تقويم أداء معلمي التربية الفكرية في ضوء معايير المهنية لمجلس الأطفال غير العاديين

Abstract EN

The aim of this current study was to recognize level of performance of intellectual education teachers in the light of professional standards of the Council of Exceptional Children in AlMadinah Region.

It also aimed to verify the impact of qualification, teaching experience, gender and educational place on the performance of intellectual education teachers.

To achieve this aim, the researcher developed a questionnaire by translating the professional standards of the Council of Exceptional Children and she benefited from the conceptual framework and previous studies in forming the study questions and identifying its aims.

Sample of the study consisted of (150) male and female intellectual education teachers in AlMadinah Region.

Results of the study showed that the professional standards of the Council of Exceptional Children are found in the performance of intellectual education teachers in a great degree in the following standards: ethical professional practices, individual differences in learning, language, learning environments and social interactions, cooperation, educational strategies, educational planning, and students development and characteristics.

For the standards of foundations and evaluation, performance was medium.

Results also showed that there are statistically significant differences related to gender at the level of (α < 0,05) in performance of intellectual education teachers in the light of professional standards of the council of exceptional children in the domain of educational planning and this difference was for females.

There were no statistically significant differences related to gender in other domains.

Results also showed that there are statistically significant differences related to educational place in the performance of intellectual education teachers in the light of professional standards of the council of exceptional children in the domains of learning environments and social interactions, professional practices and cooperation.

For the variables of qualification and experience, they didn't have any impact on the performance of intellectual education teachers in the light of professional standards of the council of exceptional children.