إمتلاك معلمي العلوم للمعايير الأردنية لتنمية المعلمين مهنيا من وجهة نظرهم و من وجهة نظر مديري المدارس و مشرفي مادة العلوم

Abstract EN

This study investigates the degree to which Jordanian science teachers meet the national professional teaching standards from both their own perspective and that of headmasters and science department supervisors.

The study sample consisted of (50) male and female teachers holding bachelor’s degrees in science (Physics, Chemistry, Biology, and Geology).

Additionally, (20) headmasters and (20) science supervisors were chosen randomly from the Directorate of Education (Amman, Assalt, Ein Albasha, Dair Alla, and South Showna).

The researchers applied a questionnaire that included seven domains for national professional teaching standards to be completed by the study sample.

Several statistical techniques were used: Means, standard deviations, t- tests and one way (ANOVA).

Results indicate an 82.60% teacher response rate to all domains.

The response percentage of headmasters and science supervisors was (71.80%) and (63.60%) respectively.

Results do not indicate any statistically significant variance between means attributed to experience.

However, there was a statistically significant difference between the means of responses from the sample study population (teachers, headmasters, and science supervisors).

In light of these results, the study recommends performing inclusive teacher training, and evaluating teachers according to national professional teaching standards to achieve the common interests of headmasters, educational supervisors, and teachers in meeting national professional teaching standards.