Abstract
This study aimed to identify the role of principals in integrating students with special needs in Arab schools within the Green Line and to understand the impact of variables such as gender, job title, educational qualification, and years of experience on that role. A descriptive survey approach was used, and a questionnaire was developed to achieve the study's objectives. The study sample consisted of 385 teachers and 175 principals. The results showed that the role of school principals in integrating students with special needs was moderate. Furthermore, the results indicated significant statistical differences at the (α=0.05) level in the sample's estimates of the role of principals in integrating students with special needs, attributed to job title, favoring principals, and years of experience, favoring those with less than 10 years. No significant statistical differences were observed at the (α=0.05) level in the sample's estimates of the role of principals due to gender or academic qualification.
Recommended Citation
Murkus, Wafa and Rathwan, Ahmad
(2024)
"The Role of School Principals in Implementing E-Learning in Arab Schools within the Green Line,"
Jordan Journal of Applied Science-Humanities Series: Vol. 39:
Iss.
1, Article 6.
Available at:
https://digitalcommons.aaru.edu.jo/jjoas-h/vol39/iss1/6