الكفايات المتطلب توافرها لمعلمي المرحلة الثانوية لتطبيق التعليم المدمج في المملكة العربية السعودية من وجهة نظرهم في ضوء بعض المتغيرات

Abstract EN

The aim of this research is to identify the competencies required by secondary school teachers to implement integrated education in Saudi Arabia, to identify the availability of the requirements of integrated education in secondary school in Saudi Arabia from the point of view of the study sample, and to identify the obstacles that limit the application of integrated education in secondary school in Saudi Arabia.

From the point of view of the study sample, the study used the descriptive survey method to suit the nature of the study and the research community consisted of all teachers at the secondary stage of government in Saudi Arabia for the academic year (2018- 2019) in cities.

Riyadh, Makkah, Dammam, Hail, Jazan), while the research sample reached (377) teachers; the researcher distributed the questionnaire electronically and obtained (600) items.

The research reached a set of results, the most important of which is to reach the requirements for the application of integrated education in the secondary stage by providing the most important requirements for the technical environment, teacher, student, educational content, evaluation, and educational supervision, as well as the availability of the requirements of integrated education At the secondary level in the Kingdom of Saudi Arabia, which pointed to the lack of appropriate technical environment in schools, as well as it was found that the obstacles that limit the implementation of integrated education significantly affect the application of integrated education in secondary school, and it was found that there are differences Statistical significance in the degree of availability of the requirements for the application of integrated education, and that the highest requirements are available in the city of Riyadh, then Dammam, and the least available cities is Jizan, away from the capital, and showed that there are statistically significant differences between the average responses of the respondents at the level of significance.

0.05) and less towards (requirements for technical environment and educational content) for the benefit of the category of teachers less than 5 years, and the presence of statistically significant differences at the level of significance (0.05) and less between the average responses of the study sample towards the requirements of the teacher and the differences in favor of a B automated excellent.