شبكة المعلومات العربية التربوية

The study aims to explore the views of teachers in Gaza province, about the importance of procedural research and the degree of appreciation for possessing its skills, and developing a proposed vision for the development of skills in teachers of Gaza Governorates. To achieve these goals, the researcher used the descriptive analytical method application tools on a sample of (376) teachers, namely: a questionnaire consisting of (45) items, a questionnaire card composed of (7) closed questions that have yes and no answer. The results were: 76.8 % of the respondents said they think of the importance of procedural research in the schoolwork, and 73.4 % of the respondents wish to develop their research skills in this area, while 80.1 % of them agreed that conditions of the work do not allow the practice of procedural research. 50% of the respondents show the need to develop their procedural and technical research skills. The full mark to evaluate the sample of respondents for possessing skills of procedural research in specific areas is 58.86%, which is a medium degree. The order of fields was: Scientific and conceptual skills in the first field with relative weight of 59.23 %, followed by the field of technical procedural skills with relative weight of 58.92 %, and finally the field of organizational linguistic skills with relative weight of 58.41 %. There are statistical significant differences at the level of significance (α≤0.05) be - tween the mean scores of the respondents evaluation as they maintain procedural re - search skills related to gender variety, and the differences were in favor of males. In the light of the results, a proposed vision for developing the skills of procedural re - search at teachers in Gaza Governorates was developed. The study recommended the need to survey the views of teachers and improve their conditions periodically, and to address the problems that hinder the work in the field of procedural research, and to publish a periodic magazine, by the Ministry of Education, that includes teachers’ procedural researches. (Published Abstract)