DOI
https://doi.org/10.35192/jjoas-h.v29i2.3
Abstract
This study aimed to identify the challenges faced by teachers in administering specially developed classes in East Jerusalem schools from the teachers’ perspective. A descriptive survey approach was employed, targeting a sample of 125 male and female teachers in the region. Data were collected using a questionnaire consisting of 57 items. Three independent variables were examined: teacher’s gender, educational stage, and years of experience. The results indicated that teachers perceived the level of challenges as high. Additionally, significant statistical differences were found at the (α = 0.05) level between the means of two domains—school administration and teacher—in relation to the educational stage variable, with the preparatory school stage showing higher scores in both domains. However, no significant differences were observed in the Curriculum, School Environment, and Parent domains concerning the educational stage variable, nor in the overall instrument. Furthermore, no significant differences were found based on gender or years of experience, either overall or within the specific domains. The study recommends providing training programs aimed at increasing awareness among school administrations in East Jerusalem, parents of students, about special education concepts, and the importance of the developed special class in addressing the issues and challenges faced by students with special needs.
Recommended Citation
Al-Tibi, Seham and Al-Hamad, Nouwar
(2021)
"The Challenges Faced by Teachers in Administering Specially Developed Classes in East Jerusalem Schools,"
Jordan Journal of Applied Science-Humanities Series: Vol. 29:
Iss.
2, Article 3.
DOI: https://doi.org/10.35192/jjoas-h.v29i2.3
Available at:
https://digitalcommons.aaru.edu.jo/jjoas-h/vol29/iss2/3
Included in
© 2025 by the author(s). This is an open-access article distributed under the terms of the CC BY 4.0 Attribution license.