The Effect of the Feminization of the Teaching Staff and their Competencies in Science Achievement for Fourth Primary Class Students in Palestine
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Date
2021-09-08
Authors
Odeh, Abdallah
Journal Title
Journal ISSN
Volume Title
Publisher
An-Najah National University
Abstract
This study aimed to reveal the effect of the femimization of the teaching staff and their competencies in the science achievement of the fourth-grade students in Palestine. To achieve the objectives of the study, the researcher followed the mixed approach, which combines the quantitative and qualitative approaches, using the questionnaire and the interview. The sample of fourth garde teachers and their female teachers from public schools in the governorate south of Nablus was selected using a stratified random sample. They were 100 male and female teachers, and subject of the study, and the researcher interviewed ten teachers of the fourth grade and their female teachers in public schools in the governorate south of Nablus. The validity of the study tools was confirmed by presenting them to arbirators with expertise and competence. The results of the study tools was concluded that the impact of the feminization of the teaching staff and their competencies in the achievement of science among the fourth grade students in Palestine came with an arithmetic mean (3.86) and a standard deviation (0.51).
On the total score of the domains, and this indicactes a significant degree of agreement and the absence of statistically significant differences at the significance level (α = 0.05) Between the average responses of the study sample members towards the effect of the feminization of the teaching staff on the achievement of sicence in the light of the teaching competencies of the fourth-grade students in palestine due to the gender variable.
The results also indictated that here ware no statistically significant differences at the level of significance (α = 0.05) Between the average responses of thesicence of the fourth grade and its female terchers to the paragraphs of the questionnaire according to the scientific qualification for all fields of the questionnaire and the total score There are no statistically significant differences at thesignificance level (α = 0.05)Between the average responses of sicence teachers for the fourth grade and its parameters on the questionnaire items according to the variable years of experience for all fields of the questionnaire and the total score.
It also indicated that there were no statistically significant differences at the significance level (α = 0.05) Between the average responses of the study sample members according to the school type variable for the total degree, planning competencies, implementation competencies, and evaluation competencies. While there are statistically significant differences at the significance level (α = 0.05) Between the average responses of the study sample members according to the school type variable for the field of female faculty.
In light of the results of the study, the researcher recommended the necessity of conducting scientific experiments on the fourth primary garde to demonstrate the effectiveness of the feminine system in the fourth primary garde of the Ministry of Education in Palestine, and the application of the feminine system in the all basic government schools because of its positive effects in the filed of education in order to achieve its goals and objectives, the necessity of conducting more studies that revolve around the feminization of teaching staff and the need to pay attention to the professional competencies of male and female teachers by giving them training courses related to their professional development.
Description
This study aimed to reveal the effect of the femimization of the teaching staff and their competencies in the science achievement of the fourth-grade students in Palestine. To achieve the objectives of the study, the researcher followed the mixed approach, which combines the quantitative and qualitative approaches, using the questionnaire and the interview. The sample of fourth garde teachers and their female teachers from public schools in the governorate south of Nablus was selected using a stratified random sample. They were 100 male and female teachers, and subject of the study, and the researcher interviewed ten teachers of the fourth grade and their female teachers in public schools in the governorate south of Nablus. The validity of the study tools was confirmed by presenting them to arbirators with expertise and competence. The results of the study tools was concluded that the impact of the feminization of the teaching staff and their competencies in the achievement of science among the fourth grade students in Palestine came with an arithmetic mean (3.86) and a standard deviation (0.51).
On the total score of the domains, and this indicactes a significant degree of agreement and the absence of statistically significant differences at the significance level (α = 0.05) Between the average responses of the study sample members towards the effect of the feminization of the teaching staff on the achievement of sicence in the light of the teaching competencies of the fourth-grade students in palestine due to the gender variable.
The results also indictated that here ware no statistically significant differences at the level of significance (α = 0.05) Between the average responses of thesicence of the fourth grade and its female terchers to the paragraphs of the questionnaire according to the scientific qualification for all fields of the questionnaire and the total score There are no statistically significant differences at thesignificance level (α = 0.05)Between the average responses of sicence teachers for the fourth grade and its parameters on the questionnaire items according to the variable years of experience for all fields of the questionnaire and the total score.
It also indicated that there were no statistically significant differences at the significance level (α = 0.05) Between the average responses of the study sample members according to the school type variable for the total degree, planning competencies, implementation competencies, and evaluation competencies. While there are statistically significant differences at the significance level (α = 0.05) Between the average responses of the study sample members according to the school type variable for the field of female faculty.
In light of the results of the study, the researcher recommended the necessity of conducting scientific experiments on the fourth primary garde to demonstrate the effectiveness of the feminine system in the fourth primary garde of the Ministry of Education in Palestine, and the application of the feminine system in the all basic government schools because of its positive effects in the filed of education in order to achieve its goals and objectives, the necessity of conducting more studies that revolve around the feminization of teaching staff and the need to pay attention to the professional competencies of male and female teachers by giving them training courses related to their professional development.