إمكانية تطبيق المنهج المحوري في التعليم الثانوي بالمملكة العربية السعودية من وجهة نظر قادة المدارس و المشرفين و المعلمين بتعليم جازان

Abstract EN

The research aimed to identify the extent of the core curriculum applicability in secondary education in Kingdom of Saudi Arabia from the viewpoint of school leaders, supervisors, and teachers in Jazan Directorate of Education.

The relationship of the core curriculum applicability in secondary education in Kingdom of Saudi Arabia is defined as the work variable (school leaders, supervisors, and teachers).

The descriptive survey approach was used, and the study sample was chosen in a simple random manner.

The study sample numbered (303) from school leaders, supervisors, and teachers in Jazan Directorate of Education.

The questionnaire was designed to collect data.

The research concluded that the responses of school leaders were generally low, with an average of (2.55) for the three axes, where the averages of the three axes for the possibility of applying the core curriculum ranged between (2.3-2.95), and indicators of its applicability from educational supervisors' viewpoint were with a low degree generally with an average of (2.2) for the three axes, where the averages of the three axes for the indicators of applicability ranged between (1.94 - 2.59), and the indicators of its applicability from teachers' viewpoint were with a low degree and a general average of (2.44) for the three axes, and the averages of the three axes for indicators of applicability ranged between (2.33- 2.67).

The null hypothesis that there was no statistically significant relationship at the level of significance (0.05) between the core curriculum applicability in secondary education in Kingdom of Saudi Arabia and the work variable (school leaders, supervisors and teachers) was accepted.

The study concluded a number of recommendations and proposals.