مواقف معلّمات الصّفوف الأولى والثّانية تِجاه الآليّة الوزاريّة لفحص القراءة والكتابة

Abstract

Due to the importance of reading and writing skills in the educational process; several mechanisms and tools have been designed to examine and evaluate these skills. In Israel, a formal ministerial mechanism has been developed to enable Arabic Language teachers to monitor the ability of first and second grade pupils to read and write in Arabic (Rama, 2008).
The current study aims to examine the attitudes of first and second grade female teachers towards the ministerial mechanism for the reading and writing exams. Accordingly, two questionnaires were passed among 200 female teachers: the first questionnaires were passed among 100 first-grade female teachers to examine their attitudes towards the mechanism used for first-grade reading and writing skills examination, while the second questionnaires were passed among 100 second-grade female teachers to examine their attitudes towards the mechanism used for second-grade reading and writing skills examination.
The results of this study show that the attitudes of first and second grade female teachers towards the ministerial mechanism for the reading and writing skills examination are positive. The study found that this mechanism attains its main goals at a high degree plus it achieves the objectives of the educational curriculum at a medium to a high degree. The results also show that there were no significant statistical differences between the attitudes of first-grade female teachers and second-grade female teachers towards the mechanism of reading and writing skills examination. In addition, there were no significant statistical differences between the attitudes of first and second grade female teachers towards the mechanism’s ability to attain the educational curriculum objectives and achieve its main goals. However, the research found significant statistical differences between the second-grade female teachers’ attitudes about the mechanism’s ability to achieve the educational curriculum’s objectives. This was due to differences in the teachers’ years of experience in the field. Moreover, there were also significant statistical differences found between the second-grade female teachers’ attitudes about the mechanism in general. This was due to differences in the teachers’ academic qualifications.