The Challenges of the Twenty-First Century Faced By Science Teachers in Public Schools in Ajloun Governorate

Abstract

This study aimed to reveal the challenges of the twenty-first century facing the science teachers in governmental schools in the province of Ajloun. The study sample consisted of 215 teachers who were randomly selected. To achieve the objective of the study, the researcher prepared a scale of 30 paragraph represents the challenges of the twenty-first century facing science teacher, it has been applied to the sample after verifying its validity  and persistence. The results showed that after the data was analyzed on the responses of teachers on the scale, there is convergence between the arithmetic mean of the areas of scale challenges values, and the coming of the field of apprenticeship education first rank while the field of sustainable education came last rank, as the results showed that the science teacher's ability to keep up with what is witnessing the era of technical progress and the flow of my knowledge in his field, and his mastery of the planning and design of the teaching material of specialization are more challenges facing respondents.

       The results also showed no statistically significant differences between the mean teacher responses on a scale challenges due for each of the variables (sex, teaching experience, educational qualification). Based on these results, the study concluded that a set of recommendations designed to enable science teachers to meet the challenges they face in the twenty-first century.