الفهرس 
الفصل الأول الإطار العام للدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The present study aimed at developing a proposed perception for organizing the transferring of students from public instruction to Al-Azhar instruction. This is done by relying on the intellectual framework of Al-Azhar pre-university instruction in Egypt, and transferring students from public instruction to Al-Azhar instruction and the forces influencing it. To achieve the purposes of the study, the descriptive approach was used and the researcher used a questionnaire as an instrument for collecting information and data. It consisted of two axes, the first axis: the factors that affecting the transferring of students from public instruction to Al-Azhar instruction, and the second axis: the necessary requirements for organizing the process of transferring students from public instruction to Al-Azhar instruction. Participants of the study consisted of (415) persons among the institute directors, deputies and teachers at Al-Azhar institutes. Results of the study revealed that Al-Azhar instruction is one of the oldest and most significant cultural, educational and scientific institutes in the world. It is the destination of religious knowledge and the purpose of scholars and researchers from everywhere. The ability of Al-Azhar instruction to excel and outshine in its performance and improve the quality of its outputs and the educational facilities it provides distinguishes it from others. Flexibility in developing teaching methods at Al-Azhar instruction in confronting the contemporary challenges due to the improvement of the educational capabilities and methods at Al-Azhar institutes. In addition, results indicated that some teachers adhere to the traditional methods in teaching. Also, there was no a statistically significant difference between the mean scores of the participants’ responses according to the job (leaders - teachers) on the first axis as a whole (the factors that affecting the transferring of students from public instruction to Al-Azhar instruction) and in the second axis (factors that related to Al-Azhar instruction). As for the first axis (factors that related to the public instruction), the differences were in favor of leaders (higher mean). There was a statistically significant difference between the mean scores of the participants’ responses according to the job (leaders - teachers) on the second axis (the necessary requirements for organizing the process of transferring students from public instruction to Al-Azhar instruction) in favor of the teachers (higher mean).