The Teachers Roles in Light of Knowledge Economy from the Perspective of the Educational Supervisors in Palestine
Sabbah, Suhair Sulaiman Mohammed
Naser, Inas Aref Saleh
Awajneh, Ahlam Mustafa Hasan
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This study aims at identifying the teacher’s roles in light of knowledge economy from the perspective of the educational supervisors in Palestine. To achieve the study’s objective, a questionnaire consisted of 35 items was developed and applied on 50 male and female supervisors in the Directorate of Education in governorate of Ramallah, al-Bireh and UNRWA in addition an interview and a checklist of the teacher’s roles in light of knowledge economy were prepared and applied on 9 supervisors. Results showed the teacher’s roles were moderate and there were no differences in the means of the teacher’s roles attributed to the years of experience and scientific qualification variables. But there were differences in the means of the teacher’s roles attributed to the schools being supervised variable in favor of the UNRWA school. The results of the interview and checklist of the teacher’s roles revealed that 84% of the teachers need training on the innovative roles of the teacher in the era of knowledge economy and the mechanism of assessment of the teacher’s roles still focus on the teacher’s traditional roles. The study concluded that teachers need to keep pace with the requirements of the twenty-first century “The era of economy and knowledge,” with regard to scientific mastery and use of technology and creativity, excellence, critical thinking and scientific research through receiving some training on these roles, and the need to develop the evaluation mechanism among supervisors.