الفهرس 
الفصل الأول: الإطار العام للدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
introduction:
Strategic planning is one of the most important factors that lead to the success and progress of any society in all fields, as it is considered one of the most important elements of success for any program or activity that a person wishes to implement. And the practical application of this planning, and the stages that it will go through, because with planning alone success is achieved, and without it, success is rarely written for any program or project that is implemented.
The use of strategic planning in organizations has become widespread in the current era as a result of the great speed of continuous change and innovation. Numerous experiments have proven that organizations that plan strategically outperform organizations that plan traditionally. As strategic planning is based on well-thought-out practical plans that work on forming plans, defining goals, implementing them, following them up, evaluating them, and defining their future vision. Threats and future changes.
Therefore, strategic planning has shown a quantum leap in developed countries, so it was needed more in developing countries, including Egypt, so that we can reform the education system to keep pace with the developments of the times, hence the importance of using strategic planning in developing the capabilities of the teacher in a way that enables him to acquire new skills that help him to Carrying out the renewed roles and responsibilities imposed by the education of the modern era, and so that it can provide distinguished education commensurate with the needs of this era as one of the important drivers in the educational process and a positive guide for its students in dealing with the variables of modern technology, and an effective observer of the course of the educational process through these modern technologies.
The study Problem:
The professional development of teachers has become a necessity for the improvement of education. In light of the changes and developments that have taken place in the educational environment; In addition to the multiplicity of methods and systems of relationships and roles, in various aspects of the educational process, and since realistic observations indicate and confirm the existence of deficiencies in the performance of teachers; They become in dire need of professional development that takes them to advancement and progress, and keeping pace with contemporary scientific and educational changes, and the responsibility for this role lies with the Ministry of Education and its directorates in the governorates, and the application of the culture of strategic planning has become seriously and an urgent necessity for educational institutions and their teachers if they want to survive, continue and excel. Rather, it has become the only way for it, especially in light of its continuous keenness to improve and develop its performance to reach the desired goal, and what these educational institutions aspire to can be achieved through a culture of strategic planning and its role in supporting the professional development of teachers of the basic education stage in them, despite the importance of planning One of the efforts that are being made to implement it in public education, however, is that it faces some difficulties, and this was confirmed by many studies and educational research that indicated the existence of deficiencies in the culture of strategic planning among teachers. Professional development for primary education teachers?
from this main question, the following sub-questions branch out:
(1) What is the conceptual framework for the culture of strategic planning?
(2) What is the intellectual framework for the professional development of teachers?
(3) What is the reality of spreading the culture of strategic planning for teachers of the basic education stage and its impact on professional development in Sohag Governorate?
(4) What is the proposed scenario for spreading the culture of strategic planning among basic education stage teachers in supporting professional development in Sohag schools?
Objectives of the study:
(1) Identify the conceptual framework of strategic planning.
(2) Identify the intellectual framework for professional development.
(3) Exposing the reality of spreading the culture of strategic planning among teachers of the basic education stage in Sohag Governorate in support of professional development.
(4) Submitting a proposal to spread the culture of strategic planning for teachers of basic education in supporting professional development in Sohag schools.
The importance of studying:
(1) The importance of the study stems from the importance of strategic planning because of its prominent and clear role in developing the educational process and eliminating the problems and obstacles facing education.
(2) The importance of spreading the culture of strategic planning among teachers of the basic education stage because of its effective role in applying strategic planning in schools.
(3) Increasing the awareness of those responsible for education at the primary stage of the importance of spreading the culture of strategic planning among teachers of the basic education stage.
(4) Clarify the positive impact and positive relationship between the application of strategic planning and the development of education.
Study Approach:
The study used the descriptive approach in this study, due to its suitability to the nature of the study. where the study variables were described; They are: the culture of strategic planning, the professional development of teachers, and a proposed vision to activate the culture of strategic planning to support the professional development of teachers.
The study sample:
The study tool was applied to a representative sample of teachers of some basic education schools (the first cycle) in Sohag Governorate, and their number reached (733) teachers. officials and society.
Study limitations:
The current study was limited to:
• Human limits: The current study was limited to male and female teachers of some basic education schools (the first cycle) in Sohag Governorate.
• Spatial boundaries: The study was applied to some basic education schools in Sohag Governorate, and the application was chosen in Sohag Governorate, due to the researcher’s proximity to the distance.
• Temporal limits: The field study was applied to a sample of teachers of some basic education schools, during the second half of the academic year 2021-2022 AD.
Results of study:
(1) The results showed that the averages of the expressions of the reality of the role of the culture of strategic planning in supporting and developing the professional development of teachers of the basic education stage and in the triple scale (Lickert) specified by the researcher in the field study. big.
(2) The results showed that the averages of the expressions of the requirements for activating the role of the culture of strategic planning in supporting and developing professional development among teachers of the basic education stage and in the triple scale ( Likert ) that was specified by the researcher in the field study. moderately.
(3) The results showed that the averages of the expressions of the obstacles to activating the role of the culture of strategic planning in supporting and developing professional development among teachers of the basic education stage and in the triple scale ( Likert ) that was specified by the researcher in the field study. to a great extent.
(4) The results showed that the averages of the dimensions of the role of the strategic planning culture in supporting and developing the professional development of the three basic education stage teachers and in the triple scale (Lickert) specified by the researcher in the field study. to a great extent.
(5) The results confirmed that there were no statistically significant differences between the mean scores of the sample members from the different faculties of education according to the educational management variable on the questionnaire as a whole, and also according to each dimension separately.
(6) The results confirmed that there were no statistically significant differences between the mean scores of the sample members of teachers and school administration members on the questionnaire items.
(7) The results confirmed the existence of statistically significant differences between the mean scores of the sample members of the teachers according to the job experience variable on the questionnaire as a whole, and the differences were in favor of (10) years or more, and this may be due to the number of years of experience that the individual spent at work, and also There is no significant difference according to each dimension separately.