Journal articles: 'Primary school teachers, Jordan'

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Aburayash, Hussen. "Influence of Teachers Characteristics on their Attitudes towards the integration of ICT IN instruction Lower Primary Grades Curricula in the Middle Badia in Jordan." Dirasat: Educational Sciences 49, no. 4 (December 14, 2022): 322–34. http://dx.doi.org/10.35516/edu.v49i4.3343.

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Objectives: The study aimed to find out the effect of teachers characteristics on their attitudes to wards the integration of information and communication technology (ICT) among teachers of the lower basic stage in the middle Badia in Jordan in teaching and learning. Methods: The study sample consisted of (210)male and female primary school teachers in the middle Badia schools in Jordan, they were chosen by the intentional method, and the data were collected through a questionair prepared by the researther , and the data were analyzed using both descriptive and inferential statistics. Results: The study proved that the characteristics of teachers (experience in teaching, computer competencies , and training on (ICT) are strong predictors of a teachers attitude towards (ICT). These characteristics have had an average impact on the integration of ICT in the teaching of the lower basic level courses in the middle Badia schools in Jordan, which supports the importance of this study and the training teachers need in order to acquire ICT skills and employ them in education. Conclusions: These results may help policy-makers and teacher to include (ICT) in pre-service and in-service teacher training.

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Al-Sayyed, Jihad Mohammed, and Mohammad Sayel Alzyoud. "The Degree of Using Social Media in the Educational Process from the Perspective of Teachers in Jordan." Modern Applied Science 12, no. 4 (March 30, 2018): 178. http://dx.doi.org/10.5539/mas.v12n4p178.

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This study aimed at investigating the degree of using social media in the educational process by the teachers of the upper-primary stage in Jordan from teacher’s perspective. The survey method used in this study is the descriptive method. The data were collected using a questionnaire and was developed to achieve the objectives of the study. The population of the study includes 37703 teachers of the upper primary stage in governmental and private schools, supervised by the Ministry of Education in Jordan for the academic year (2016/2017). The study sample consisted of 2133 teachers (766 male teachers and 1367 female teachers) who were randomly selected according to the stratified random sampling. The first question was answered by calculating the mean and the standard deviations of the sample individual’s responses based on the items of the questionnaire related to the degree of using social media in the educational process in the upper primary stage in Jordan. In answering question one, the mean and the standard deviations of the responses of the sample individuals were calculated on the questionnaire based on the degree of using social media in the educational process in the upper primary stage in Jordan in general, and also for each dimension of the study questionnaire. Results of question one showed that the degree of using social media means by the teachers of upper primary stage in Jordan was low. In answering question two, the significant statistical differences (α = 0.05) based on the degree of using social media in the educational process by the teachers of the upper primary stage in Jordan due to their gender, school type, and academic qualification were examined through calculated means, standard deviations, the independent samples t-test, and one way analysis of variance (ANOVA). Results of question two showed that there are statistically significant differences at α = 0.05 on the scores of the respondents in the study sample. This, however, can be seen in terms of the dimensions of the degree of using social media by teachers of upper primary stage in educational process in Jordan, for the whole tool, due to gender in favor of males. The differences were in the dimension of knowledge, skills, and value for males. In terms of the social dimension, the differences were in favor of females. There are no statistically significant differences at α = 0.05 on the degrees of the respondents to the study sample on the dimensions of the use of social media by teachers of upper primary stage in educational process in Jordan, and based on the degree of overall tool, according to school type variable (governmental, private). In the light of the study results, a number of recommendations were proposed, including enhancing the methods of the use of social media means in the educational process, and overcoming the obstacles that hinder the use of social media in the learning and teaching process.

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Al-Amarat, Nadia, and Saleh Al-Barakat. "School bullying and the role of school administration in addressing this phenomenon from the point of view of primary and secondary school teachers in Jordan." Journal of Umm Al-Qura University for Social Sciences 14, no. 2 (June 15, 2022): 105–28. http://dx.doi.org/10.54940/ss20816890.

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This study aimed at identifying the role of the school management in addressing the school bullying phenomenon as seen by the teachers of Ajloun Governorate schools, Jordan. The study employed the surveying descriptive method, and the sample consisted of male and female teachers of the primary and secondary schools in both the public and private schools in Ajloun Education Directorate, including 382 teachers (males and females). The study showed that the role of school management in treating such phenomenon by dividing it in three domains, respectively: school management, students and teachers. On the other hand, the results showed statistically significant differences in the sample evaluations of the role of the school management in addressing the school bullying phenomenon among the students that are ascribed to the gender and academic degree. According to the results, the study recommended to set some policies related to the bullying behavior, emphasis the roles of the teachers and principals who are obligated to fight this phenomenon.

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Kawafha, Mariam M. "Ability of School Teachers to Manage Asthmatic Attacks Among School Going Children in Jordan." Global Journal of Health Science 10, no. 5 (April 4, 2018): 55. http://dx.doi.org/10.5539/gjhs.v10n5p55.

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BACKGROUND: Chronic asthma has been characterized by recurrent episodes of wheezing and breathing. However, the frequency and severity of the disease vary from one person to another. PURPOSE: The study aims to assess the ability of school teachers for providing appropriate mediation for the students, who suffer asthmatic attack at school.DESIGN: The study has incorporated descriptive cross sectional quantitative research design to investigate the capability of school teachers in managing asthmatic attack among children. METHODS: Teachers from primary schools have been recruited by using cluster random sample, and a structured questionnaire has been used for data collection. The data acquired from the questionnaire was analyzed using SPSS version 20.0.RESULTS: The results showed that the teachers lack awareness about asthma and unable to manage students with asthma. None of the teachers had received educational conference or workshop about asthma.CONCLUSION: The study has concluded that the level of knowledge of school teachers regarding asthma is limited and not satisfactory; and teachers are also unable to take care for students with asthma.

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Najadat, Tasneem Mowafaq, and Ibrahim Abdullah Al-Momani. "Problems Facing Primary School Teachers during Coronavirus Pandemic in Southern Marka District, Jordan." Dirasat: Educational Sciences 49, no. 3 (September 17, 2022): 411–22. http://dx.doi.org/10.35516/edu.v49i3.2346.

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Objectives: This study aims to identify problems facing primary school teachers during the Coronavirus pandemic in Jordan based on their educational qualifications and years of experience. Methods: The study used a descriptive approach. The sample of the study consisted of (100) female teachers of elementary stage in Al-Mughairat in the Southern Marka District in Jordan during the first semester of the academic year 2020/2021. The sample was selected intentionally from the population. A questionnaire of (26) paragraphs was used to collect data. Results: The study results reveal that the problems facing primary stage teachers during the Coronavirus pandemic are numerous. These include difficulties related to financial conditions of families, inability to offer necessary equipment for distance education, lack of knowledge of parents on how to deal with e-learning platforms. The results indicate also that there are statistically significant differences (α = 0.05) between the study sample attributable to qualification in favor of higher diploma or higher. Conclusions: The study recommends paying more attention to improving the qualifications of female teachers and training them on how to design online courses.

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Al-Yahmadi, Hamad, and Sameerah Al-Sharman. "The Role of Teachers in Developing Students’ Science Creative Thinking Skills in Jordan and Sultanate of Oman." Randwick International of Education and Linguistics Science Journal 3, no. 4 (December 31, 2022): 575–85. http://dx.doi.org/10.47175/rielsj.v3i4.585.

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The study aimed to identify the degree to which science teachers developed school students’ creative thinking skills in Jordan and Sultanate of Oman. It also aimed to find out if the teachers’ role in developing school students’ creative thinking skills differed as per their work place (Jordan and Oman) and whether or not there were statistically significant differences at the significance level (0.05=α) in the teachers’ role in developing school students’ creative thinking skills from the perspective of teachers attributed to the variable of teaching experience. To achieve the study objectives, the descriptive survey approach was used through developing a questionnaire with 31 statements which was distributed to a sample of 140 teachers teaching science to grades 4 to 8 in public schools in Jordan and Sultanate of Oman in the academic year 2021 – 2022. 5- point Likert scale was used to analyze the data collected. The findings showed that primary education science teachers practiced creative thinking skills with their students to a high degree as the mean of their responses to the questionnaire statements was 3.43 with a standard deviation 1.12. There were no statistically significant differences in the science teachers’ response means in Jordan and Oman. However, there were statistically significant differences at the significance level (0.05=α) in the teachers’ response means in favor of the female teachers whose response mean was 4.25 which was higher than the male teachers’ response mean which was 3.35. This result might be attributed to a number of factors such as women in Arab societies try to prove themselves and try to prove that they are more distinguished than men. In light of the findings, the study recommended adopting teaching strategies that develop students’ creative thinking skills, supporting teachers who develop these skills and generalizing these findings to other educational stages.

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Nour, Arwa, Ahmad R. Alsayed, and Iman Basheti. "Prevalence of Asthma amongst Schoolchildren in Jordan and Staff Readiness to Help." Healthcare 11, no. 2 (January 6, 2023): 183. http://dx.doi.org/10.3390/healthcare11020183.

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Assessing asthma prevalence and management in schools is crucial. Improving school policies may reduce asthma morbidity and mortality. This study aimed to determine the prevalence of asthma among schoolchildren in Amman, Jordan. Second, we evaluated Jordanian school staff on asthma first-aid knowledge and competence. This cross-sectional study was conducted over five months in 2019. The researcher visited primary schools (private and public), and the availability of proper first-aid tools and teachers’ knowledge were assessed. The participated schools included ten public schools with 100 participating teachers and ten private schools with 100 participating teachers. Less than 25% of all schools reported having an asthma first-aid kit, and 65% reported having medical reports for chronic diseases, including asthma. The mean number of students in the schools involved in the study was 455.31 ± 212.92, out of whom 10.38 ± 7.26 were asthmatic children. The prevalence of asthma was 2.38% among schoolchildren in Amman, Jordan. Schools were found to have insufficient medical reports for the asthma children, in addition to a lack of first aid kits. The asthma knowledge of teachers in schools was weak. There is a need for educators to develop more awareness. These findings shed light on important concerns that require immediate attention.

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Al-Zboun, Fadi, and Ioan Neacșu. "Calitatea rezultatelor școlare ale elevilor în învățământul primar din Iordania." Studia Doctoralia 5, no. 1-2 (September 27, 2018): 38–46. http://dx.doi.org/10.47040/sd/sdpsych.v5i1-2.43.

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This research aims to identify the quality of school results for pupils in the primary schools in Jordan, through the school administration, teacher effectiveness, school environment, teaching strategies and evaluation. The main theme of the search is linked to school assessment results, to identify weaknesses that must be corrected, and the strengths to keep them, and the reasons that led to the failure to achieve certain goals by the pupils. To achieve the objectives of the study we applied two tools: questionnaire and interview, to study samples that were from the primary schools principals in Jordan. The study found that all areas of the study achieved a higher score.

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Al-Zboun, Fadi, and Ioan Neacșu. "Calitatea rezultatelor școlare ale elevilor în învățământul primar din Iordania." Studia Doctoralia 5, no. 1-2 (September 27, 2018): 38–46. http://dx.doi.org/10.47040/sd0000032.

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This research aims to identify the quality of school results for pupils in the primary schools in Jordan, through the school administration, teacher effectiveness, school environment, teaching strategies and evaluation. The main theme of the search is linked to school assessment results, to identify weaknesses that must be corrected, and the strengths to keep them, and the reasons that led to the failure to achieve certain goals by the pupils. To achieve the objectives of the study we applied two tools: questionnaire and interview, to study samples that were from the primary schools principals in Jordan. The study found that all areas of the study achieved a higher score.

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Al-Hussein, Ibrahim, Aidah Mohammad, and Mona Al-Zahrani. "Quality Distance Education for Early Childhood During the Corona Pandemic: The Perceptions of Female Teachers." International Educational Research 4, no. 2 (October 17, 2021): p1. http://dx.doi.org/10.30560/ier.v4n2p1.

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The corona (Covid-19) pandemic caused the closure of kindergarten institutions and schools around the world which forced higher authorities to shift focus towards online distance education. The impact of the pandemic was so severe that it affected almost a quarter of the people lives, public health and above all the education sectors. The present study was designed according to the Servqual Model using sample perceptions of early childhood parameters in Saudi Arabia and Jordan utilizing online questionnaires to collect the responses from 157 teachers. The quality of the online education services provided for primary school children due to Covid-19 suffered greatly as the teachers were not accustomed to the technology of distance learning. The present study recommends the need to explore the research of the high level for primary school children’s study tool where teachers and parents will be able to deal with online platforms effectively. During the present unavoidable crisis, the article presents an easier and equitable platform for every child in the family.

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Al-Dhaimat, Yahya, Raed Omar Salah, and Khaled Asheq Abutayeh. "The Status of Teaching Gifted Students in King Abdullah II Schools for Excellence." International Journal of Learning and Development 10, no. 1 (February 5, 2020): 69. http://dx.doi.org/10.5296/ijld.v10i1.16135.

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The present study aimed to identify the reality of teaching gifted students in King Abdullah II schools for excellence in southern Jordan. The study sample consisted of (98) primary, middle and high school teachers. The results of the study indicated that the level of teaching related to (teaching strategies, physical environment, classroom environment, teacher-specific competencies, and assessment techniques) was high and that the level of teaching of gifted students related to the teaching aids was average. The results of the study also showed that there were no statistically significant differences due to gender, age, academic qualification and specialization variables. Moreover, there were statistically significant differences in the level of teaching attributed to the years of experience variable in favor of those who have less than 5 years of experience. In addition, they showed that there were statistically significant differences in level of teaching among teachers of 20 years of experience and above in relation to the domain of assessment methods. This is attributed to the cumulative experience of teachers as a result of years of experience and the diversity of evaluation methods. As to the gender variable, the results showed no differences in the total dimensions except for the physical environment and the qualifications of the teacher. Thus, this indicated that there were statistically significant differences in the gender variable amongthe teachers of gifted students in favor of female teachers. Furthermore, the researchers recommended that all teachers of gifted students should be trained through holding training courses and workshops to enhance the knowledge and enrichment content of teachers. They also recommended that there is a need to continuously develop the physical environment surrounding gifted students in the schools for excellence in southern Jordan.

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Al- Shraideh, Moawiah, and Muhannad Al-Shboul. "The Status Quo of the Utilization of e-Learning Environment in the Ministry of Education in Jordan and Improvement Requirements." Dirasat: Human and Social Sciences 49, no. 5 (October 23, 2022): 183–201. http://dx.doi.org/10.35516/hum.v49i5.2817.

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This study aims to identify the reality of e-learning utilization in the schools of the ministry of education in Jordan and improvement requirements from teachers' perspective and their relationship with some variables. In order to achieve the objectives of this study, analysis descriptive method was applied through a questionnaire used as the main tool for collecting information, which consists of (72) paragraphs, it was distributed to (321) teachers (males and females) in the public schools of the Middle Badia/Al-Jeeza governorate. The results show that the real use of e-Learning which is represented through the education system in the ministry of education from the teachers' perspective was average, and they also show that there are no statically significant differences for the degree of e-learning utilization which is presented through the education system at the ministry of education in Jordan due to differences (gender, teaching experience, and academic level). Whereas the study shows statically significant differences for the degree of e-learning utilization which is presented through the education system at the ministry of education in Jordan due to the difference of the school type, and it was for the favor of primary schools. The researchers recommended rethinking the way of e-Learning activating and utilizing in a wider and more appropriate way by those who are responsible for this in the schools of the ministry of education, in order to improve the teaching-learning process and to hold training courses for teachers on use and merge technology in the teaching process.

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Qadi, Lina. "The teachers' perceptions of the developed physics curriculum for the tenth grade in public schools affiliated with the capital Amman of the e-learning method in light of the Corona pandemic." Dirasat: Educational Sciences 49, no. 1 (March 1, 2022): 461–72. http://dx.doi.org/10.35516/edu.v49i1.732.

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This study aims to detect the perceptions of teachers of the developed physics curriculum for the tenth grade of basic school in the government schools of the capital amman of the e-learning method in light of the Corona pandemic. The study used the descriptive survey method. To achieve the objectives of the study, a questionnaire consisting of (17) items was prepared. The study sample consisted of (158) male and female teachers in Jordan. The results showed that the teachers' perceptions of the developed physics curriculum for the tenth primary grade in the public schools affiliated with the Qweismeh County for the e-learning method in light of the Corona pandemic were high. The results also showed that there were no statistically significant differences in the perceptions of the teachers of the developed physics curriculum for the tenth primary grade in the government schools affiliated with the capital Amman of the e-learning method in light of the Corona pandemic due to the variable of gender and scientific qualification.

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Al-Omari, Hasan, Mohammad A. Al-Motlaq, and Hanan Al-Modallal. "Knowledge of and Attitude towards Attention-deficit Hyperactivity Disorder among Primary School Teachers in Jordan." Child Care in Practice 21, no. 2 (December 3, 2014): 128–39. http://dx.doi.org/10.1080/13575279.2014.962012.

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Al Shboul, Rawia Khalil Hasan. "Sustainable Development of School Buildings Management in the Exploratory Schools in the Hashemite Kingdom of Jordan." International Education Studies 11, no. 6 (May 29, 2018): 79. http://dx.doi.org/10.5539/ies.v11n6p79.

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The management and sustainability of school buildings is one of the primary challenges facing school administrations in the twenty-first century, especially after the increasing demand for education and seeking to increase the absorptive capacity of the increasing numbers of students, in addition to increasing the number of days of the school year and the fact that students are staying for a period of more than six hours a day in the school. This requires studying the reality of sustainable development to manage school buildings and its ability to meet the future needs of the teaching and learning processes. From here, the objective of the study was to reveal the administrative practices necessary to achieve sustainable development of school buildings in the exploratory schools (technology schools in Jordan) by answering the following questions:1) What administrative needs are required to achieve sustainable development practices in the management of exploratory schools in the Hashemite Kingdom of Jordan from the point of view of school principals, their assistants and Main Teachers in these schools?2) Do the sustainable development practices in the management of exploratory school buildings in the Hashemite Kingdom of Jordan differ at the level (α = 0.05) according to gender, type of school, job?To achieve the objective of the study and answer its questions, a questionnaire was prepared consisting of (47) items, each reflecting the school management practices necessary to achieve the sustainable development of the school building. The coefficient of reliability and validity of the instrument was verified with alpha-Cronbach (0.96) for the instrument as a whole. The study sample included (623) individuals. For data analysis, the arithmetical means, standard deviations, T test, and mono-variance analysis were used.The results of the study showed that the management of the exploratory schools needs administrative practices to achieve the sustainable development of the school building to a high degree in the field of school and service facilities. The responses of the sample members of the study recorded the highest mean of 4.13, while the lowest need was recorded for the field of management of the site of the school building with a mean of 3.67. The results of the T-test analysis showed that there were statistically significant differences (α = 0.05) between the responses of the sample of the study in the management of the site of the school building in favor of the Main Teacher with a mean of 3.81 compared with the responses of school principals and their assistants. The results of the study also showed that there were statistically significant differences between the responses of the sample of the study in the field of school building site due to the type of school in favor of basic education schools (first and second cycle ) compared to primary schools (1-10). As for the gender variable, the results of the T-test analysis showed that there were no statistically significant differences between the arithmetical means of the responses of the sample of the study in all fields of study.

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Hamaidi, Dr Diala A., Dr Yousef M. Arouri, Rana K. Noufal, and Islam T. Aldrou. "Parents’ Perceptions of Their Children’s Experiences With Distance Learning During the COVID-19 Pandemic." International Review of Research in Open and Distributed Learning 22, no. 2 (February 2, 2021): 224–41. http://dx.doi.org/10.19173/irrodl.v22i2.5154.

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This study aimed to investigate the perceptions of primary and secondary students’ parents in Jordan toward the distance learning process implemented in light of the coronavirus disease (COVID-19) pandemic. To achieve the study objectives, the researchers used the descriptive survey method to collect and analyze data and interpret the results. After developing the study instrument (questionnaire) and ensuring its validity and reliability, it was distributed to a selected sample, consisting of 470 parents, by random cluster method during the second semester of the 2019–2020 academic year. The study results show that primary and secondary students’ parents were moderately satisfied with the distance learning process implemented in light of the COVID-19 pandemic. In addition, the results reveal statistically significant differences in the parents’ perceptions attributed to the variables of the child’s grade, in favor of grades 5–7; teacher’s gender, in favor of female teachers; and school type, in favor of private schools.

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Shdaifat, Sameer Aowad Kassab, Nidal A. K. Shdaifat, and Linda Ahmad Khateeb. "The Reality of Using E-Learning Applications in Vocational Education Courses During COVID 19 Crisis from the Vocational Education Teachers’ Perceptive in Jordan." International Education Studies 13, no. 10 (September 21, 2020): 105. http://dx.doi.org/10.5539/ies.v13n10p105.

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The present study aimed to explore the reality of using E-Learning applications in vocational education courses during COVID 19 crisis in Jordan from the perspective of vocational education teachers. It aimed to explore the way students interact with e-learning applications in this regard. It aimed to explore the challenges associated with using E-Learning applications in this regard. A sample was selected. It consists from 60 vocational education teachers. These teachers were selected from the primary public schools in Jordan. A three-part questionnaire was used. It was found that respondents have negative attitudes towards using E-Learning applications in vocational education courses during COVID 19 crisis in Jordan. It was found that the severity of the challenges associated with using E-Learning applications in this regard is high. In the light of the study’s results, several recommendations were proposed. For instance, the researchers recommend providing vocational education teachers at Jordanian schools with training courses about the way of using E-Learning applications.

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AlQallab, Lina Kleaf, and Mohammad Saleem Al-Zboon. "A Proposed Future Vision for Improving the Virtual Learning Culture in Jordanian Schools." Modern Applied Science 12, no. 4 (March 19, 2018): 13. http://dx.doi.org/10.5539/mas.v12n4p13.

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The present study aimed to identify the future vision for developing the culture of virtual education in Jordanian schools by identifying the reality of the virtual education culture and the difficulties in applying this type of education.The study sample consisted of (2000) teachers and teachers representing all the directorates of education in Jordan, and were selected in the random stratified manner.The results showed that the reality of the virtual education culture in Jordanian schools from the point of view of the primary stage teachers in Jordan was high and that the difficulties facing virtual education in Jordan were high. Based on the results, the paper recommended to Bringing up people who accept the culture of change and adapt to it which shall enable them to seek achieving their ambitions and develop their potentials. and Promoting a culture that is based on a scientific methodology and employing people’s mental skills and scientific methods to find practical solutions for societal problems. The vision’s outlines include developing a personality that is capable to reach knowledge through using various sources of information.

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Mashaqbah, Nour Khaled. "The Relationship Between Motivation and Job Satisfaction Among Teachers of Public Schools in Mafraq Province of Jordan." European Scientific Journal, ESJ 14, no. 31 (November 30, 2018): 224. http://dx.doi.org/10.19044/esj.2018.v14n31p224.

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This study aimed at identifying the relationship between motivation and job satisfaction among teachers of public schools in Mafraq Province of Jordan. In order to do so, primary data were collected using self-completed questionnaires that were collected from (1260) public schools teachers, statistical analysis were used to analyze the relationships. The research has shown that: the degree of motivation among teachers of public schools in Mafraq Province is medium, as well as the degree of job satisfaction; and the research also showed that there is a statistically significant relationship between motivation and job satisfaction among teachers. The study showed that there is a lack of material incentives and bonuses, lack of a clear system of motivation that really measure the performance of the teachers, and lack of involvement of the teacher in decision-making. The results of this study suggest that in order to achieve a high and distinguished performance among the teachers, educational officials should consider working on the development of the laws, regulations and instructions of the system of bonuses and rewards commensurate with the requirements of the basic standard of living of the employees.

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Mohammad Mahmoud Hilal Alsmairat, Mohammad Mahmoud Hilal Alsmairat. "The reality of educational transformations for primary school students under the Corona pandemic from the point of view of school principals in the Northern Jordan Valley: واقع التحولات التربوية لطلبة المرحلة الأساسية في ظل جائحة كورونا من وجهة نظر مدراء المدارس في لواء الأغوار الشمالية." مجلة العلوم التربوية و النفسية 5, no. 41 (October 30, 2021): 71–58. http://dx.doi.org/10.26389/ajsrp.s070621.

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The study aimed to identify the reality of educational transformations for primary school students in light of the Corona pandemic from the point of view of school principals in the Northern Jordan Valley. A number of (35) principals in the Northern Jordan Valley were chosen intentionally, and the study reached the following results: the results of the interviews of the respondents showed that the educational relations were limited and transformed from the school system with its elements to the home system with its elements, and to the transfer of the process of receiving the educational authority From administrators and teachers in the school to parents and older brothers at home, and because of the shift in the spatial presence and the abolition of the role of the director and the teacher as an educational process and its transfer to the educational platforms that came during the Corona pandemic, the educational burden and follow-up became entrusted to a very high rate estimated at (80%). As the student’s dependence on himself and his parents, and in light of the results of the study, the researcher made several recommendations for the need to conduct more studies and research Related to the educational reality and its transformations in light of the Corona pandemic at other age and educational stages, and the need to think of solutions to students’ problems resulting from their confinement to educational platforms and their lack of mixing with their peers.

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Shdaifat, Sameer, and Jaafar Abusaa. "الضغوط المهنية لدى معلمي ومعلمات التربية المهنية في الأردن في ضوء بعض المتغيرات." مجلة جامعة فلسطين التقنية للأبحاث 7, no. 2 (September 15, 2019): 59–67. http://dx.doi.org/10.53671/pturj.v7i2.75.

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The present study aimed to identify the occupational stress level of occupational education female and male teachers. It also aimed to identify whether there is any difference between the respondents’ occupational stress levels which can be attributed to their (gender, experience or school stage). The study’s population consists from all the all the occupational education female and male teachers who work at the public schools affiliated with the first and second directorates of education in Irbid (i.e. 320 teachers). As for the sample, it consists from 100 female and male teachers. Those teachers were selected through using the random stratified sampling method. Those teachers were selected from the public schools affiliated with the first and second directorates of education in Irbid. The researchers chose a descriptive survey research design. They developed an instrument (i.e. a questionnaire) for measuring the occupational stress level of teachers. It was found that the occupational stress level of the occupational education female and male teachers is high. It was found that there is a statistically significant difference between the respondents’ occupational stress levels which can be attributed to gender. The latter difference is for the favor of males. It was found that there is a statistically significant difference between the respondents’ occupational stress levels which can be attributed to experience. The latter difference is for the favor of the ones who possess moderate experience. It was found that there is a statistically significant difference between the respondents’ occupational stress levels which can be attributed to the school stage. The latter difference is for the favor of the lower primary teachers. In the light of the aforementioned results, the researchers recommend exerting effort to reduce the occupational stress level of occupational education female and male teachers. Such efforts include creating convenient psychological and occupational environments. The researchers also recommend providing the lower primary teachers with attention by the Ministry of Education in Jordan. That can be done through providing those teachers with training & development programs. That can be also done through raising their socio-economic levels and providing them with financial & moral incentives & rewards.

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Shdaifat, Sameer, and Jaafar Abusaa. "الضغوط المهنية لدى معلمي ومعلمات التربية المهنية في الأردن في ضوء بعض المتغيرات." مجلة جامعة فلسطين التقنية خضوري للأبحاث 7, no. 2 (September 15, 2019): 59–67. http://dx.doi.org/10.53671/ptukrj.v7i2.75.

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The present study aimed to identify the occupational stress level of occupational education female and male teachers. It also aimed to identify whether there is any difference between the respondents’ occupational stress levels which can be attributed to their (gender, experience or school stage). The study’s population consists from all the all the occupational education female and male teachers who work at the public schools affiliated with the first and second directorates of education in Irbid (i.e. 320 teachers). As for the sample, it consists from 100 female and male teachers. Those teachers were selected through using the random stratified sampling method. Those teachers were selected from the public schools affiliated with the first and second directorates of education in Irbid. The researchers chose a descriptive survey research design. They developed an instrument (i.e. a questionnaire) for measuring the occupational stress level of teachers. It was found that the occupational stress level of the occupational education female and male teachers is high. It was found that there is a statistically significant difference between the respondents’ occupational stress levels which can be attributed to gender. The latter difference is for the favor of males. It was found that there is a statistically significant difference between the respondents’ occupational stress levels which can be attributed to experience. The latter difference is for the favor of the ones who possess moderate experience. It was found that there is a statistically significant difference between the respondents’ occupational stress levels which can be attributed to the school stage. The latter difference is for the favor of the lower primary teachers. In the light of the aforementioned results, the researchers recommend exerting effort to reduce the occupational stress level of occupational education female and male teachers. Such efforts include creating convenient psychological and occupational environments. The researchers also recommend providing the lower primary teachers with attention by the Ministry of Education in Jordan. That can be done through providing those teachers with training & development programs. That can be also done through raising their socio-economic levels and providing them with financial & moral incentives & rewards.

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Gutman, Dasia Black. "Aboriginal Children Want to Learn ‘Good School Work’." Aboriginal Child at School 20, no. 2 (May 1992): 12–24. http://dx.doi.org/10.1017/s031058220000777x.

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The study sets out to find out urban Aboriginal children's views of schools and teachers, particularly the things they enjoy and find valuable in their schooling experience and their ideas on what changes they would like to see. Literature indicates that whilst, on the one hand, Aboriginal parents and communities increasingly “want to help my children do better at school” (de Lacy, 1985, p..282), on the other hand very few succeed, especially once they have entered high school. A study by Goodnow and Burns (1985) has shown that primary school children are very discriminating judges of what helps them learn. Thus finding out what Aboriginal children actually say about their school experience may help educators to interpret their behaviour in the school setting more accurately and consequently to communicate with them more effectively. In the fairly extensive literature on Aboriginal children's education a number of relevant themes recur. One is the importance of personal relationships in Aboriginal children's learning. Affiliation is the basis of traditional Aboriginal relationships with individuality of the person secondary to the close knit family group. This is expressed as concern with affectionate relations in Aboriginal children's interactions with teachers and peers. It relates to what Honeyman (1986) calls traditional Aboriginal society's “humane teaching”, where education was through guidance rather than direct instruction. Another theme is the unpredictability of educational outcomes for Aboriginal students, particularly the nature of the acquisition of English literacy. “It is the most puzzling yet most debilitating characteristic of Aboriginal education to be recognised in recent times.” (Willmot, 1989, p.10) There are contradictory findings on Aboriginal adolescents' attitudes to school. Jordan (1984) in her South Australian study found that Aboriginal students had a “positive view of schooling and school personnel” (p.289).

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Alebous, Tahani. "Science Teaching and Level of the Scientific Literacy of the Primary School Teacher in Jordan." International Journal for Cross-Disciplinary Subjects in Education 4, no. 2 (June 1, 2013): 1190–96. http://dx.doi.org/10.20533/ijcdse.2042.6364.2013.0167.

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Ibtsam Husain Muhamed Al-khresha, Ibtsam Husain Muhamed Al-khresha. "The Effect of Storytelling on Teaching Language Skills (Speaking, Listening and Fluency) among Second-Grade Students in Jordan: فاعلية الحكاية في تحسين مهارات (الاستماع والتحدث والطلاقة اللغوية) لدى طلبة الصف الثاني الأساسي في الأردن." مجلة العلوم التربوية و النفسية 6, no. 11 (March 28, 2022): 95–109. http://dx.doi.org/10.26389/ajsrp.c300821.

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The current study aimed to identify the impact of storytelling on teaching language skills (speaking, listening and fluency) among second-grade students in Jordan, and to reveal the significance of the differences in the role of storytelling in teaching language skills (speaking, listening and fluency) among second-grade students in Jordan for the gender variable. In order to achieve, a questionnaire was developed consisting of (21) items divided into three areas (speaking, listening, language fluency), and the study sample consisted of (88) male and female students from the second grade of primary school in Zarqa Governorate schools, they were chosen by the intentional method, from Two divisions, one experimental and the other control. The study concluded that there is an effect of storytelling on teaching language skills (speaking, listening and fluency) among second-grade students, and it was found that there were no differences in the effect of storytelling on teaching language skills (speaking, listening and fluency) due to the gender variable, and the study recommended the need to direct those in charge of language education. Arabic by including the storytelling method in teaching methods and curricula, and the necessity of training first-grade teachers to use storytelling in teaching Arabic language skills.

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Ali, Kareema, and Amal Sawalha. "THE EFFECT OF DIGITAL EDUCATIONAL GAMES ON MOTIVATION TOWARDS E-LEARNING AND LIFE SKILLS AMONG PRIMARY SCHOOL STUDENTS IN ARAB SOCIETIES." International Journal of Humanities and Educational Research 03, no. 06 (December 1, 2021): 74–89. http://dx.doi.org/10.47832/2757-5403.6-3.6.

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This study investigates the effect of employing digital educational games (DEGs) on motivation towards e-learning, and life skills of primary school students in more than one Arab context: in Palestine, Jordan, Bahrain, and United Arab Emirates. It also investigates the need to employ these games in the educational process, the challenges which faced the employment of these games, and ways to develop their employment in the learning process. This qualitative study used a multiple case study by conducting open, semi-structured interviews on a sample of four teachers and four parents of two from each country to reveal in-depth views to clarify the mechanism of employing these digital educational games. Data were subjected to multiple case study analysis using Ary et al. (2010) model. The results show that DEGs were a contributing factor in increasing students' motivation towards e-learning and enabling them to acquire the life skills necessary to live in this era when adding these games to the elements of fun and excitement to learn in a collaborative environment. They provide students with communication, problem-solving, decision-making and technological skills. The results also show the challenges that face employing them in the e-learning process, represented in material ones, such as the weakness of the technological infrastructure, and educational ones, such as the weakness of teachers in dealing with DEGs and choosing the appropriate game for the age category and subject. The study recommends adopting the employment of DEGs officially in public education institutions, and providing material and technical support to teachers, students and parents‎.

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ALI, Kareema Abd Al Kareem, and Amal Zuheir SAWALHA. "THE EFFECT OF DIGITAL EDUCATIONAL GAMES ON THE MOTIVATION TOWARDS E-LEARNING AND LIFE SKILLS OF PRIMARY SCHOOL STUDENTS IN ARAB SOCIETIES." International Journal of Humanities and Educational Research 03, no. 04 (August 1, 2021): 194–205. http://dx.doi.org/10.47832/2757-5403.4-3.17.

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This study investigates the effect of employing digital educational games (DEGs) on motivation towards e-learning, and life skills of primary school students in more than one Arab context: in Palestine, Jordan, Bahrain, and United Arab Emirates. It also investigates the need to employ these games in the educational process, the challenges which faced the employment of these games, and ways to develop their employment in the learning process. . This qualitative study used a multiple case study by conducting open, semi-structured interviews on a sample of four teachers and four parents of two from each country to reveal in-depth views to clarify the mechanism of employing these digital educational games. Data were subjected to multiple case study analysis using Ary et al. (2010) model. The results show that DEGs were a contributing factor in increasing students' motivation towards e-learning and enabling them to acquire the life skills necessary to live in this era when adding these games to the elements of fun and excitement to learn in a collaborative environment. They provide students with communication, problem-solving, decision-making and technological skills. The results also show the challenges that face employing them in the e-learning process, represented in material ones, such as the weakness of the technological infrastructure, and educational ones, such as the weakness of teachers in dealing with DEGs and choosing the appropriate game for the age category and subject. The study recommends adopting the employment of DEGs officially in public education institutions, and providing material and technical support to teachers, students and parents.

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Alomari, Akram Mahmoud. "Teachers’ Digital Technology Competencies for Use in Distance Education in Schools." International Journal of Technology in Education and Science 7, no. 1 (February 7, 2023): 57–70. http://dx.doi.org/10.46328/ijtes.435.

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Educators used distance education to respond to the Corona pandemic. The research question focuses on teachers' perceptions toward the use of ICT competencies in distance education, taking training courses into account. The study included 206 primary school teachers from Jordan's northern schools. A questionnaire designed specifically for this study was used, and its validity and reliability coefficient of 0.82 was confirmed. The findings revealed statistically significant variations in the sign of the training courses variable in favor of the teachers who got training. It is frequently regarded as insufficient by teachers' perspectives on the application of ICT competencies. As a result, respondents understand the necessity for and importance of using ICT for distance preparation and teaching and consider it a vital component of their professional development. The findings recommended incorporating competencies linked to teaching online (electronic course management, computer applications, networking, and educational materials creation), into training programs.

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Kraishan, Osama M., and Ismail Almaamah. "Evaluation of the Third Class Science Text Book from the Teacher’s Perspective at Madaba Municipality." International Education Studies 9, no. 3 (February 25, 2016): 123. http://dx.doi.org/10.5539/ies.v9n3p123.

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This study aimed at evaluating the science textbook of the third grade primary school in Jordan from the point of view of the teachers who have taught this textbook, in order to find out how suitable and relevant this textbook is to the structure of the curriculum and its guidelines, by trying to answer this question: What is the evaluation of science textbook of the third grade from the standpoint of science teachers in the following aspects: general appearance, the book’s introduction, content of the book, aids and activities in the book, the contribution of the book to the development of students’ attitudes toward science, evaluation methods contained in the book, the appropriateness of the number of weekly classes to the content of the book, the availability of laboratories and the necessary materials to carry out activities, and finally the language of the book. The study population consisted of all 110 science teachers in governmental schools in Madaba who have taught the science textbook. While The study sample consisted of (51) teachers who were selected randomly, then the researchers prepared a questionnaire as an instrument for their study consisting of (62) paragraphs displayed by a number of arbitrators and specialists for the sake of verifying its validity and reliability, and it covers nine aspects. Results related to study main question showed that the total score of teachers evaluating for science textbook of the third grade was high as the percentage reached (70.6), and this is evident that the Jordanian experience in curriculum development and design is a rich experience and with high level, parallel with the experiences of other countries. Finally, the researchers recommend that science teachers and their supervisors should necessarily take part in designing the science textbook because they are only the ones who work with it. They also recommend that more studies on science textbooks should be done for the sake of the development of its curriculums.

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Rahahleh, Zahraa J., Mohammad A. Sakarneh, Mizyed A. Hyassat, and Nawaf S. Al-Zyoud. "Internet Use among Jordanian Students with and without Learning Difficulties at Primary Schools." Journal of Educational and Social Research 11, no. 2 (March 5, 2021): 74. http://dx.doi.org/10.36941/jesr-2021-0031.

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The main aim of this study is to explore the degree of Internet use among Jordanian students with and without learning difficulties at primary schools. Descriptive-analytical approach was utilized to achieve the study aims. The study sample consisted of (144) students from different primary schools in Jordan. A validated scale was developed to collect the data. SPSS software was employed to analyze the collected data; means, standard deviations, and t-test were calculated. Findings revealed that students with learning difficulties had good computer skills which were similar to students without learning difficulties. It also showed that there were no statistical significant differences in the skills of using the Internet, the degree of its use, the areas of use, and the problems that hindered their use attributed to the classification variable (with and without learning disabilities). This indicates that students with learning difficulties have skills and abilities to use the Internet in all areas, just as students without learning difficulties. The study, therefore, recommends making technological useful facilities available to the students with learning difficulties, to their teachers, and their parents. Received: 26 November 2020 / Accepted: 15 February 2021 / Published: 5 March 2021

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Beaman, Robyn, Kevin Wheldall, and Coral Kemp. "Recent Research on Troublesome Classroom Behaviour: A Review." Australasian Journal of Special Education 31, no. 1 (April 2007): 45–60. http://dx.doi.org/10.1017/s1030011200025586.

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A review is provided of recent research literature on the topic of troublesome classroom behaviour, published over the past decade or so with particular reference to research carried out in Australian schools. Nine Australian studies are reviewed, as well as a further seven from the USA, Hong Kong, Jordan, Greece and Malta. Seven of the studies deal with the early years and primary level of schooling, with six studies at the secondary level, and three that span primary and secondary levels of schooling. The following main themes are elucidated: the prevalence of behaviourally troublesome students; time spent managing troublesome behaviour; gender differences; and types of classroom (mis)behaviours, their severity and their frequency. Recent research confirms earlier findings that classroom misbehaviour is of widespread concern to teachers but that the main causes of disruption, while being frequent, are often relatively trivial in nature (‘talking out of turn’ behaviours in particular). While prevalence rates for troublesome students across classes are variable, boys are consistently identified as being more troublesome than girls.

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Al-ebous, Tahani. "Effect of the Van Hiele Model in Geometric Concepts Acquisition: The Attitudes towards Geometry and Learning Transfer Effect of the First Three Grades Students in Jordan." International Education Studies 9, no. 4 (March 30, 2016): 87. http://dx.doi.org/10.5539/ies.v9n4p87.

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This study aimed to investigate the Effect of the van Hiele model in Geometric Concepts Acquisition, and the attitudes towards Geometry and learning transfer of the first three grades students in Jordan. Participants of the study consisted of 60 students from the third grade primary school students from the First Directorate, Amman, in the academic year (2015-2016) and they were divided randomly into a control group and an experimental group. To achieve the objectives of the study, the teacher's guide was prepared for the unit of Engineering and Statistics "taken from the text book of Mathematics of the third grade in accordance with the model of the Hill, and the preparation of test engineering concepts which consisted of 17 questions of multiple choice, in addition to the scale of attitudes towards engineering and test learning transfer effect. Data were analyzed using ANCOVA and results were as follows: there are significant differences between the average performance of each of the two groups of the study on the scale of Geometric Concepts acquisition in favor of the experimental group taught by using the van Hiele model. And there are significant differences between the average performance of the two groups on a scale of attitudes towards geometry in favor of the experimental group taught by the van Hiele model. There are significant differences between the average performance of each of the two groups on the learning transfer test in favor of the group taught by the van Hiele model.

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Tashpulatova, Dilorom Mukimovna. "Primary School Teachers Professiogram." American Journal of Social Science and Education Innovations 03, no. 05 (May 7, 2021): 11–15. http://dx.doi.org/10.37547/tajssei/volume03issue05-03.

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الجعافرة ، عبد السلام يوسف. "درجة تطبيق معلمات الصفوف الأساسية الثلاثة الأولى لمهارات تدريس القراءة الأساسية لمبادرة (RAMP) من وجهة نظر المشرفين التربويين في الأردن = The Degree Teachers of the First Three Primary School Grades Apply Teaching Basic Reading Skills for the (RAMP) Initiative from the Viewpoint of Educational Supervisors in Jordan." مجلة الزرقاء للبحوث و الدراسات الإنسانية 20, no. 3 (December 2020): 310–22. http://dx.doi.org/10.12816/0057167.

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El-Qaderi, Saleh S., and Khalil Y. Khalili. "Health Knowledge of Nursery School Teachers in Northern Jordan." International Quarterly of Community Health Education 9, no. 1 (April 1988): 63–71. http://dx.doi.org/10.2190/572j-0vdj-uyw0-qvwj.

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This study investigates the level of health knowledge of nursery school teachers in Northern Jordan. The Health Awareness Test (HAT) was administered to a sample of sixty teachers (66.7% of the population). The data analysis revealed that health knowledge among these teachers, in general, was much lower than the acceptable level determined by the HAT. Neither the teaching experience, academic degree, or marital status seemed to have influence on health knowledge on any of the dimensions covered by the HAT. In addition to the above results, the study revealed that the major sources of health knowledge among these teachers, ranked by order, were: self-education, mass media, education programs of the Ministry of Health, family, inservice training programs, and academic preparation. The implications of the above results are discussed.

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Bayındır, Nida, Levent Sevi, and Aynur Çukurcalıoğlu. "Primary School Teachers’ Perceptions of School Report." Participatory Educational Research spi16, no. 2 (February 1, 2016): 157–72. http://dx.doi.org/10.17275/per.16.spi.2.15.

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Smadi, Mohammad Abed-Latif Mohammad, Abdul Halim Mohammad, and Faizahani Ab Rahman. "Barriers in Instructional Technology Integration in Teachers in Social Studies at Jordan Elementary School." Pedagogia : Jurnal Pendidikan 9, no. 1 (February 27, 2020): 35–44. http://dx.doi.org/10.21070/pedagogia.v9i1.124.

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The purpose of this paper is to identify the importance of using Instructional Technology(IT) in teaching social studies in elementary schools in Jordan. This paper explores theobstacles faced by female teachers in teaching social lessons in classrooms in Jordan.Lack of competence to apply technology to teach social lessons in class. is a problemthat occurs among female teachers in Jordan. Those with little experience find it difficultto apply because of the unavailability of equipment. the results of the discussion of thispaper can teach teachers to integrate technology into the education system, integrate ITinto classrooms and integrate IT in teaching social studies in Jordan elementary schoolsto improve the performance of female social studies teachers.

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Tyshchenko, Liudmyla. "OF FUTURE PRIMARY SCHOOL TEACHERS." B U L L E T I N OF OLEKSANDR DOVZHENKO HLUKHIV NATIONAL PEDAGOGICAL UNIVERSITY 42, no. 1 (2020): 150–59. http://dx.doi.org/10.31376/2410-0897-2020-1-42-150-159.

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Alsarayreh, Raghad. "Using blended learning during COVID-19." Cypriot Journal of Educational Sciences 15, no. 6 (December 31, 2020): 1544–56. http://dx.doi.org/10.18844/cjes.v15i6.5298.

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The study aims at identifying the perceptions of using blended learning during COVID 19 Pandemic in Jordan as reported by secondary school teachers in Jordan. It also aims at investigating the possible significant differences in those perceptions attributed to gender and school type (government schools, private schools). A quantitative method was adopted in which a questionnaire was used to collect the data from (161) science teachers (92 females and 69 male teachers) working at secondary schools at Karak governorate. The questionnaire has been distributed to 147 science teachers from public schools and 14 teachers from private schools. The results of this study revealed medium degree of using blended learning among the participants. It also showed no statistically significant differences attributed to the gender variable and the type of school. Keywords: Blended learning strategy, COVID-19 pandemic, secondary school, Jordanian teachers.

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Ababneh, Saleh Ahmad Amin. "Developing the Jordanian schools' administrations within the concept of the mutual psychological contract between school principals and teachers." Cypriot Journal of Educational Sciences 17, no. 3 (March 31, 2022): 873–90. http://dx.doi.org/10.18844/cjes.v17i3.6955.

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This study explored the development of the Jordanian schools' administrations within the concept of the mutual psychological contract between school principals and teachers. The study employed the descriptive developmental approach. Two scales were developed, the scale of the school’s commitment to the psychological contract with teachers, which consisted of (30) items, and the scale of teachers’ commitment to the psychological contract with the school, which consisted of (22) items. The sample of the study consisted of (431) teachers and (117) principals at the end of the academic year 2020/2021. The results revealed that the degree of commitment among school principals to the psychological contract with teachers was average. The differences were statistically significant in favor of the teachers with long experience, and the differences were not significant for the rest of the variables. The results of the study also indicated that the degree of teachers’ commitment to the psychological contract with school principals was average. The differences were statistically significant in favor of school principals with short experiences. Mechanisms for developing school administration in Jordan were suggested, and several recommendations were made. Keywords: psychological contract, school administration development, school principals, school teachers, education in Jordan.

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ZORLU KANA, Hatice. "EVALUATION OF THE PRIMARY SCHOOL TEACHERS VIEWS TOWARDS PRIMARY SCHOOL STUDENT'." Route Educational and Social Science Journal 7, no. 53 (January 1, 2020): 95–122. http://dx.doi.org/10.17121/ressjournal.2758.

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Ong, Li Hui, Siok Khoon Soh, Shu-Jun Ho, and May Yan Melissa Yeong. "Primary-School Teachers’ Expectations of Handwriting Skills in Primary-School Children." American Journal of Occupational Therapy 73, no. 4_Supplement_1 (August 1, 2019): 7311505212p1. http://dx.doi.org/10.5014/ajot.2019.73s1-po8036.

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Popović, Kristijan. "Intercultural sensitivity of primary school teachers." Sinteze 8, no. 16 (2019): 37–52. http://dx.doi.org/10.5937/sinteze8-24082.

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Pankratova, Valeriya G. "Professionally important qualities primary school teachers." Pushkin Leningrad State University Journal, no. 2 (2021): 41–52. http://dx.doi.org/10.35231/18186653_2021_2_41.

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Reddy, Dr M. Mohan. "Cognitive Styles of Primary School Teachers." International Journal of Scientific Research 2, no. 7 (June 1, 2012): 116–18. http://dx.doi.org/10.15373/22778179/july2013/40.

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Syahid, A. A., D. T. Sunarya, A. Sudin, C. Sunaengsih, and D. A. Karlina. "ICT competences of primary school teachers." Journal of Physics: Conference Series 1318 (October 2019): 012148. http://dx.doi.org/10.1088/1742-6596/1318/1/012148.

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LAMANAUSKAS, Vincentas, and Dalia AUGIENE. "Identifying Primary School Teachers Health Literacy." Turkish Journal of Science Education 16, no. 4 (December 30, 2019): 451–66. http://dx.doi.org/10.36681/tused.2020.0.

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Přibylová, Jana. "Personal Characteristics of Primary School Teachers." Procedia - Social and Behavioral Sciences 112 (February 2014): 1033–36. http://dx.doi.org/10.1016/j.sbspro.2014.01.1266.

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Altınkurt, Yahya, and Kürşad Yılmaz. "Humor styles of primary school teachers." Pegem Eğitim ve Öğretim Dergisi 1, no. 2 (June 1, 2011): 01–08. http://dx.doi.org/10.14527/c1s2m1.

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The purpose of this study is to determine humor styles of primary school teachers. With the study, humor styles of teachers and differences in between according to certain variables were determined. The sample of the survey model study consists of 279 primary school teachers in the province of Kutahya in Turkey. The data of the research were gathered with "Humor Style Questionnaire". Data were analyzed by utilizing descriptive statistics, t-tests and variance analyses. Results of the study showed that the primary school teachers had an affiliative humor style. Humor styles of primary school teachers are closer to "affiliative humor style", followed by self-enhancing, aggressive humor and self-defeating humor styles. There are significant differences between the humor styles of school teachers about the aggressive and self-defeating humor styles to the gender and branch. However, there was no significant difference in seniority and age.

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Gao, X., and A. W. K. Chow. "Primary school English teachers' research engagement." ELT Journal 66, no. 2 (June 29, 2011): 224–32. http://dx.doi.org/10.1093/elt/ccr046.

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Journal articles on the topic 'Primary school teachers, Jordan'

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