The Difficulties of Classroom Management Among Teachers of The Upper Basic Stage in The Schools of The South Hebron Directorate from Their Point of View

Abstract

The study aims to identify the difficulties the teachers face in the classroom management in the upper elementary stage and to detect differences in the difficulties of classroom management according to years of experience. The study also aims to identify the most important means and methods to address the problem of classroom management. The study will provide some recommendations  that will reduce the classroom management difficulties that teachers face.

 The study was applied to the teachers of the higher elementary stage in the schools of the Directorate of South Hebron during the first semester of the year (2017-2018). The study sample was chosen by the random stratified method of the study population. It reached 133 teachers, (62) of them males, (73) females.

Study Methodology: The analytical descriptive approach has been followed because it is more appropriate to know the reality of the aspects of the study.

The researcher used the questionnaire to collect the data needed for the study. The data were classified, encoded and entered into the computer, and were then statistically treated using the Statistical Packages for Social Sciences (S.P.S.S).

The study came out with the following results:

·      The extent of the degree of classroom management difficulties among the primary stage teachers in the schools of the Directorate of Southern Hebron was moderate.

·      The extent of the difficulties related to the behavioral aspect was medium.

·      The extent of the difficulties related to the school environment was high.

The study recommended the following:

1. Use modern teaching methods to increase student interaction and attract attention within the classroom.

2. The need to educate students and emphasize the importance of study and achievement in improving their future.