The study aims at suggesting a proposed educational guide to deal with value conflict in public high schools in Jordan. In order to achieve the aim, the study uses a descriptive analytical method. The study sample consists of 233 public high school principals from the Ministry of Education for the academic year 2015/2016. The researcher divided the study tool into four verified and proven fields. The results show that the value conflict level at the public high schools from the principals’ view is intermediate at each field and the total levels. The social value conflict came first, followed by the cultural value conflict, then the political value conflict and finally the economic value conflict. The results also show obvious differences at the statistical significance level ( 0.05) in the actuality of value conflict at the public high schools in Jordan from the principals’ point of view in all fields due to gender variable, except in the economical value conflict field. The differences are at the male teacher favor. On the other hand, the results don’t show differences at the statistical significance level ( 0.05) of the value conflict at the public high schools in Jordan from the principals’ view due to the academic qualifications and experience variables. The study builds up a proposed model to deal with the value conflict between teachers, based on the study results. The study recommends the necessity of adapting the proposed model by the Ministry of Education to deal with value conflict between teachers. In addition to proposing other models to seek the high quality method when handling the value conflict between teachers.
الصقرات, سمية عبد المجيد and أبو نعير, نذير سيحان
"A Proposed Educational Guide to Deal with Value Conflict among Teachers at Public Secondary Schools in Jordan,"
Jordanian Educational Journal: Vol. 2:
1, Article 5.
Available at: https://digitalcommons.aaru.edu.jo/jaes/vol2/iss1/5