The Challenges Facing Teachers in Administrating the Special Developed Classes in East Jerusalem Schools

Abstract

The aim of this study was to reveal the degree of challenges facing teachers in administrating the special developed classes in East Jerusalem schools from the teachers' point of view. A descriptive survey approach was used to target teachers. The study sample intentionally consisted of all school teachers in the region who were (125) teachers from both genders. To collect data, a questionnaire consisted of (57) items was developed. Three independent variables were further investigated, namely: the teachers gender, educational stage and teachers years of experience. The results showed that overall teachers estimate of the degree of challenges facing teachers in administrating the special developed classes in East Jerusalem schools from teachers point of view was (High). The results, further, indicated that there were significant statistical differences at (α=0.05) between the statistical means of two domains (school administration and teacher) related to the educational stage variable and in favor of the preparatory school stage in the both domains. Moreover, the results indicated insignificant statistical differences related to the educational stage variable in (Curriculum, School Environment, and Parent) domains as well as in the tool as a whole. Finally, the results indicated insignificant statistical differences attributable to the study variables (gender, years of experience) on the tool as a whole or in of its domains.

Key words: Challenges, Classroom Management, Special Development Classes, East Jerusalem Schools.