The Effect of Qualification and Experience on the Implementation Skills used in Teaching Kindergarten Children from Teachers’ Point of View

Abstract

This study aimed at identifying the effect of qualification and experience

of kindergarten teachers on implementation skills taught to kindergarten

children from their point of view.The study population consisted of (80)

kindergarten teachers in the public schools of the Ministry of Education in

Education Directorates in Mafraq Governorate during the academic year

2010/ 2011, and the study sample consisted of (65) subjects.In order to

achieve the purposes of the study along with the validity and reliability of

the tool, the researcher prepared a questionnaire consisting of (17) items

distributed in three areas (the techniques, methods, activities) been verified

sincerity and persistence.

The results of the study showed the following:

The degree of the perception of kindergarten teacher implementation skills

necessary to teach kindergarten children in the three areas of the tool (the

techniques, methods, and activities) and the tool as a whole was estimated

as high, and activities came in the first place, while the techniques came

in the third and final places.

The presence of statistically significant differences at the level

of (α = 0.05) in the degree of perception of kindergarten teacher

implementation skills necessary to teach kindergarten children in the

areas of (methods, and techniques) and the tool as a whole, due to the

variable level of qualification and for diploma holders or higher, with no

statistically significant differences in the area of activities.

The presence of statistically significant differences at the level

of (α = 0.05) in the degree of perception of kindergarten teacher

implementation skills necessary to teach kindergarten children in the

area of (techniques) and the tool as a whole, due to the variable number

of years of teaching experience and in favor of subjects who have (10)

years of experience or more, with no statistically significant differences in

the areas of activities and methods