العوامل النفسية و الاجتماعية المؤدية لضعف التحصيل الدراسي للطلبة كما يراها المعلمون في المدارس الحكومية في محافظة بيت لحم

الملخص EN

The study investigates the social and psychological factors that influence pupils' achievement in public schools in Bethlehem District from the teachers' perspective.

A descriptive analytical research design was used in the study.

A sample of 10% of the teachers (200 male and female teachers) in the district was selected using a stratified random sampling approach.

The data were collected using a questionnaire developed by the researcher for the purpose of the study.

Its validity was tested by several referees and its reliability was tested using Cronbach Alpha and the reliability coefficient was .81.

SPSS was used to analyze the data.

The results show that social factors have an impact on pupils' achievement with an average of 3.71 (agree) while the psychological factor has a lower impact with an average of 3.38 (sometimes).

The results also show that there are no statistically significant differences between the influence of sociological and psychological factors on the pupils' achievement in all variables: teacher gender, years of teaching experiences, school type, pupil level, school subject, and school location.

Based on the results of the present study, the following recommendations can be made.

(1) Create a supportive school environment that allows pupils to learn and communicate in an attractive atmosphere where understanding and dialogue prevails.

(2) Engage pupils in social activities to help them get rid of their shyness, and aloofness and to help them to grow and mature and to be able to communicate.

(3) Engage pupils in classroom activities to help them use their extra energy in a beneficial way to reduce their aggressive behavior.

(4) Create opportunities for pupils to actively engage themselves in school-related activities by giving them assignments, activities and roles that support their self confidence and reinforce their relation with their schools.

(5) Build bridges of confidence between teachers and pupils’ parents for the purpose of creating a cooperative atmosphere and to increase the understanding between schools and family.

(6) Finally, explore ways and means to support needy families economically so their economic