دور المدرسة في تعزيز السلوك الإيجابي لطلاب المرحلة الابتدائية بمحافظة جدة من وجهة نظر معلميهم
The study aimed to identify the role of the school in promoting positive behavior among elementary school students in Jeddah from the teachers’ perspective and to examine differences in their responses according to certain variables. The study adopted the descriptive-analytical method, and the researcher used a questionnaire applied to a randomly selected sample of (406) elementary school teachers in Jeddah during the academic year 1447 AH / 2025 AD. The results of the study showed that teachers’ role in promoting positive behavior was rated very high. The dimension of role modeling and human relations ranked first at a very high level, followed by the dimension of the educational methods used, also at a very high level, and then classroom and behavior management, which was likewise rated very high. The findings also indicated that the challenges facing schools in promoting positive behavior were rated high. Material and organizational challenges emerged as the most prominent at a very high level, followed by social and family challenges at a very high level, while administrative and educational challenges were rated high. This suggests that material and organizational constraints represent the most significant challenges schools encounter in this field. Furthermore, the results revealed that the methods adopted by schools to promote positive behavior among elementary school students were rated very high. The supportive school environment ranked first at a very high level, followed by educational activities and programs, and then educational partnership and integration, all of which were rated very high. In addition, the results showed that there were no statistically significant differences in teachers’ responses attributable to the variables of teacher rank or academic qualification across all domains. However, statistically significant differences were found according to years of experience in the dimension of the supportive school environment and in the overall score of the third domain, in favor of teachers with less than five years of experience. Moreover, statistically significant differences were observed according to academic qualification in the dimension of social and family challenges, in favor of teachers holding a bachelor’s degree with a teaching qualification. Based on the findings, the study recommended strengthening both the material and psychological school environment in elementary schools through the Ministry of Education and local education departments; activating purposeful educational and extracurricular programs that foster positive values and behaviors; enhancing educational partnerships between schools, families, and the local community; and utilizing the awareness of new teachers in developing supportive environments for positive behavior through training and experience-sharing initiatives. Furthermore, the study emphasized the need to standardize policies and programs related to promoting positive behavior into clear procedural frameworks to ensure consistent implementation across schools and to establish a safe and motivating educational environment. (Author’s abstract)