This is a descriptive study that investigates the difficulties that encounter upper elementary science teachers from their point of view. The sample consisted of (42) teachers in the Directorate of Education at Wadi Assir- Jordan during the first semester of the academic year 2018-2019. To achieve the objectives of the study, a questionnaire was constructed consisting of (25) items divided into five fields: teaching skills, students, science laboratory, student learning assessment, and school administration. The results of the study showed that the degree of difficulties faced by science teachers were in a moderate level, with no significant differences regarding to sex and years of experience, but were significant for qualification in favor of postgraduate. The study recommends activating the role of school administration in holding training courses for teachers to enhance their awareness about how overcome the difficulties that they may face in teaching science.
Zahran Abu Ali, M. (2020). The difficulties that encounter upper elementary science teachers in Jordan from their point of view. المجلة التربوية لکلية التربية بسوهاج, 72(72), 851-878. doi: 10.21608/edusohag.2020.75647
MLA
Muhammad Zahran Abu Ali. "The difficulties that encounter upper elementary science teachers in Jordan from their point of view", المجلة التربوية لکلية التربية بسوهاج, 72, 72, 2020, 851-878. doi: 10.21608/edusohag.2020.75647
HARVARD
Zahran Abu Ali, M. (2020). 'The difficulties that encounter upper elementary science teachers in Jordan from their point of view', المجلة التربوية لکلية التربية بسوهاج, 72(72), pp. 851-878. doi: 10.21608/edusohag.2020.75647
VANCOUVER
Zahran Abu Ali, M. The difficulties that encounter upper elementary science teachers in Jordan from their point of view. المجلة التربوية لکلية التربية بسوهاج, 2020; 72(72): 851-878. doi: 10.21608/edusohag.2020.75647
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