الخلاصة:
This study aimed at detecting the extent to which practicing of classroom administration by teachers of lower basic stage given the contemporary educational trends and its operationalization from principals’ point of view in the Northern Governorates, and identifying differences thereto considering the study variables such as (gender, academic qualification, number of training courses, governorates and years of service).
In order to achieve the study objective, the researcher has adopted mixed approach (qualitative, quantitative) and used two tools to obtain data, and has developed a questionnaire to include (53) paragraphs distributed over six aspects applied on a layered random sample. The study sample size is (287) male and female teachers and (27) school principals where the researcher has used the focal group to get a deeper understanding of the problem.
The study results demonstrates the extent to which practicing of classroom administration by teachers of lower basic stage is high in all respects with a mean of (4.01). The physical environment aspect has the highest mean of (4.22), and the administration of classroom discipline and monitor aspect has the least mean of (3.95).
The study results also demonstrate that there are no statistically significant differences regarding the extent to which practicing of teachers of lower basic stage attributed to variables: gender, number of training courses, governorate and interaction between them. There are no statistically significant differences attributed to variable of academic qualification, years of service and interaction between academic qualification and years of service while there is a statistically significant difference attributed to variable: years of service.
Based on the results, this study recommends officials of teacher training programs to continue developing training programs for effective classroom administration, so that such programs shall predominantly practical side while ensuring continuity of training impact and reflection on performance of teachers through following-up their implementation by educational supervisors and principals.
