المعايير التربوية لاختيار معلمي و معلمات غرف مصادر صعوبات التعلم في ضوء بعض المتغيرات

Abstract EN

The study aims to identify the educational standards in selecting male and female teachers of resources rooms of learning disabilities and to determine whether they differ due to gender, type of school, type of work, qualification, and experience variables.

In order to identify the educational standards, a study tool is developed and consists of 70 items distributed to six domains.

After verifying the validity and reliability of the tool, it is applied to the sample of the study which consists of (283) of headmistress, headmasters, female teachers, and male teachers.

The study reaches to the following results: The arithmetical averages show that educational standards in selecting male and female teachers of resources rooms of learning disabilities are high.

The first place is for the standards of preferences and tendencies domains followed by the personal standards domain and finally care, guidance, and direction domains for students with learning difficulties.

The leadership of teachers of resources rooms for learning difficulties domain comes in the fourth place followed by the institutional and functional standards, and finally the domain of curriculum standards of teaching methods and evaluation.

Also, the results show that there are significant statistical differences between the averages of the sample estimations of the study due to the gender variable in favor of females.

Moreover, the statistical differences in academic qualifications variable are in favor of higher education, the type of school is in favor of private schools, the experience variable is in favor of 10 year experience and less.

Finally, the type of work variable is in favor of teachers.

In light of the study results, the researchers recommend relying on the standards adopted in this study and benefiting from it in selecting male and female teachers of resources rooms of learning disabilities to serve those of learning disabilities.