Teachers Attitude towards the Level and Importance of their Participation in Curriculum Planning and Development

(Mohamed Fouad Suleiman Hawamdeh and Zaid aggression)

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Abstract

This study aimed at examining the degree of participation of teachers in curriculum planning and development, and the importance of such participation from the teachers points of view. It aimed as well at recognizing the impact of sex, academic qualification and years of experience on the significance of this participation. In order to achieve this, the study followed the analytical descriptive approach; a questionnaire was developed. This questionnaire was distributed to a study sample of (193) secondary stage teachers at the Directorate of Education of First Amman. The degree of involvement of teachers in curriculum planning and development was found fragile and inadequate. The participation, however, in terms of significance was greatly momentous. The study showed also that there were no statistically significant differences among the subject teachers according to how they perceived the degree of their participation in curriculum planning and development due to gender and qualification. There was, on the other hand, a statistically significant difference in terms of years of experience, in favor of highly-experienced teachers (more than 10 years). The study showed, in fact, no statistically significant differences between how significantly the teachers perceived their participation due to gender, qualification and, as well, years of experience. The study finally recommends that it is so necessary to provide teachers with wider opportunities to effectively participate in curriculum planning and development, and also to open channels of communication and interaction with them in order that their efforts, opinions and suggestions are considered in this regard. Key Words: teachers participation, curriculum planning, curriculum development.
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