الإحتياجات التدريبية لمعلمي التعليم الأساسي في مجال الإدارة الصفية كما يراها المعلمون : دراسة ميدانية في محافظة مدينة دمشق
This study aimed to identify the training requirements of teachers in classroom management as perceived by teachers themselves in first six cases of the basic education in state education schools in the province of Damascus, and to identify the effect of each of the following independent parameters: gender, the class which is taught by the teacher, scientific qualification, educational qualification, years of experience. The sample of the study consisted of 299 teachers who were chosen at random. The researcher used a questionnaire to measure the degree of training requirements of teachers. It contained of 39 items distributed to six domains covering the methods of the classroom management, in addition to a table to write the most common problems, their reasons, and the proposed solutions. The functionaries was henequen referees to verify its truthfulness, through the internal consistency of the items, the classification of Spearman Brown, and through classification of Guttmann, where the stability coefficient for the tool was respectively (0.80 - 0.91-0.90-0.87). The results indicated that the training requirements of teachers in the field of the classroom management in general was high (80.37%), and the most problems were: the weakness of the teacher's ability to manage his class effectively, and the lack of parents cooperation. The most important results of the study were: 1) The lack of statistically significant differences between the average scores of the teachers of the sample in defining the training requirements is due to the parameters of gender, experience in the education, scientific qualification, and educational qualification. 2) The presence of statistically significant differences between the average scores of teachers of the sample is due to the parameter of the class that was taught by the teacher. (Published abstract)