درجة امتلاك معلمي اللغة العربية لمبادئ العدالة الاجتماعية وعلاقتها بالمهارات الحياتية لدى طلبة الصف السابع الأساسي في الأردن
The study aimed to identify the degree to which the teachers of Arabic language have the principles of social justice and their relationship to the life skills of seventh grade students in Jordan, the study sample consisted of 130 male and female teachers, 55 male teachers and 75 female teachers, also 390 male and female students were randomly selected from the male and female teachers who are teaching the seventh grade in the public schools related to the ministry of education in Zarqa for the academic year 2017/2018. The study used two descriptive methods: the questionnaire as a tool for measuring the point of Arabic language teachers who have the principles of social justice, which consisted of 30 paragraphs and questionnaire of the life skills of the seventh grade students. It consisted of 20 paragraphs to measure their life skills. The results of the study showed that the degree to which the teachers of Arabic language for the principles of social justice in the seventh grade was significant and that the stage of possession of the seventh grade of life skills was moderate. The results showed no statistically significant differences between the degree of Arabic teachers in the class of the seven principles of social justice according to gender variables and the scientific qualification. The results also showed no statistically significant differences between the degree of possession of Arabic teachers in the seventh grade of freedom and democracy due to the variable of experience, the results showed a statistically significant relationship between the degree to which Arabic teachers have the principles of social justice and the life skills of their students. Based of the results, the study has revealed several recommendations: the attention in giving the students the opportunity to express themselves verbally and practically; developing the spirit of equality among students in most situations, both inside and outside school; encouraging students to express their opinions to reach the intended goal collectively and collaboratively; and, conducting similar study on different classes and different disciplines. (Author’s abstract)