مدى ممارسة مديري مدراس المرحلة الأساسية في محافظة البلقاء أدوارهم في تنفيذ منهاج الرياضيات من وجهة نظر معلمي الرياضيات

Abstract EN

The purpose of this study was to determine the extent to which the principles of the basic stage schools in the Balqa govemorate practice their roles in the implementation of the mathematics curriculum from the standpoint of mathematics teachers in the light of the variables of sex, educational qualification, and teaching experience.

The study population consisted of all males and females teachers of mathematics of the basic stage in the Balqa govemorate, totaling (90) teachers according to the statistical Directorate of Education of the Balqa Govemorate for the year 2017/2018.

The study’s sample consisted of the study population with the exception of the exploratory sample of (10) teachers.

To achieve the purpose of this study, a questionnaire was prepared and developed that consisted of 20 items distributed in three areas: (the overseeing on the teachers' works that related to the curriculum, the work on the development of the teachers' capacity professionally, and the provision of the necessary and follow-up.

It has been verified the tool's trustiness and persistence.

The most important results that the study found: 1 -The degree of how much the principles of the basic stage in the Balqa govemorate practice their roles in the implementation of the mathematics curriculum came in general within the medium term, and the field of supervision on the teachers’ works that is related to curriculum came in the first place, followed in second place the field of provision of the necessary and follow-up, while the field work to develop the capacity of teachers professionally came in third and last place, all with an average extent practice.2-The presence of a virtual differences between the sample estimates of the extent of the practice of fundamental schools managers roles in the implementation of the mathematics curriculum in favor of the respondents of the parameters estimates, and in favor of teachers with academic qualification (diploma) and (BA), depending on the variable sex, educational qualification, respectively.

While the results showed no statistically significant differences between the study sample estimates to the extent of the practice of the fundamental schools principles to their roles in the implementation of the mathematics curriculum, in light of a variable to the experience variable.