اتجاهات معلمي ذوي صعوبات التعلم نحو أساليب التقويم المستخدمة في مدارس المرحلة الابتدائية بقطاع غزة

Abstract EN

The study aimed to identify the attitudes of teachers with learning difficulties towards evaluation methods used in primary schools in the Gaza Strip, and to reveal the nature of the relationship between self-regulation and motivation to learn among high school students.

The researcher used the descriptive analytical approach, and the study sample consisted of (84) Teachers with learning difficulties in primary schools in the Gaza Strip, and the sample was chosen in a stratified random manner, and the study reached the following results: The percentage of attitudes of teachers with learning disabilities towards evaluation methods used in primary schools in the Gaza Strip reached (77.9%), which is a high level.

It is clear that there are no statistically significant differences in the attitudes of teachers with learning disabilities towards the evaluation methods used in primary schools in the Gaza Strip according to the gender variable, and there are no statistically significant differences in the attitudes of teachers with learning disabilities towards the assessment methods used in primary schools in the Gaza Strip.

Gaza according to the variable of experience, and there are no statistically significant differences in the attitudes of teachers with learning disabilities towards the evaluation methods used in schools for the primary stage in the Gaza Strip according to the educational qualification variable.