دور مجتمعات التعلم المهنية في علاج الفاقد التعليمي من وجهة نظر معلمي مقرر لغتي الجميلة لدى تلاميذ الصف الرابع الابتدائي

Abstract EN

This study aims at identifying the role of professional learning communities in treating educational loss from the point of view of the teachers of 'my beautiful language' course for fourth grade students.

the researcher has used the descriptive approach.

the primary data of the research have been collected through the preparation of a questionnaire consisting of (24) items that have been distributed to the sample, that consists of (304) informants.

the collected data have been analyzed and tested using the (SPSS) programme.

the study has concluded several results such as the following : 1- the research sample members have agreed with a (high) degree on the reality of the professional learning communities to teach 'my beautiful language course for the fourth grade students to treat the educational loss with an average of (3.53 out of 5.00).

2- the research sample members have agreed with a (high) degree on the obstacles facing the application of professional learning communities to teach 'my beautiful language' course for the fourth grade students, with an average of (3.55 out of 5.00).

3- the research sample members have agreed with a (high) degree on the requirements needed for the application of professional learning communities to teach 'my beautiful language' course for the fourth grade students to treat educational loss with an average of (3.55 out of 5.00).

4- there are no statistical significant differences regarding the reality of professional learning communities to teach 'my beautiful language' course for the fourth grade students to treat educational loss, obstacles of the application of professional learning communities to teach 'my beautiful language' course for the fourth grade students, and the requirements needed for the application of professional learning communities to teach 'my beautiful language' for the fourth grade students to treat educational loss according to the educational qualification variable.

moreover, the years of experience variable, while there are statistical significant differences due to the variable of the number of years in favour of the study sample whose years of experience ranged from 5 years to 10 years.