الأدوار التربوية للأسرة في مجتمع الإمارات

Abstract EN

This research aims at determining to what extent the national family in the Emirati society assume their educational roles , and face the challenges and educational patterns, positive or negative, of this issue.

A sample class of 805 national families was selected (Sharjah, Umm al-Quwain, Ajman, Ras Al Khaima, and Fujairah) in the United Arab Emirates.

Two surveys were conducted on these this sample, one for the family’s educational duties, including 28 parts, and the other for the family educational patterns, comprised of 62 parts.

The number of valid surveys that was statistically processed was 620 surveys.

The research came up with a set of results, most important of which is the fact that assuming educational duties by the national families is at the level of “High”.

The results further suggested that there were statistically significant differences at the level of “p≤0.05” with respect to assuming the educational duties, attributed to the level of education and for the high-education families.

There were also statistically significant differences at the level of “p≤0.05” with respect to assuming the educational duties, attributed to the level of income and for the high-income families.

The research results further showed that the level of carrying out the positive educational patterns by the families is “High”, while the level of carrying out the negative educational patterns is “Low”, which indicates educational awareness of the national families in the Emirati society.

Additionally, the research concluded statistically significant differences at the level of “p≤0.05” with respect to the level of carrying out the positive educational patterns, attributed to the level of education and for the high-education families.

The results further indicated statistically significant differences at the level of “p≤0.05” with respect to carrying out the positive educational patterns, attributed to the income and for the high-income families.

However, such results did not indicate statically significant differences at the level of “p≤0.05” with respect to carrying out the positive educational patterns, attributed to the family size.