أساليب التربية الإسلامية في الحدّ من سلوكيات الشّغب لطلاب المرحلة الابتدائية بمحافظة جدة من وجهة نظر معلميهم
The study aimed to identify Islamic educational methods in reducing disruptive behaviors among primary school students in Jeddah from their teachers’ perspectives, to determine the degree to which these behaviors are prevalent, to identify their main causes, and to examine statistically significant differences in the responses of the study sample regarding Islamic educational methods in reducing disruptive behaviors according to the variables of teacher rank, academic qualification, and years of experience. The study adopted the descriptive survey method and used a researcher-developed questionnaire as the data collection instrument. The questionnaire was administered to a representative sample of the study population consisting of 409 teachers from public primary schools in Jeddah, selected using the simple random sampling method during the academic year 1446/1447 AH. The findings showed that the degree of prevalence of disruptive behaviors among primary school students in Jeddah, from their teachers’ perspectives, was moderate. Verbal behaviors ranked first with a high degree, followed by indirect behaviors with a moderate degree, and then physical/motor behaviors with a moderate degree. The findings also indicated that the level of causes of school disruptive behaviors among primary school students was very high. Family-related causes ranked first with a very high degree, followed by social causes with a very high degree, and then school-related causes with a high degree. The findings further revealed that the Islamic educational methods that teachers should employ to reduce disruptive behaviors were rated at a very high degree. The method of developing good habits ranked first, followed by the method of learning through lessons and good admonition, and then the method of good example, all with a very high degree. The remaining domains also received a very high degree, namely: the method of encouragement and warning, guidance and counseling, educational reward and punishment, and teaching with gentleness. The findings revealed no statistically significant differences in the responses of the study sample regarding Islamic educational methods in reducing disruptive behaviors attributable to academic qualification or years of experience, either in the overall score or in all subdomains. The findings also showed no statistically significant differences attributable to teacher rank in the overall score and in most subdomains. However, statistically significant differences appeared only in the domain of educational reward and punishment, in favor of the practicing teacher category. In light of the findings, the study recommended enhancing the employment of Islamic educational methods in addressing disruptive behaviors among primary school students by transforming them into clear daily classroom practices; paying attention to developing students’ positive verbal behaviors; addressing indirect behaviors inside the classroom; strengthening the control of physical/motor behaviors; strengthening the relationship between school and family; raising families’ awareness of the risks of children’s unsupervised use of electronic devices and social media; developing teachers’ classroom management competencies; and guiding teachers to use the method of developing good habits as a key approach to reducing school disruptive behaviors. (Published abstract)