The degree to which Education Support Fund teachers practice classroom management skills in the basic education stage in the city of Tarim from their point of view

Abstract

The study aimed to identify the degree to which Education Support Fund teachers practice classroom management skills in the basic education stage in the city of Tarim from their point of view in the areas of classroom management:(Planning for classroom management, classroom system, educational guidance, classroom activities and classroom interaction, motivating and evaluating students) The study sample consisted of (80) male and female teachers of the Education Support Fund in Hadhramaut Governorate. They were selected randomly, and the research tool (questionnaire) was developed to achieve the objectives of the study. It included (48) items in five areas, and to ensure its validity and reliability. The study concluded that the general average degree of the Education Support Fund teachers’ practice of classroom management skills in the basic education stage in the city of Tarim, from their point of view, was (3.7094), which indicates a large degree of practice. There are no statistically significant differences at the significance level (0.05) between the estimates of the sample members. In each area of ​​the questionnaire, the total score of the questionnaire items is attributed to variables: (Gender, academic qualification, academic subject), and there are no statistically significant differences at the level of significance (0.05) between the sample members’ estimates in each area of ​​the questionnaire and in the total score of the questionnaire items due to the years of experience variable except in the two areas (classroom activities and class interaction). ) and (motivating and evaluating students) there are differences in favor of the group with years of experience (more than 5), and in light of the results of the study, the study recommended activating the principle of educational guidance, holding courses and workshops on the importance of educational methods for the classroom situation, and the need for students to participate in making and setting rules and regulations. Organization for classroom management.