شبكة المعلومات العربية التربوية

The current study aimed to verify the reality of necessary professional competence for teachers of students with intellectual disability and its importance from the viewpoint of teachers in Riyadh, The researcher used in this study descriptive analytical approach. The study sample consisted of 246 male and female teachers who are working in the intellectual educational programs that is attached to general education schools in the city of Riyadh The researcher developed a questionnaire consisting of (45) items divided into five dimensions of (9) paragraphs for each dimension, namely, (efficiencies of general principles, teaching professional competencies, cognitive competencies, skill competencies, personal and emotional competencies) and this study is designed( into ) onto two forms of measures, the first one: measures the degree of availability of these competencies in teachers of intellectually disabled students, and the second: measures the degree of importance to them, and the results of the study showed the following: First: the availability of professional competence came from the perspective of teachers of students with intellectual disabilities moderately on all dimensions of the study, in descending order as follows: personal emotional skills, teaching skills and professional skills competencies, qualifications of the general principles of cognitive competencies. Second: All professional competence came from the perspective of teachers of students with intellectual disabilities important to a large extent, in descending order as follows: teaching skills and professional, personal emotional skills, competencies skills, cognitive skills, competencies general principles. Third: With regard to the differences in the degree of availability of professional competence from the perspective of teachers of students with intellectual disability according to sex, experience, and appreciation upon graduation, the results were as follows: 1) There is no statistically significant differences at the level of 0.05 or less in the members of the study on trends (cognitive skills, emotional competencies personal) depending on the sex variable. 2) There were statistically significant differences at the level of 0.05 or less in the members of the study on the trends (the adequacy of the general principles) depending on the sex variable in favor of females. 3) There is no statistically significant differences at the level of 0.05 or less in the members of the study on the trends (the adequacy of the general principles, teaching skills and professional competencies knowledge, skill competencies, personal emotional competencies.) Depending on the variable of teaching experience or appreciation at graduation. Four: With regard to the differences in the degree of importance of professional competence from the perspective of teachers of students with intellectual disability according to sex, experience, and appreciation upon graduation, the results were as follows: 1) There is no statistically significant differences at the level of 0.05 or less in the members of the study on the trends (the adequacy of the general principles, teaching skills and professional competencies skills, competencies sentimental personal) depending on the sex variable. 2) There were statistically significant differences at the level of 0.05 or less in the members of the study on the trends (cognitive skills) depending on the sex variable in favor of males. 3) There is no statistically significant differences at the level of 0.05 or less in the members of the study on the trends (the adequacy of the general principles, teaching skills and professional competencies knowledge, skill competencies, personal emotional competencies) depending on the variable teaching experience or appreciation upon graduation. (Published abstract)