Teaching Competency among Teachers of the ElementaryStage from the Perspective of Elementary School Principalsand Supervisors in the South of Jordan According to theCriteria of Total Quality

Abstract

This study aims to introduce teaching competency among teachers of the elementary stage from the perspective of elementary school principals and supervisors in the south of Jordan according to the criteria of total quality. Also, it introduces differences in degree of teaching competency among teachers from the perspective of principals and supervisors. The study sample is conducted on 148 principals and supervisors: 127 principals and 21 supervisors in the second term of the academic year 2013-2014. For the purpose of the study, the two researchers make use of the descriptive approach. For the purpose of collecting data, they use a survey that consists of 63 paragraphs distributed over seven fields, namely: planning, class administration, human relations, thinking development, technology of education, evaluation, and curricula development. The study shows that the assessment of the school principals and the supervisors with regard to the competency of teachers of the elementary stage is average: (1.80). Planning comes in the first rank, evaluation in the second, class administration in the third, the human relations in the fourth, technology of education in the fifth, thinking development in the sixth, and curricula development in the seventh. The study also shows that there are no significant or indicatory statistical differences (α ≥ 0.05) with regard to the degree of competency of the male and female teachers from the perspective of principals and supervisors