“The Role of the Teacher in Developing Continuous Self Learning Skills for the Students of Public Schools in Palestine”

Abstract

The aim of this study was to identify the role of the teacher in developing students’ skills of continuous self-learning . This study also aimed at identifying the differences in the role of the teacher in correlation with the variables of: the governorate, sex, academic level, and experience. To achieve the goals of this study, the researcher followed the analogical - descriptive approach and developed a questionnaire to measure the level of practice. The questionnaire consisted of two parts: the first one included initial information such as sex, academic level, governorate, and experience, and the second part included the items that measure the level of current practice related to the role of the teacher in developing students’ skills of autonomous and continuing learning. The questionnaire was divided into three domains with 41 items, the domains included: the skill of the learning process, the skill of teaching methods and curriculum, and –social relationships. The validity of the questionnaire was verified through the references and the inner reliability correlation, the reliability of the questionnaire was assured through the alpha - Cronbach’s correlation which reached 0.82. The study population consisted of the teachers (males/ females) of the public high and basic schools of the northern governorates for the year 2016- 2017). The researcher applied this study on a sample of 426 teachers. The findings of this study revealed that the total level of the teacher’s role in developing the skills of continuous self-learning was very high with a percentage of 87.4% in all domains. The order of the variable of the study in accordance with their levels was as follows: the skills of human - social relationships reached 90.1%, the skills of teaching process reached 88.1%, and the skills of teaching methods and curriculum reached 84.1%.
The results of this study also indicated that there are no differences in the role of the teacher with respect to sex, governorate, academic level, and experience variables. The results of the study included that there were differences related to the skills of methods of teaching and curriculum between the BA and Diploma in favor of BA. The researcher recommended that the requirements of autonomous learning in Palestinian Schools must necessarily be provided.