The study aimed to identify the level of school reform practices and the obstacles to school reform among teachers in public secondary schools in the northern governorates. The study employed the descriptive-analytical method. The study sample consisted of (1,018) teachers out of a total population of (5,338) male and female teachers. The researchers developed a questionnaire consisting of (42) items as a data collection instrument related to the study topic.

The study yielded several findings, the most important of which was that the level of school reform practices among teachers in public secondary schools in the northern governorates was high. The obstacles to school reform, from the perspective of teachers in public secondary schools in the northern governorates, had a mean of (3.25) and a standard deviation of (0.64), indicating that the level of obstacles to school reform was moderate.

Based on the findings of the study, the researchers recommended continuing to support teachers and encouraging them to engage in practices that contribute to school reform over the long term, while remaining committed to developing their professional and personal capacities to achieve this goal.

Keywords: School Reform, Public School Teachers, Northern Governorates

Title

ألفا للعلوم الانسانية

Publisher

تصدر عن مركز البحث وتطوير الموارد البشرية رماح – الأردن، ادارتها في مدينة نابلس-فلسطين

Publisher Country

Jordan

Publication Type

Both (Printed and Online)

Volume

3

Year

2021

Pages

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