مدى ملاءمة منهاج اللغة العربية لدى طلبة الصف السابع وأثره النفسي عليهم من وجهة نظر المعلمين في محافظة غزة
The study aimed to identify the appropriateness of Arabic language curriculum at seventh grade Arabic language curriculum at seventh grade students in Gaza, from teachers’ perspective, and identify the psychological impact of Arabic language curriculum on seventh grade students from teacher’s perspective. Descriptive approach was used, which is based on a fact-finding in order to describe the state of phenomena, as they exist in reality. Random sample of 60 has been selected from the seventh grade teachers in Gaza Governorates. A questionnaire -which is divided into five axes were used. The Study reached the following results: 1) The appropriateness of Arabic language curriculum at seventh grade students in Gaza, from teachers’ perspective, came with a relative weight 70,000, a great degree. 2) The psychological impact of Arabic language curriculum on seventh grade students from teacher’s perspective came with a relative weight 65.000, a Medium degree. 3) There were no statistically significant differences at the level of significance (α≤0.05) in the appropriateness of Arabic language curriculum at seventh grade students in Gaza, from teachers’ perspective due to the sex variable. 4) There were no statistically significant differences at the level of significance (α≤0.05) in the appropriateness of Arabic language curriculum at seventh grade students in Gaza, from teachers’ perspective due to the age variable. 5) There were no statistically significant differences at the level of significance (α≤0.05) in the appropriateness of Arabic language curriculum at seventh grade students in Gaza, from teachers’ perspective due to Years of Service variable. 6) There is a statistically significant relation at the level of significance (α≤0.05) between the appropriateness of Arabic language curriculum at seventh grade students in Gaza, from teachers’ perspective and its psychological impact on them. (Published abstract)