الصعوبات التي تواجه معلمات المرحلة الثانوية المنتدبات لتدريس الطفولة المبكرة بمكتب تعليم وسط بيشة وسبل علاجها
The study aimed to identify and clarify the difficulties facing female secondary school teachers assigned to teach early childhood education in the Education Office of Wasea Bisha. It also analyzed and described these difficulties accurately to understand their causes and their impact on teaching early childhood education. The study followed a descriptive survey methodology, and the study population consisted of a number of female teachers assigned to teach early childhood education in the Education Office of Wasea Bisha, totaling 96 teachers. The study sample was selected randomly, with 39 teachers selected for the study. The selection was done by placing the names on a computer and randomly selecting from them. The researcher used a questionnaire divided into two main sections as follows: The first section included personal data of the sample individuals, including the following variables: educational qualification, experience, and training courses. The second section included the study's topics, which were divided into two axes: the first axis focused on the difficulties in teaching early childhood education, and the second axis focused on remedial measures. The results indicated that the difficulties faced by the assigned female secondary school teachers were due to a lack of skills and knowledge in the field of early childhood education, as they were primarily trained to teach secondary school. The challenges included dealing with young children, understanding their needs, and their mental and physical development. Additionally, the workload and crowded classrooms affected the ability to provide individual care and education to each child. The remedial measures included providing intensive training programs and workshops to develop early childhood teaching skills, with the participation of experts in this field. It also involved establishing specialized educational support teams to provide counseling and guidance to teachers in the field of early childhood education. (Published abstract)