مدى ممارسة معلمي مدارس مدينة نابلس الحكومية دورهم بصفتهم مربين من وجهة نظرهم
Having the firm belief in the teacher's role in building up promising generations, embodying identity and belonging specially in this age of technology, and believing, as well, in the fact that the teacher is firstly an educator before being a teacher, the researcher carried out this study to investigate whether the school teachers act as educators besides being teachers, and whether this role is influenced by their gender, the educational stage they teach in, the level of their academic degree, years of their teaching experience, and the qualifying courses they attended in education and psychology. To accomplish the study aims, a 256 simple random sample of 159 males and 97 females who are teaching in different classes and stages at Nablus government schools participated in this study. A "Likert 5-scale" 46-item- questionnaire reflecting the teacher's educational role in four domains: 1) observing and monitoring student's behavior domain, 2) guiding and counseling student's behavior domain, 3) encouraging and rewarding student's behavior domain, and 4) modeling domain in which the teachers make of themselves a good model to be imitated by students, was administered on the sample. The data analyzed by using descriptive and analytic statistics revealed that the general mean of the teachers' responses on the questionnaire was 4.44 out of five points. The mean of modeling domain was higher significantly p<.05 than the mean of observing and monitoring, or encouraging and rewarding domain, but not than the guiding or counseling one. On the other hand, neither t-test, nor F-test revealed any significant effect with respect to the demographic variables. Recommendations regarding innovative implementations and future research are cited. (Published abstract)