The reality of manager’s role for supporting professional learning communities from the teachers’ point of view In the Giza Schools

Authors

سليمان أبو شارب, وزارة التربية والتعليم/ الأردنFollow

Abstract

The study aimed at the reality of manager’s role for supporting professional learning communities In the Giza schools from the teachers’ point of view, In order to achieve the objective of the study applied the Descriptive Survey approach The study sample consisted of (312) male and female teacher’s from schools of Giza , In order to answer the study questions, was used to extract means, standard deviations, T test for independent samples. The results were as follows:

- The means of manager’s role for supporting professional learning communities in the Giza schools regarding the items of the questionnaire were (3.95) and standard deviation (0.61) and use a large degree.

- There were no statistically significant differences in teacher’s estimations regarding manager’s usage of supporting professional learning communities practices associated to each study standard attributed to (teacher’s gender) and (teacher’s years of experience).

- Conclusions: Managers continue to support and implement professional learning communities, and suggest different topics for application as professional learning communities, Providing school libraries with scientific references that facilitate building and implementing professional learning communities that meet the diverse needs of teachers

Recommended Citation

أبو شارب, سليمان (2023) "The reality of manager’s role for supporting professional learning communities from the teachers’ point of view In the Giza Schools," Jerash for Research and Studies Journal مجلة جرش للبحوث والدراسات: Vol. 24: Iss. 1, Article 31.
Available at: https://digitalcommons.aaru.edu.jo/jpu/vol24/iss1/31