The Obstacles of Using Affective Goals in the Educational Process From the Primary Level Teacher`s Point of View At the Governmental Schools in Gaza Strip

Abstract

The study aimed to detect the obstacles of using
affective goals in the educational process from the
primary level teacher`s point of view at the public
schools in Gaza Strip.
The researcher followed a descriptive
analytical method to achieve the objectives of the
study, the study sample consisted of (176) teachers,
were selected randomly from the Directorate of
Education (Khan Younis, and East of Khan Younis)
with a relative weight of (60.2%).
The Researcher used a questionnaire in the
second semester 2014/ 2015, consisting of (32)
items, divided into three fields: The obstacles of the
primary schools teachers’ knowledge of effective
goals, and obstacles of the practice of the primary
schools’ teachers to affective goals. Finally the
obstacles of the measurement of the primary schools
teachers of the Affective goals.
Actually the results revealed that the obstacles
of using affective goals in the educational process
from the primary level teacher`s point of view came
moderately with a relative weight of (63.55%).
While the obstacles of the measurement of the
primary schools teachers of the Affective goals came
with a relative weight of (65.16%). Nevertheless,
the obstacles of the practice of the primary schools
teachers to affective goals came with a relative
weight of (64.0%). The obstacles of the primary
schools teachers’ knowledge of the affective goals
came with a relative weight of (62.8%).
The results revealed that there were no
statistically significant differences that hinder the
use of affective goals in the educational process
from the perspective of teachers in the basic
stage due to the variable (sex) , also there is a
statistically significant differences that hinder the
use of affective goals in the educational process
from the perspective of teachers in the basic stage
attributed to the educational qualification variable
and in favor of (bachelor’s) , as results showed no
statistically significant differences obstacles of using
affective goals in the educational process from the
perspective of teachers in the basic stage due to
the variable teaching experience, the study made a
number of recommendations and suggestions.