معوقات استخدام الأهداف الوجدانية في العملية التعليمية من وجهة نظر معلمي المرحلة الأساسية في محافظات غزة

الملخص EN

The study aimed to detect the obstacles of using affective goals in the educational process from the primary level teacher`s point of view at the public schools in Gaza Strip.

The researcher followed a descriptive analytical method to achieve the objectives of the study, the study sample consisted of (176) teachers, were selected randomly from the Directorate of Education (Khan Younis, and East of Khan Younis) with a relative weight of (60.2%).

The Researcher used a questionnaire in the second semester 2014/ 2015, consisting of (32) items, divided into three fields: The obstacles of the primary schools teachers’ knowledge of effective goals, and obstacles of the practice of the primary schools’ teachers to affective goals.

Finally the obstacles of the measurement of the primary schools teachers of the Affective goals.

Actually the results revealed that the obstacles of using affective goals in the educational process from the primary level teacher`s point of view came moderately with a relative weight of (63.55%).

While the obstacles of the measurement of the primary schools teachers of the Affective goals came with a relative weight of (65.16%).

Nevertheless, the obstacles of the practice of the primary schools teachers to affective goals came with a relative weight of (64.0%).

The obstacles of the primary schools teachers’ knowledge of the affective goals came with a relative weight of (62.8%).

The results revealed that there were no statistically significant differences that hinder the use of affective goals in the educational process from the perspective of teachers in the basic stage due to the variable (sex) , also there is a statistically significant differences that hinder the use of affective goals in the educational process from the perspective of teachers in the basic stage attributed to the educational qualification variable and in favor of (bachelor’s) , as results showed no statistically significant differences obstacles of using affective goals in the educational process from the perspective of teachers in the basic stage due to the variable teaching experience, the study made a number of recommendations and suggestions.