اتجاهات معلمي الرياضيات نحو تدريس المنهج المطور من سلسلة ماجروهل التعليمية McGraw Hill Education في مدارس المرحلة المتوسطة بنجران

Abstract EN

This study aimed to identify attitudes of mathematics teachers toward teaching the developed curriculum of McGraw Hill Educational Series at the intermediate schools in Najran, Saudi Arabia, and its relation with some variables.

To achieve the goals of this study, the researcher developed the questioner consisting of 40 items on five areas; the nature of mathematics series, the important of McGraw Hill mathematics series, the enjoyment in teaching mathematics series, teachers' professionalism, and teacher status.

The instrument validity was checked by a panel of specialists in CurriculumDepartment at Najran University, and educational supervisors, and the sample of the study was consisted of 100 mathematics teachers.

The results of the study indicated that mathematics teachers' attitudes toward teaching curriculum developed of McGraw Hill Education at middle school in Najran was high, and the results showed that there was statistically significant difference based on gender variable, in favor of female teachers, and there was no significant difference based on type of qualification variable.

However, there was statistically significant difference between male and female mathematics teachers’ responses regarding the variable of experience, in favor of those teachers who have been spent more than five years in teaching mathematics.

This study recommended that Public Education should submit needed materials to school teachers that has been used for teaching students.

Moreover, mathematics teachers should attend and participate in conferences and workshops in teaching and learning mathematics series of McGraw Hill Education, and work with university specialist regarding teachers development.