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Title: كفايات معلمات التعليم قبل المدرسة وعلاقتها بالإتباط الوجداني لطفل الروضة: معلمات رياض محلية الخرطوم أنموذجاً
Authors: هنادي الجاد أحمد إبراهيم
Keywords: الإرتباط الوجداني
رياض الأطفال
Issue Date: 2021
Publisher: جامعة إفريقيا العالمية
Citation: جامعة أفريقيا العالمية- عمادة الدراسات العليا والبحث العلمي والنشر- كلية التربية- قسم علم النفس التربوي
Abstract: The study dealt withclarifying the relationship between the basic educational competencies of pre-school education teachersand th emotional attachment of the kindergarten child in Khartoum locality, the martyrs sector and Soba, and revealing thendegree of availability of basic educational competencies among preschool education teachersin Khartoumlocality, the martyrs sector and Soba, and yto the degree of their availability in each of the study sample parameters. Where the study sample included (103) female teachers. the sample was taken in a random way,The researcher used the competency scale, and the researcher designed it to fit with the study and measure the required characteristic of competencies,the study tool applied, which is a questionnaire designed by the researcher, which contained (44) statemennts.That were taken into account to be characterized by accuracy and clarity in determining the desired performance, the in formation was processed using geometric shapes, arithmetic averages, standard deviations, the Cronbach,s Alpha coefficient, and the one-way analysis of variance test as statistical methods, and the correlative descriptive approach was used to obtain the following results: The basic educational competencies (performance - personal - social) are characterized by pre-school education teachers in Khartoum locality (Al-Shushada sector and Sobaain height, there are no statistically significant differences in the competencies of preschool education teachers according to the variables (academic qualification -experience- specialization ) .There is a positive correlation between the availability of performance competencies of preschool education teachers and the emotional connection of the kindergarten child.There is no correlation between the availability of competencies and the social personality for preschool education teachers and emotional attachment tochild for kindergarten. In light of the results, the researcher put forward a number of recommendations, the most important of which are: conducting intensive training courses for pre-school education teachers that develop emotional attachment to kindergarten chidern; the need to intensify the process of supervising pre-school educatin teachers; and providing them with everything new in the field of specialization to keep up with the events by using the method of exchanging visits and attending model lessons continuously; andincreasig the interest of educatore and curriculum developers to include in kindergarten programs performance methods and the use of educational competencies, concepts and values that help develop the emotional side of thechild. Activating the effectiveness of the proposed counseling programs to reduce mother's anxiety and raise the level of academic achievement of pre-school education teachers in Khartoum locality, Al-Shushada sector and Sobaa. And educating teachers about the importance of the role of emotional intelligence in developing a sense of confidence, reassurance, appreciation and independence, which is reflected in the chidern and helps the growth of this aspect for them by training them to express their emotions and feelings and take responsibility for that and help them solve their problems and conflicts with them selves and their colleagues
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