The Teachers Roles in Light of Knowledge Economy from the Perspective of the Educational Supervisors in Palestine
Date
2016-01-03
Authors
Sabbah, Suhair Sulaiman Mohammed
Naser, Inas Aref Saleh
Awajneh, Ahlam Mustafa Hasan
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Abstract
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.
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Keywords
Teacher’s roles , knowledge economy , educational supervisors , Palestine