Arab Educational Information Network

This study aimed to know the reality of classroom management competencies among new teachers in Makkah private schools from the perspective of educational supervisors and school leaders as well as developing a proposed perception for its development, and also aimed to identify the differences between the sample members according to the scientific degree variable (bachelor, master, Ph.D.), job variable (supervisor, leader) and number of years of experience variable (less than ten years, more than ten years and less than twenty years- more than twenty years). The study employed the descriptive methodology, and the questionnaire was used to collect information which consists of (72) phrases distributed over six axes namely: (lesson planning, active learning strategies, classroom discipline, support for learners, classroom evaluation, learning support) each axis represents twelve paragraphs. The tool achieved high internal validity of 0, 99. Its reliability coefficient was 0.98. The SPSS was used to process data. The population consists of (113) members of educational supervisors and leaders of private schools. The study reached a number of results, the most important of which were: part 1: the reality of the availability of classroom management competencies for new teachers in private schools from the point of view of the members of the study population with a mean of (2.25) and relative weight of (75%), and (classroom discipline) came in the first order with (high) degree and average of (2.44) and relative weight (81.33%), followed by support learning with average availability), and a mean (2.30), relative weight of (76.67%), then learners' support with average availability, a mean of (2.22), and relative weight of (74%). The lesson planning average availability, with a mean of (2.21), and relative weight of (73.67%) then (active learning strategies) with average availability, mean of (2.16), and relative weight of (72%), and finally (classroom evaluation) with average availability, mean of (2.15) and relative weight of (71.67%). The second part: comparing the mean of the responses of the study population according to the variables (scientific degree- job- number of years of experience). The study revealed that there are no statistically significant differences at the level of significance (0.05) between the mean of the study population responses on the reality of the availability of classroom management competencies among new teachers in Makkah private schools according to scientific degree variable. The study showed that there are statistically significant differences at the level (0.05) between the average responses of the study population on (the reality of the availability of the adequacy of "lesson planning", "classroom evaluation" and "the total score for the competencies of classroom management") among the new teachers in Makkah private schools. There were no statistically significant differences at the level of significance (0.05) between the mean responses of the study population about the availability of classroom management competencies among the new teachers in Makkah private schools according to number of years of experience variable. Recommendations: applying the proposed perception in the current study to improve the competencies of classroom management (lesson planning, active learning strategies, classroom discipline, learner support, classroom assessment, learning support) among new teachers in private schools in the general directorate of education in Makkah region, and conduct a study to assess the impact of the proposed perception to improve classroom management competencies (lesson planning, active learning strategies, classroom discipline, learner support, classroom assessment, learning support) among new teachers in private schools in the general directorate of education in Makkah region. (Published abstract)