AU - عدوان، رائد زكي AU - المزين، سليمان حسين موسى AU - الحولي، عليان عبد الله AU - شعت، رزق AB - This study aimed at: 1) Exploring the effectiveness of the Interactive Learning Program (ILP) in UNRWA schools in Gaza governorates from the teachers' perspectives and its relation to their job satisfaction. 2) Detecting the teachers' different perspectives towards the degree of effectiveness of the (ILP) program, and the degree of their job satisfaction according to the variables: gender, grade and years of service. 3) Identifying the correlation between the degree of effectiveness of ILP program and the degree of teachers' job satisfaction. The population of the study consisted of all 191 1st and 2nd elementary grades teachers in UNRWA schools in which the ILP is applied in the Gaza governorates for the 2012-2013 scholastic year. The sample of the study consisted of 157 teachers. To achieve the study goals, the researcher used the descriptive analytical approach and designed two tools which were introduced to a panel of experts to judge their validity. The two questionnaires were administered to a pilot sample of 30 ILP teachers (outside the study sample) to test the reliability and the internal consistency of each questionnaire. The study sample responded to the two questionnaires at the same time. The Statistical Package for Social Sciences (SPSS) program was used to analyze the data. The two questionnaires were as follows: 1) The 1st questionnaire aimed at exploring the effectiveness of the ILP from the teachers' perspectives. It consisted of 54 items which fell into 5 domains related to the nature of the ILP: the shape and technical output, the educational and instructional content, implementation and practical application, the achievement in Arabic and Mathematics and facing the students' psychological and behavioral problems. Participants’ responses were recorded using a 5-point likes scale where 1 meant "a very little degree" and 5 meant "a very high degree". 2) The 2nd questionnaire aimed at exploring the degree of job satisfaction of the ILP teachers. The questionnaire consisted of 53 items which fell into 5 domains: the relation with school principal, the relation with teachers, the relation with the students and their parents, conditions and nature of work, and promotions & incentives. Participants’ responses also were recorded using the same 5-point likers scale. The study reached the following findings: 1) The effectiveness of the ILP in UNRWA schools in Gaza governorates from the teachers' perspective was rated as very high, with a proportional weight (84.1%). 2) The results showed no statistically significant differences at the level of (α ≥ .0.5) between the averages of respondents to the degree of the effectiveness of the ILP based on the teachers’ gender, the grade the teacher teaches (1st, 2nd), or years of service (less than 5 years, from 5 - 10 years, more than 10 years). 3) Job satisfaction of the ILP teachers was rated as high, with a proportional weight (83.5%). 4) The results showed no statistically significant differences at the level of (α ≥ .0.5) in the degree of job satisfaction based on teachers’ gender, the grade the teacher teaches (1st, 2nd), or years of service (less than 5 years, from 5 -10 years, more than 10 years). 5) The study showed a strong positive correlation which is statistically significant at the level of (α ≥ .0.5) between the effectiveness of the ILP from the teachers' perspectives and their job satisfaction scores. On the basis of the study results, the researcher recommends: 1) Developing some of the characteristics and attributes of interactive activities and games which are: possibility to change the screen display style, presenting games with graded levels, referring the student to the suitable prerequisite of the skill when he makes frequent mistakes and displaying electronic record of the student's performance after each session. 2) More human communication between the teacher and his students whose got special difficulties in writing alphabet, spelling skills and writing numbers and providing ILP teachers with all facilities and supplies as well as comprehensive educational portfolio for ILP teachers which contain a set of tools and educational support materials. 3) Raising the awareness of parents in following up their children and working on transferring students who demonstrate little response to the ILP to special education programs, learning support centers, or other specialized institutions. 4) Studying the situation of the computer labs and assigning a computer technician for each educational area and more support for participating schools. 5) Inserting special evolutional items related to ILP teachers in the teacher evaluation program and providing ILP teachers with financial incentives and rewards, especially for those with outstanding performance. 6) Increasing the participation of ILP teachers in decision-making, and authority delegations. 7) Planning to train all lower elem. teachers on ILP; to ensure a well-trained teacher who can replace the ILP teacher in case of absence. 8) Adopting a long-term vision to ensure the continuity and development of ILP to include other schools, classes and school subjects and to be generalized all over UNRWA operation areas. (Author's abstract) http://search.shamaa.org/abstract_en.gif OP - أ-ص، 210 ص. T1 - فاعلية برنامج التعلم التفاعلي بمدارس وكالة الغوث في محافظات غزة من وجهة نظر المعلمين وعلاقتها برضاهم الوظيفي [رسالة / أطروحة] UL - http://library.iugaza.edu.ps/thesis/110703.pdf النص الكامل (PDF) 1 http://search.shamaa.org/fulltext.gif