عدالة التدريس لدى معلمي العلوم في ضوء أبعاد التدريس و علاقتها ببعض المتغيرات

Abstract EN

This study aimed to reveal the level of justice in teaching of science teachers in light of the teaching dimensions from the point of view of their students according to students’ gender and level of achievement, and the precise scientific specialization of science teacher (physics, chemistry, biology).

the intended study sample consisted of (287) students from the tenth grade students, and of their teachers of scientific subjects, who numbered (30) teachers (male& female) in public schools in the northern Jordan valley.

the study tool (questionnaire) included, in its final form, (76) items, after verifying their validity and consistency, that were distributed over the teaching dimensions: learning opportunities, teaching time, monitoring learning, achievement motivation, teaching climate, and classroom management.

the results showed that the level of justice in teaching among science teachers was low on the tool as a whole and on all dimensions of teaching, and that there were statistically significant differences due to the effect of gender in favor of females, of the level of achievement in favor of high levels of achievement, and of the precise scientific specialization of science teacher in favor of chemistry teachers.

in light of the results, the researchers presented a number of recommendations.