وعي معلمي العلوم بالمساءلة القانونية لممارساتهم الشخصية و التعليمية في البيئة المدرسية الأردنية

Abstract EN

This study examined Jordanian science teachers’ in-school personal and educational practices and their awareness of the ensuing legal accountability for these practices.

The study also aimed at identifying the effect of gender, school location, and instructional experience on teachers’ awareness of in school legal accountability.

A questionnaire was administered to a random sample of 430 males and females basic stage teachers from public and private schools in the northern region of Jordan.

The findings revealed 35 practices that would potentially hold the teachers accountable ; the total Mean of teachers’ awareness only amounted to 0.20.

The findings further revealed a statistically significant effect (at α = 0.05) for gender on teachers’ awareness in favor of female teachers but none for the other two variables.

Relevant recommendations are put forth, and the most important are creating a procedural inventory of accountable teacher practices and encouraging collaboration between legal and educational authorities to design professional development programs to promote teachers’ awareness of accountability.