The Difficulties Level that Faces Female Teachers at Middle and High Stages at Public Boys' Schools in Ramallah and Al-Birah Governorates from Their Perspective

Abstract

The current study aims to identify the challenges faced by female teachers at the middle and high stages of public boys' schools in Ramallah and Al-Birah Governorates, as seen from their perspective. The study's sample comprised (64) female teachers, selected through simple random sampling. The study is based on an analytical-descriptive approach. The study findings showed that the domain of controlling students during rotation had the highest mean score of (2.91), followed by the domain of controlling the classroom with a score of (2.72), the domain of controlling the morning assembly with a score of (2.57), and the domain of difficulties due to the school head teacher with a score of (2.43). The participants' total mean responses across the four identified domains reached a moderate level (2.66). The findings also revealed that there were no statistically significant differences in the main responses of the study sample participants at the significance level (a ≤ 0.05) on the degree of the difficulties level that faces female teachers at middle and high stages at public boys' schools in Ramallah and Al-Birah Governorates from their perspective, due to the variables of participants' scientific specialization, academic qualifications, years of service, and marital status. In addition to the total degree, the findings also showed statistically significant differences in the residence variable across the second, third, and fourth domains. The findings show that there were statistically significant differences in the domain of controlling the morning assembly due to the residence variable for the benefit of the village residents