The Level of Knowledge and Practice of the Principles of Knowledge Economy among Primary Education Teachers in Jordan from Their Perspective

Abstract

This study aimed at investigating the degree of possessing and application

for the knowledge economy amongst the school teachers of the basic stage in

Jordan from the teachers’ perspectives. The study also aimed at finding out if

there are significant differences at (α =0.05) in the teachers’ application of the

knowledge economy in their teaching practice attributed to the variable of the

teachers’ teaching experience. The population of the study consisted of (2057)

male and female basic stage teachers from different regions in Jordan. The

analytical descriptive method was used. The survey questionnaire consisted

of two parts. The first one consisted of (61) items distributed amongst five

domains which investigated the possessing degree of knowledge economy

amongst teachers of the elementary stage. The second part also consisted

of (61) items distributed amongst the same five domains of the first part and

investigated the teachers’ application of knowledge economy in their daily

instruction. The findings of the study revealed that the possessing degree

and application of knowledge economy amongst teachers of the basic stage

in Jordan was moderate. Results also showed that there were significant

differences at (α =0.05) in the teachers’ possessing degree and application of

knowledge economy attributed to the teaching experience variable in favour

of those teachers with more than ten years of teaching experience. Results

also revealed that there were significant differences at (α = 0.05) between the

possessing degree and application of knowledge economy amongst teachers

of the basic stage in Jordan in favour of the possessing degree.