school and their interactions then the results of these interaction . This educational process the learner and educator teacher contribute to it is originally the basis of school climate.
The Success of educational process in a school environment is related to many factors that may contribute to achieving that success. The nature of work in school and the type of predominant relationships and interactions between students and administration, administration and the teacher, and the student and the teacher, and among the students themselves have the major effect in success and aillieving goals of educational process . The more the seilOol climate was characterized by democracy , easiness of interaction
considering psychological needs of students and allowing, and them to participate in planning the work they responsible for , the
more they become motivated and activated toward achievement.
The student who finds in school environment what helps him to grow and feel secure , his personality grows healthy and in the right way . But if the school environment is full of frustration and may types of threats and conflicts Behavioral disorders 101 emerge and affect on students’ lives and their behaviors , and their abilities to cope and be conditioned
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Summary, fo the study 4,74Y/ 4.,41,4.•41/
successfully . That matter may increase severity of anxiety in students , consequently , he exposes psychological and social disorders , hinder him from educationally progression and affect negatively on his future and relationships with his classmates and teachers .
Some studies consider that autocratic approach, in the par of school administration and the teachers, leads to high level of stress on the students ; and as a result raises the level of anxiety for them . Those studies indicate that the high level of anxiety, threatening and stress in the school situations, does not result only from. their own personalities , but also from the dominant dealing and social relations in and out school. Authoritative dealing from the part of school administration and the teachers may evoke the desire of student to be ’Aggressive in their response or withdraw from contributing to the action in the classroom ; and consequently their level of achievement will below.
The results of what mentioned above represent in spreading, undesired behavior styles in the school environment physically and verbally . In fact we consider these problems as psychological features resulting from the feeling of threatening of this bad school climate. The abnormal behavior of the students are considered indications of response to psychological stresses which they are feeling in the bad school climate .
The student under anarchic climate characterized by passivity , refuse ness and neglect ness feels psychological unrest as a result For what he meets in that anarchic climate as well as the existence of anarchical naughty students . hence we can say that the situation makes the student feels anxiety , tension and unrest then psychological stress .
The researcher ; interested in the importance of students and their relations with school climate, tried to explore the bad
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impact of them on the students’ personalities . for example when the teacher dominates upon the student , the student will feel afraid and threatening ; and consequently may show an abnormal behavior such as not respecting his teachers or hatin him and the school as a whole. And as a result ,deteriorating thg level of school achievement. e Stcluiroblem :
The other as a social workers in secondary technical schools found that many students suffer from psychological stresses resulted from their relationship with the school administration and their teachers . So , he tried to explode this point by a pilot study on group of students ,” technical & public education ” he found them suffering from psychological stresses related with a number of variable;; already existing in the school climate such as , school administration , teach
social relationships , school activities schoo ers , nment that
l enviro
includes potentials and equipments , school climate
training and curriculum . , practical
A secondary school student feels hard psychological stresses hence , the author touched the importa►ce and necessity of exploring the most important sources of stress and stressful situations that challenge students in public and technical secondary schools .1-le could do that by studying the correlation relationship between psychological stresses for stude in public and technical secondary schools and the three catentsgfyiies of school climate ( autocratic , democratic and anarchic) he questioned whether that stresses are deferent with the change
in the school climate , with the type of education blic-
Technical)? with the gender ( male ( pu — female)? or as a result of
interactions among those three variables 7
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Summaty fa the study Aims of the study :
The present study aims at exploring the psychological stresses of secondary school students and to what extent they may be affected by : school climate learning type ( general technical ) and student gender ( male — female ), or effected by the interaction between the three variables . The study also aims at exploring the relationship between perceived psychological stresses and-school climate , with its own three types (automatic — democratic- anarchic) for secondary schools students (general — technical) . Study terms :
J.- psychological stress :
The author defined the ’” psychological stress ” of the student as it is at a student feels of unrest, tension and Anxiety as a result of some condition and stressful satiations he faces . These situation presents him to internal psychological stress that may be salient in his relationship with his own- self’ , hiS family his classmates , his teacher and the school curriculums then with the school. administration and the society as whole .
Experimentally : psychological stress is determined by the degree the student gains in ” the psychological stress scale ” ( by the researcher )
2- school climate :
The author defined the term of ” school climate ” as the characteristics distinguish social relation and interaction that happen in the school climate and they are often determined by trends and practices of people present in that environment ( principals , teachers and students ) and to what (Alen! that trends and practices may be characterised by warm , acceptance , sympathy , encouraging and approval or what • come in
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opposite such as cool , refusal and ignorance or Anarchic conduct.
Experimentally : the sehOol climate and it style is determined by the degree the student gains in the school climate scale with its three dimensions ( Autocratic — Democratic -- Anarchic ) . ( by the researcher)
Study sainkle
the subjects of the study consisted of ”300” students (males and females), aged between ” 15 — 17 ” years, from secondary schools at general and technical ( industrial , commercial and agricultural ) Learning at Deyarb Negm, Sharkya
Instruments of the study :
1-psychological stresses scale . ( by the researcher )
2-school climate scale . ( by the researcher ) Statistical styles of the stud
I - correlation factor ( person’s method ) .
2- Multible Analysis of Variance (MANOVA ) : 3x 2 x 2
3-’Poky test of statistical function .
Results of the study :
First : results of correlation relationship
1. There is a significant negative correlation factor .( at the standard”0.01”)Between students’ degrees in psychological stresses ( and in most dimensions) and their degrees in
perceived democratic school climate. This supports the first hypothesis of the study .
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2.There is a significant positive correlition factor ( at the standard”0.01”)between students’ degi ecs in psychological stresses ( and in most dimensions ) and their degrees in perceived autocratic school climate supports the second hypothesis of the study .
3.There is a significant positive cormleion factor ( at the standard”0.01”)between students’ degrees in psychological stresses ( and in most dimensions ) and their degrees in perceived anarchic school climate. This supports the third hypothesis of the study . Second : results of Analysis of Variance :
4.There are significant differences ( At the Standard ”0.01”) between the Averages of degrees of students, at the three types of school climate (Autocratic — Democratic --Anarchic ), in psychological stresses; in favor o • the autocratic and Anarchic climates .this supports the fourth hypothesis of the study .
5.There is a significant differences (At the Standard ”0.05”) between the Averages of degrees if students, at the general and technical education, in psychological stresses ; in favor of the students in general see: endary schools .this supports the fifth hypothesis of the stnly .
6.There is no a significant differences between the Averages of degrees of males and females students, in general and technical education, in psychologal stresses, this supports the sixth hypothesis of the study .
7.There is no a significant differences between the subjects of the study (categorized according school climate and education typc):-. in psychological . stresses, that does not supports the seventh hypothesis of the study .
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8. There is no a significant difference between the study sample groups ( categorized accordk, to school climate and education type and the gender ), in psychological
stresses, that does not supports the eighth hypothesis of the study .
9.There is no a significant differences between the study sample groups (categorized according to education type and the gender ), in psychological stresses, that does not supports the ninth hypothesis of the study.
10.There is no a significant differences between the study sample groups (categorized according to school climate, education type and the gender ), in psychological stresses, that does not supports the tenth hypothesis of the study .