المعلم الجيد من وجهة نظر الطلاب و المعلمين

Abstract EN

Many teachers join the education system every year, and as we know most of them are not good enough.

However, the profession of teaching needs qualified people who have the internal motivation in order to reach the required quality and excellence.

Teachers have a sacred and honest message, and without them, there is neither learning nor education, so they are the basis of the whole process.

The profession they have chosen is fundamental and important in the progress of development and success of the entire society.

Teachers are supposed to leave a good and beautiful impact on their students although the curriculum is not good enough.

They must have abilities, qualifications, characteristics and skills that differentiate them from others.

Because of the importance of teachers in the educational process, they need special preparation and specific rehabilitation programs that are carefully studied and supervised by specialized institutions.

Previously, teachers were responsible of teaching the generations, but the rapid developments and changes that the society witnesses have also changed the role of the teacher.

Therefore, teachers have become a mere mediator to transfer knowledge and information to their students.

However, there are several studies that have investigated the topic of the good teacher; few of them have studied it from the perspective of both students and teachers.

The research questions are: (a) who is the good teacher from the students' perspective? and (b) who is the good teacher from the teachers’ perspective? The study has adopted the quantitative approach.

It has used a questionnaire that has been used in an article in the Hebrew language and it is translated into Arabic by the first author of the article.

The questionnaire has 26 paragraphs that were used for students and teachers.

They focus on the aspects of creativity and thinking styles, methods of teaching and the subject they teach, principles and values related to the attention and assistance and appreciation of students, leadership, participation and completion.

The questionnaire was answered by 70 students in the seventh grade in junior schools in the triangle area and 70 teachers in junior schools in the same area.

The results of the study partially supported the first hypothesis and indicated that there are no significant differences in the characteristics of the good teacher from the students’ perspective attributed to gender except the title of "creativity and thinking styles." There are no significant differences in the qualities of the good teacher from the teachers’ perspective attributed to gender, so the second hypothesis was not confirmed.

The third hypothesis was also not verified because the results indicated that there are no significant differences in the qualities of the good teacher from the teachers’ perspective attributed to age.