The Causes of Achievement Weakness for Students of Public Education in Arabic from Teachers` and Head teachers` Perspective in Gaza Strip

دحلان, عمر على (2013) The Causes of Achievement Weakness for Students of Public Education in Arabic from Teachers` and Head teachers` Perspective in Gaza Strip. مجلة القراءة والمعرفة, 139. pp. 43-76.

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Abstract

This study aimed to define the causes of achievement weakness for students of public education in Arabic from teachers` and head teachers` perspective in Gaza. the sample of the study consisted of ( 263) distributed to ( 203) male and female and teachers and ( 60) head teachers. In order to achieve the aims of the study, a questionnaire of fifty items divided into five domains was constructed. The findings of the study were as follows: 1- Teachers` responses on the study domains were with relative weight (%71.6). It was higher than head teachers` responses which was (%69.3). 2- There were no statistically significant differences between the mean of responses of the sample in the total degree for the tool of the study and the first, fourth, and fifth domains due to variable of the title job. There were statistically significant differences in the second and third domains in favor of head teachers. 3- There were no statistically significant differences between the mean of teachers` responses in the total degree of the questionnaire and the first, third, fourth and fifth domains due to variable gender. There were statistically significant differences in the second domain in favor of female teachers. There were no statistically significant differences between the mean of head teachers` response in the total degree of the questionnaire and the whole domains due to variable of gender, except the fourth domain which had statistically significant differences in favor of male head teachers. 4- There were no statistically significant differences between the mean of the sample of the study in the total degree of the questionnaire and the second, third, fourth and fifth domains due to the variable of school stage. There were statistically significant differences in the first domain in favor of the basic stage (5- 6).

Item Type:	Article
Subjects:	L Education > L Education (General)
Divisions:	Faculty of Law, Arts and Social Sciences > School of Education
Depositing User:	د. عمر علي موسى دحلان
Date Deposited:	02 Oct 2018 09:00
Last Modified:	02 Oct 2018 09:00
URI:	http://scholar.alaqsa.edu.ps/id/eprint/1030

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