درجة ممارسة معلم المرحلة الثانوية لأدواره في عصر اقتصاد المعرفة كما يراها قادة المدارس الحكومية

Abstract EN

The study aimed to reveal the degree of secondary school teacher practicing his roles in the era of knowledge economy as seen by government school leaders, and to investigate the significance of differences in the responses of the sample that are attributed to the different educational qualifications and experience in school leadership.

The study relied on the descriptive survey method to achieve its goals, and a questionnaire was applied to a random sample of (28) school leaders, in the first semester of the academic year 1440/1441 AH.

The results revealed that the secondary school teacher practiced his roles in the era of knowledge economy with a medium degree with an average score of (2.89).

Secondary school teachers' practice of their educational role in the era of knowledge economy came at the forefront of the achieved axes, with an average of (2.93), followed by the exercise of their social role, with an average of (2.84).

The most important aspects achieved in secondary school teachers practicing in their educational roles in the era of the knowledge economy were to reinforce positive values and trends in teaching and learning, while the least achieved aspects in this aspect were to prepare and design educational electronic websites that facilitate the learning process.

The most important aspects achieved in the secondary school teachers' practice in Taif in their social roles in the era of the knowledge economy were to reinforce the students ’sense of belonging to their religion and homeland, while the least achieved aspects in this aspect were to communicate with the students’ parents to discuss ways to develop their children's learning.

The results showed that there were no statistically significant differences at the level of significance (a ≤ 0.05) between the averages of the study sample responses about the degree of secondary school teacher practicing his roles in the era of knowledge economy, which is attributed to the difference in the educational qualification and experience in school leadership.