A suggested scenario for activating the work style of basic education schools in Minya Governorate

The current research aims to develop a proposed vision to activate the method of the work team in basic education schools in Minya Governorate, "a field study", and the research adopted the descriptive approach, and the research tool was applied and was represented in the two-part questionnaire, the first part: preliminary information, the second part: the reality of the work team method In Basic Education Schools in Minya Governorate, where the research tool was applied to a number (36) basic education schools in the nine Minya Governorate centers, out of a total of (158) schools and (22%) of the total basic education schools in the governorate, and the research sample consisted of (1224) examined (101) managers and agents, and (1123) teachers are employees of P. Basic education schools in Minia Governorate, and research found several results, including:
      The level of the practice of the research sample for the reality of the work team's style is represented in the six dimensions adopted by the current research came in a medium degree, and the (meaning of work) dimension came in the first rank among the dimensions of the work team style, and the degree of the reality of the work team style in basic education schools in Minya Governorate came in average in total Where the meaning of the work dimension came in the first rank, followed by the influence dimension, then the dimension of self-efficacy, then the clarity dimension, followed by the freedom of choice dimension, and the sixth and last rank came the dimension of the participating leadership, as there are no statistically significant differences between the research sample Return to gender (a Male and female and there are statistically significant differences between the research sample in terms of years of experience in favor of years of experience (10 years or more), and there are statistically significant differences between the research sample in terms of type of school accreditation (accredited - not accredited) in favor of accredited schools.