المضامين الفلسفية التربوية لاتجاهات المعلمين نحو عناصر العملية التعليمية : دراسة ميدانية على معلمي مدارس التعليم العام بمدينة الدمام بالمملكة العربية السعودية

Abstract EN

The purpose of this study is to investigate the educational philosophical perspectives of school teachers in Dammam, Saudi Arabia towards the three elements of educational process : teacher, student, and methods of teaching.

The research employs the descriptive methodology using a questionnaire surveying a random sample of (350) teachers.

The study finds that : -The teachers fully agree with the educational philosophical perspectives of their attitudes towards the teacher with an average of (4.44).

-The teachers agree with the educational philosophical perspectives of their attitudes towards the student with an average of (4.20).

-The teachers fully agree with the educational philosophical perspectives of their attitudes towards the methods of teaching with an average of (4.25).-There were no statistically significant differences in the responses of the teachers according to their bachelor’s degree major and the number of years at work in both total score and dimensions of the philosophical perspectives of their educational attitudes towards the teacher, the learner and of teaching methods.

However, there were statistically significant differences in their responses according to the number of years at work in the perspectives of ideal philosophy of their attitudes towards the teaching methods at the level of (a ≤ 0.05) in favor for teachers with (1-5) years at work and teachers with (6-10) years at work.