توظيف استراتيجية التعليم الجامع لدى مديري مدارس وكالة الغوث الدولية بمحافظات غزة وعلاقته برفع مستوى الكفاءة المهنية للمعلمين
This study aimed to examine the degree of employing inclusive education strategy among UNRWA school principals in Gaza Governorates ،and its relation with increasing vocational aptitude level among teachers. In order to achieve the study objectives, the researcher adopted the descriptive analytical approach and designed two questionnaires. The first questionnaire was meant to cover the inclusive education domain, consisting of (27) items distributed into five sub domains which are (students’ individual needs, students’ psychological and social needs, students’ educational needs, students’ health needs, support of students with disabilities). The second questionnaire was meant to cover the vocational aptitude domain and consisting of (15) items. The study population composed of all UNRWA teachers in Gaza Governorates totaling (8366) male and female teachers. The derived study sample consisted of (440) teachers representing (5.3%) of the study population. The collected data was analyzed using (SPSS) software program. The study concluded with the following results: 1) The degree of employing inclusive education strategy by UNRWA school principals in Gaza Governorates from the viewpoint of teachers indicated a high degree of acceptance with a relative weight of (71.13%). 2) There were statistically significant differences at the level of (α≤0.05) regarding the degree of employing inclusive education strategy by UNRWA school principals in Gaza Governorates that can be attributed to sex variable in favor of females, and to academic qualification variable in favor of those who hold bachelor degree. However, there were no differences that can be attributed to years of service variable. 3) The level of vocational aptitude among UNRWA school teachers in Gaza Governorates indicated a high degree of acceptance with a relative weight of (84.14%). 4) There were statistically significant differences at the level of (α≤0.05) regarding the level of teachers’ vocational aptitude that can be attributed to sex variable in favor of females. However, there were no differences that can be attributed to academic qualification and years of service variables. 5) There was a direct and statistically significant relation between the degree of employing inclusive education strategy by UNRWA school principals in Gaza Governorates and the level of vocational aptitude among their teachers. Based on the above results, the researcher reached a set of recommendations, the most important of which are: 1) Adopting and disseminating the concept of inclusive education and inclusive schools in Palestine along with setting a comprehensive educational and administrative system to include students with special needs. 2) Empowering teachers with the general standards of vocational aptitude in respect to total quality standards. (Author’s abstract)