مدى دور مشرفي الرياضيات و العلوم في تحسين أداء معلميهم لتنفيذ سلسلة كامبردج من وجهة نظر المعلمين

Abstract EN

This study aimed to reveal the role of mathematics and science supervisors in improving the performance of their teachers to implement the Cambridge series from the teachers' point of view, as well as to reveal the impact of the study variables (gender, experience, and specialization).

The researchers used the descriptive approach, and to achieve the goals of the study, a questionnaire was prepared and consisted of (17) items distributed on three axes: the student, the teacher, and the learning environment.

The sample of the study consisted of (110) male and female teachers chosen randomly.

The results of the study showed that for mathematics and science supervisors a role in improving the performance of their teachers to implement the Cambridge series from the teachers 'point of view, where the arithmetic mean of the tool as a whole reached (3.52) i.

e.

a medium degree, and the results also showed that the role of supervisors in the“ learning environment ”axis got the highest average Its value is 3.68 (high score), followed by the “teacher” axis with an average score of 3.65 (medium degree), and finally the “student” axis with an average score of 3.18 (medium degree).

The study also showed that there were no differences due to the gender variable, experience and specialization in the tool as a whole and its three axes.

Based on the results of the study, the study recommended several recommendations, the most important of which is the need for supervisors to cooperate with teachers to educate students and parents about the new curriculum and its goals, and increase workshops and courses that the supervisor provides to the teacher to take advantage of in the new curriculum.