The First-cycle Teachers’ Competence of Methods of Approaching Pupils with Difficulties of Learning at Schools in the North of Syria

The First-cycle Teachers’ Competence of Methods of Approaching Pupils with Difficulties of Learning at Schools in the North of Syria

Abstract

The research tackled the level of the first-cycle teachers’ competence of methods of approaching pupils with difficulties of learning at schools in the north of Syria. A number of variables identified to study the differences according to the years of teachers’ experiences of teachers, their academic specialization, and differences in gender. The study sample consisted of 60 teachers from schools in Idlib and Aleppo, selected by stratified random sample method. To achieve the objectives of the research, a questionnaire was used, consisting of five areas: the field of applying teaching methods, the field of using behavior modification, the field of detection and identification, the field of how to deal within the classroom environment, and the field of how to deal with the families of students with learning difficulties. The methodology followed the descriptive and analytical approach. The research found that the level of first-cycle teachers’ competence of methods of approaching students with learning difficulties was low. There are no statistically significant differences according to the gender variable and the variable of the number of years of experience in dealing with students with learning difficulties; there are statistically significant differences in the variable of the scientific degree in favor of those who have a university degree.

Key words: level, students, learning difficulties, teachers of the first cycle, northern Syria.