مدى تطبيق معلمي التعليم الثانوي لمهارات الاقتصاد المعرفي في المدارس الحكومية التابعة إلى مديرية التربية و التعليم في منطقة إربد الثانية : دراسة ميدانية

Abstract EN

The study aimed at investigating the extent to which high school teachers practice the skills of knowledge-based economy in teaching at public schools in Jordan.

The sample of the study consisted of (110) male and female teachers.

The study instrument was a twenty-two-item questionnaire which reflected the concept of knowledge economy, its implications, and the role of teachers in the practice process.

The factors of validity and reliability of the instrument pointed to the fact that it was suitable to measure what it intended to.

Statistical analysis revealed that the mean related to the level of practice for knowledge-based economy by teachers ranged from average to high.

However, the overall average of these means was high.

Hypotheses test results revealed that there were statistically significant differences due to the variable of educational qualification to the advantage of the doctoral degree.

But they did not reveal any statistically significant differences which would be due to the variables of area of specialization, experience, and sex.

In light of these results, the researcher recommends that a purposeful teaching policy be adopted.

This policy should be based on a fully aware administration and leadership regarding the needs for change.

Furthermore, this policy should be supportive of the government’s goals related to the practice of the knowledge-based economy program in teaching as well as fostering the concept of the culture of change and development in society.

Finally, this policy should seek to convince people that the need for such policy is a national modem requirement rather than being temporary and for purposes of leisure.