نوع المستند : المقالة الأصلية
المؤلفون
1 مدرس أصول التـربية کلية التربية جامعة الأزهر بالدقــهلية
2 أستاذ مساعد التربية الخاصة کلية الدراسات العليا التربوية جامعة الملک عبد العزيز المملکة العربية السعودية
المستخلص
الكلمات الرئيسية
الموضوعات الرئيسية
عنوان المقالة [English]
المؤلفون [English]
The current research aimed at providing a Proposal for transforming inclusive schools into a safe school environment in light of: Gender (male/female), Specialization (scientific - literary), and the number of years of experience (less than 5 years, 5-10 years, 10 years or more). To achieve this goal, the concept of a safe school environment, its characteristics and components, and justifications for transforming inclusive schools into a safe school environment were identified.
A questionnaire was also designed to identify aspects of the transformation into a safe school environment, in the following areas: (vision and goals), (interdependence, trust and effective communication), (professional leadership), (focus on meaningful education), (professional societies and learning environments), (professional accounting).
Participants were randomly selected, they were (557) teachers at inclusive schools in Egypt and Saudi Arabia. Findings revealed that the fields of transformation of inclusive schools into a safe school environment are available at a moderate degree. Findings also revealed statistically significant differences between the teachers' responses in their perception of transformation aspects into a safe school environment according to gender (male - female) in favor of male, and according to the Specialization (scientific - literary) in favor of literary, and according to the place of residence (Saudi Arabia - Egypt) in favor of teachers from Saudi Arabia. Finally, according to the number of years of experience, in favor of the category less than 5 years in relation to the total questionnaire.
الكلمات الرئيسية [English]
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