This study aimed at identifying the roles of the Palestinian teachers in light of the 21st Century demands in Nablus Governorate and finding ways to activate them. The study sample consisted of (92) male and female principals and (39) male and female supervisors.
To achieve the study objectives, a 60- item questionnaire was constructed to cover four domains: creative and critical thinking and problem – solving; managing in-class learning; communication and information communication technology; teaching competence and evaluation of student’s learning.The results showed that the total degree of the sample evaluation of teachers’ roles obtained moderate evaluation with a means of (3.32).
Furthermore, the study revealed that there were no statistical significant differences in the means of the sample with regard to the variables of gender, specialization, and academic qualification.The results also found no interaction between gender and job title on one hand and specialization and academic qualification on the other hand. Likewise, there was no interaction between specialization and years of experience; and between specialization, academic qualification, and years of experience. However, there were statistically significant differences according to the job title and years of experience. In light of these results, a number of recommendations were proposed.
"الأدوار التي يمارسها المعلم الفلسطيني في ضوء متطلبات القرن الحادي والعشرين، وسبل تفعيلها في محافظة نابلس,"
Hebron University Research Journal-B (Humanities) - (مجلة جامعة الخليل للبحوث- ب (العلوم الانسانيه: Vol. 11
, Article 6.
Available at: https://digitalcommons.aaru.edu.jo/hujr_b/vol11/iss2/6