ABSTRACT

This work is based on a study of the world of novice teachers, and examined three topics: a. Differences in the difficulties of the absorption accompaniment process of novice teachers in Arab society in Israel, by their demographic variables; b. Differences in school organisational and emotional aspects of teachers who have difficulties in the absorption accompaniment process; and c. The relationships between the difficulties in the absorption accompaniment process and the above variables. To this end, 319 novice teachers from Arab society in Israel filled out a self-report questionnaire. The findings indicated significant differences in the absorption accompaniment difficulties by the demographic variables: family status, average number of pupils in classroom, grades taught, and number of years teaching. Significant differences were also found for absorption accompaniment difficulties and performance difficulties by the variable scope of position; for absorption support, planning, performance and assessment difficulties by the variable grades taught; for performance and training difficulties by the variable study track. Also, novice teachers who experienced greater difficulty reported higher levels of the above four elements of absorption accompaniment difficulties. Furthermore, a significant positive relationship was found between absorption accompaniment difficulties and organisational commitment, and between absorption accompaniment difficulties and school inclusion.

摘要

这项工作基于对新手教师世界的研究，并研究了三个主题：以色列阿拉伯社会新手教师吸收伴奏过程的难度因人口变量而异；b. 教师在学校组织和情感方面的差异，在吸收伴奏过程中存在困难；和c。吸收伴奏过程中的困难与上述变量之间的关系。为此，319名来自以色列阿拉伯社会的新手教师填写了一份自我报告问卷。研究结果表明，不同人口变量的吸收伴奏困难存在显着差异：家庭状况、课堂上学生的平均人数、教学成绩和教学年数。位置范围不同，吸收伴奏困难和演奏困难也存在显着差异；针对不同年级所教的吸收支持、规划、表现和评估困难；通过可变学习轨道来应对表现和训练困难。此外，经历过较大困难的新手教师报告的上述四个吸收伴奏困难要素的水平较高。此外，还发现吸收伴奏困难与组织承诺之间以及吸收伴奏困难与学校融入之间存在显着的正相关关系。不同年级所教的表现和评估困难；通过可变学习轨道来应对表现和训练困难。此外，经历过较大困难的新手教师报告的上述四个吸收伴奏困难要素的水平较高。此外，还发现吸收伴奏困难与组织承诺之间以及吸收伴奏困难与学校融入之间存在显着的正相关关系。不同年级所教的表现和评估困难；通过可变学习轨道来应对表现和训练困难。此外，经历过较大困难的新手教师报告的上述四个吸收伴奏困难要素的水平较高。此外，还发现吸收伴奏困难与组织承诺之间以及吸收伴奏困难与学校融入之间存在显着的正相关关系。