اتجاهات معلمات الصفوف الأولية نحو الإسناد في مدارس الطفولة المبكرة و علاقتها بالتحصيل الدراسي

Abstract EN

The study aimed to investigate Attitudes of primary grade teachers towards attribution in early childhood schools and its relationship to academic achievement in my language course, it also aimed at detecting the differences in the attitudes of primary grade teachers towards attribution in early childhood schools due to the variable of academic qualification and years of experience.

to achieve goals, the study used the descriptive analytical method and attitude scale of the teachers of the primary classes in early childhood schools towards attribution, and the researcher used a standardized test-improving the educational performance of the third-grade students in the city of Hail.

The study population consisted of all Primary Arabic classes' teachers at early childhood schools in the city of Hail, numbering (16) teachers and all pupils of the primary grades in early childhood schools who were selected purposively .

Results showed that there was positive attitudes from primary school teachers towards attribution in early childhood schools.

The results showed that there was a statistically significant correlation between all dimensions and the overall score of the Attitude Scale of primary grade teachers towards attribution in early childhood schools and the average academic achievement in a language course for each female teacher’s pupils.

The results also showed that there were no statistically significant differences in the attitudes of primary grade teachers towards attribution in early childhood schools due to the qualification and experience variable of primary grade teachers in early childhood schools.

The study presented many recommendations, the most important are: Assigning teaching to female teachers in all primary grades in primary schools in the Kingdom of Saudi Arabia because of its positive impact on students' achievement and acceptance of school at this early stage.