Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.

23& 2'13

www.iiste.org

The Degree of Basic Stage-Schools' Teachers' Practicing of Personal, Professional and Social competencies in light of Curriculum Development for 21st Century
2. )i*an awwad g+arip1 Ja*il )l*asri2, Su-+i .a-lan2 1. /usaufa& P.#. 0o1 327& Jordan )2- 0al3a )pplied 4ni5ersit6& 7acult6 of Engineering 8ec+nolog6 3. P.#. 0o1 15''! )**an& 1113% Jordan E-*ail of t+e corresponding aut+or9 :a*ili:;6a+oo.co*

!stract 8+e stud6 ai*ed to identif6 t+e degree of practicing t+e personal& professional and social co*petencies of t+e -asic le5el<s teac+ers in t+e Jordanian sc+ools of )l-a*al for t+e =eaf and to ac+ie5e t+is o-:ecti5e a special 3uestionnaire was -uilt to *easure t+e specified co*petencies and it was applied on %' *ale and fe*ale teac+ers after its 5alidit6 and relia-ilit6 were asserted. 8+e stud6 concluded t+at t+e degree of practicing t+e personal& professional and social co*petencies was +ig+ in general w+ere t+e personal co*petencies were t+e +ig+est followed -6 social and professional respecti5el6. )nd t+e stud6 also s+owed t+at t+ere were no statisticall6 significant differences at t+e le5el of significance ('.'5 -etween t+e *eans of t+e degree of practicing t+e personal& professional and social co*petencies could -e attri-uted to t+e se1 5aria-le and t+ere were no significant differences -etween t+e *eans of t+e degree of practicing t+e professional and social co*petencies could -e attri-uted to t+e scientific 3ualification 5aria-le w+ile t+ere were statisticall6 significant differences at t+e le5el of significance ('.'5 -etween t+e *eans of t+e personal co*petencies attri-uted to t+e scientific 3ualification in fa5or of t+e -ac+elor degree +older. )nd t+e results also re5ealed t+at t+ere were no staticall6 significant differences at t+e le5el of significance ('.'5 -etween t+e *eans of t+e professional and t+e personal co*petencies could -e attri-uted to t+e practical e1periences w+ere as t+ere were staticall6 significant differences -etween t+e *eans of t+e social co*petencies attri-uted to t+e e1perience 5aria-le in fa5or of t+ose w+o +a5e e1perience less t+an fi5e 6ears and t+ere staticall6 significant differences -etween t+e *eans of all t+e co*petencies attri-uted to t+e e1perience in fa5or of t+ose w+o +a5e e1perience less t+an fi5e 6ears. )nd -ased on t+ese results& t+e researc+ers reco**ended t+e necessit6 of e1c+anging t+e e1periences and t+e infor*ation of t+e personal& professional and social co*petencies t+roug+ e1c+anging 5isits& +olding t+e se*inars& t+e training and re+a-ilitating courses -etween t+e *e*-ers of t+e population of t+e stud6 to en+ance t+e necessar6 co*petencies of t+e )ra-ic teac+ers w+o teac+ t+e deaf students in all t+e le5els. "ey#ords$ personal co*petencies& professional co*petencies& social co*petencies& t+e deaf 1% &ntroduction and Theoretical 'rame Societies< de5elop*ent depends greatl6 on +a5ing a 3ualified s6ste* of education and if t+e distinguis+ed le5els of education were necessar6 for t+e econo*ic growt+ especiall6 t+roug+ *a>ing a d6na*ic wor>ing strengt+ wit+ +ig+ fle1i-ilit6 and s>ill and if t+e nation w+ic+ wants to ensure its social co+esion and its econo*ic growt+ is not satisfied wit+ a le5el of education less t+at t+e international de5eloped one. )nd if t+e teac+er is t+e *ost pro*inent ele*ent in t+e educational s6ste* w+o teac+es t+e generations& it was necessar6 to de5elop t+e teac+ers< preparation progra*s in t+e faculties of education and de5elop t+e teac+ers< training progra*s and *et+ods of e5aluating t+e* in ser5ice to raise t+eir le5el of perfor*ance and increase t+eir efficienc6 in doing t+eir wor> in lig+t of national standards for t+eir practice in t+e field of planning& teac+ing and learning& class roo* *anage*ent& e5aluation and t+e professionalis* (?rei3at&2''@ . )nd it was found t+at t+e centur6 we li5e now is full of c+allenges facing t+e teac+ers of different disa-ilities especiall6 t+e teac+er w+o deals wit+ t+e deaf disa-ilit6 (.aruti&2''( . It is apparentl6 t+at t+e new infor*ation w+ic+ appeared dail6 in t+e world of >nowledge re3uire new e1pertise& inno5ati5e t+in>ing& new *et+ods and s>ills to deal wit+ successfull6 and all of t+is needs a creati5e and an inno5ati5e teac+er w+o +as t+e a-ilit6 to control and adapt t+e en5iron*ent according to t+e 5alues and t+e planned goals and t+is could +appen -6 +a5ing t+e *odern co*petencies t+at >eep pace wit+ t+is centur6 and wit+ t+e de5elop*ent and c+anges in all of t+e aspect of life and its fields()l#lei*at&2'1' . )nd t+e educational co*petencies< trend is considered one of t+e significant new trends t+at +a5e do*inated t+e progra*s of preparing and training t+e teac+ers during t+e current centur6. Aan6 educationalists adapted t+e co*petenc6 instead of >nowledge in t+e teac+ers< progra*s ()-o-Bar-&2''% 8+e ai* of anal6Cing t+e teac+ing process into its su- co*ponents is to facilitate t+e process of preparing and

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Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.23& 2'13

www.iiste.org

training t+e teac+er till t+ese co*ponents are *astered and t+e educational o-:ecti5es of t+e educational process are ac+ie5ed. )nd t+e co*petencies w+ic+ +a5e four di*ensions t+at s+ould -e a5aila-le in t+e effecti5e teac+er are as follows9 8+e *oral di*ension w+ic+ cares of t+e +ig+ et+ics of t+e career& t+e acade*ic di*ension w+ic+ includes t+e cogniti5e co*petencies t+at ena-le t+e teac+er to practice teac+ing efficientl6& t+e educational di*ension w+ic+ is connected wit+ t+e capa-ilit6 of using t+e concepts& attitudes and >inds of perfor*ati5e -e+a5iour in t+e teac+ing process easil6 and creati5it6 to ac+ie5e t+e goals and t+e -e+a5ioural s>ilful di*ension ()-Na+as&2''% . Aost of t+ose w+o are interested in t+e educational field agree t+at t+e 3ualified teac+er is t+e person w+o *a>es t+e re3uired c+anges in t+e learners< -e+a5iour wit+in t+e educational goals< fra*e so t+e teac+er<s efficienc6 can onl6 -e ac+ie5ed according to c+anges of +is students< -e+a5iour and t+is could +appen in t+e case t+e teac+er +as a set of s>ills and good teac+ing perfor*ance t+at +elp +i* in doing +is professional roles ()l+oliDot+ers&2''( . 0ased on w+at +as -een *entioned pre5iousl6& de5eloping t+e teac+ers< perfor*ance wit+ t+e c+ildren wit+ disa-ilities s+ould -e in a continuous circle starting fro* t+eir desire of wor>ing in t+e teac+ing profession t+roug+ t+eir enrol*ent in t+e faculties of education and -eing trained of e5er6t+ing related to disa-ilities< issues and *et+ods followed to deal wit+ t+e* -6 ac3uiring t+e -asic s>ills so as to i*pro5e and de5elop t+e educational process. )nd -ecause of t+e c+angea-le nature of t+e special needs< teac+er<s roles in t+e educational process in general& a responding c+ange +as to -e ta>en in t+e content of t+e teac+er<s progra*s of training and preparation especiall6 t+e teac+er of t+e deaf leading to t+e appearance of *an6 tries of de5eloping and training t+e teac+er in t+is field to i*pro5e +is perfor*ance and raise +is co*petenc6 -ecause t+e traditional *et+ods and tec+ni3ues in preparing t+e teac+ers are no *ore capa-le to >eep up wit+ t+e c+anges t+at affected t+e *et+ods of teac+ing t+e disa-led and t+e teac+er<s role in t+e educational process t+at cares of t+ese disa-led()lBa*ianiDI-ra+i*&2''! . Eonse3uentl6& *an6 *odern internal trends +a5e appeared in t+e field of preparing and training t+ese teac+ersF t+e6 succeeded in >eeping up wit+ t+e *ost of t+e c+anges and c+allenges facing t+e educational process as t+e *et+od of training t+e teac+ers w+ic+ is -ased on t+e co*petencies and t+is *et+od -elie5es t+at t+e teac+er<s proper educational perfor*ance inside and outside t+e classroo* includes a set of general and specific co*petencies ()-dal+adi&2''7 . So t+e teac+er of t+e deaf cannot practice +is different roles unless +e +as a set of -asic related co*petencies t+at affect +is perfor*ance in t+e educational situations ()l-)+*ad&2''( . 4ndou-tedl6& t+e i*portance of t+e teac+ers of t+e different disa-led will increase in t+e twentiet+ first centur6 especiall6 t+e6 are considered t+e -asic foundation in de5eloping t+e educational and learning process t+at de5elop t+eir cogniti5e s>ills& and t+e6 are also considered t+e effecti5e part in facing t+e new re3uire*ents of learning (G+atee-DBadidi&2''5 . )nd -ecause t+e centur6 we li5e in is full of c+allenges facing t+e teac+ers of disa-ilities since it re3uires new infor*ation and e1pertise& t+oug+t and new tec+ni3ues and s>ills to deal wit+ t+e* successfull6& t+ere is a need to a creati5e teac+er w+o +as t+e 5ision and t+e a-ilit6 to utiliCe t+e en5iron*ent according to t+e 5alues and planned goals and t+is is possi-le t+roug+ +a5ing t+e sufficient *odern co*petencies t+at >eep up wit+ t+is centur6 and w+at it witnesses as c+ange and de5elop*ent in different aspects of life and its fields ()-oBar-&2''5 . 8+erefore& t+e Jordanian go5ern*ent soug+t to prepare t+e teac+ers of c+ildren<s disa-ilities t+roug+ t+e educational progra*s in t+e pu-lic and pri5ate uni5ersities and supplied t+e* wit+ t+e co*petencies w+ic+ are necessar6 to deal wit+ t+e educational and acade*ic aspects so t+e educational faculties started preparing t+e teac+ers of t+e ele*entar6 le5el for t+e different disa-ilities and designing t+e educational progra*s according t+e scale of t+e co*petencies and t+e s>ills -ased on t+e idea t+at t+ese teac+ers will use t+ese s>ills and co*petencies to de5elop t+e disa-led c+ildren during t+eir education (Ha-ari&2''! . Aan6 studies and researc+es stated t+at preparing t+e teac+ers of t+e disa-led c+ildren differs fro* t+e teac+ers< preparation w+o taug+t t+e nor*al c+ildren -ecause t+ere are specific personal traits and different roles t+at re3uire o5erlapping tas>s t+at are difficult to count and t+ese efforts need good preparation -efore starting wor>ing (.ors+o*&2''% )nd t+e people w+o are responsi-le of t+e educational progra*s in Jordan realiCed t+e i*portance of teac+ers< preparation and training in order to pro5ide t+e* wit+ t+e proper teac+ing co*petencies so as a result t+e Jordanian Ainistr6 of Education organiCed *an6 conferences and foru*s w+ic+ *ost of t+e* were allocated to discuss t+e i*portance of raising t+e teac+ers< professional co*petenc6 as9 t+e conference of t+e Educational =e5elop*ent (1@!7 & t+e conference of t+e Educational =e5elop*ent (1@@5 & Integrated pro:ect of Educational =e5elop*ent and E/7GE Pro:ect for t+e Educational =e5elop*ent (2''3 and t+e last of t+ese conferences entitled -6 t+e Eonference of t+e National Standards for =e5eloping t+e teac+ers Professionall6 was +eld in )**an in Aa6I2''( wit+ a significant effecti5e participation fro* national and international uni5ersities and

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Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.23& 2'13

www.iiste.org

educational institutions in addition to a nu*-er of international e1perts in t+e field of educational de5elop*ent . )nd t+is conference reco**ended t+e adaptation of a nu*-er of necessar6 standards for de5eloping t+e teac+ers in Jordan in t+e following areas9 Education& )cade*ic Gnowledge and special pedagog6& planning for teac+ing& teac+ing i*ple*enting& e5aluating students< learning and teac+ing & self de5elop*ent and t+e et+ics of teac+ing profession. 8+e Ainistr6 of Education and t+e pri5ate and t+e pu-lic uni5ersities adapted t+ese standards w+ic+ were later organiCed and prepared to -e used in training t+e teac+er (Ainistr6 of Education&2''7 . 8+e educationalists agree on t+e i*portance and t+e necessit6 of preparing t+e educational staff and training t+e* acade*icall6 and professionall6 to ena-le t+e* ac3uire t+e s>ills and t+e >nowledge in t+e different scientific fields so as t+e6 can perfor* different roles in t+e educational process and do t+eir duties wit+ t+e different le5els of t+eir students. #n t+e ot+er +and& de5eloping t+e teac+er professionall6 re3uires training pre J ser5ice and in - ser5ice -ut t+ere are so*e gaps in t+e field of training t+e teac+ers of special education in general and t+e teac+ers of t+e deaf and t+e +earing i*paired students in particular w+ere t+e teac+ers of t+is categor6 +a5e different scientific 3ualifications and *ost of t+e* are not prepared professionall6 well to deal wit+ t+is categor6 of t+e special needs ()l-S*adi&2''7 8+e practices w+ic+ t+e teac+ers adapted in t+e learning educational process are t+e *ost i*portant 5aria-les w+ic+ affect t+eir wa6 of treat*ent wit+ t+e students and identif6 a nu*-er of circu*stance t+at guided t+e students< -e+a5iours and t+eir learning& in ot+er words& >nowing t+e teac+ers< attitudes identif6 t+e decisions< nature t+e6 *a>e in t+e teac+ing process. )nd *ost of related literature to class teac+ing stated t+at t+e educational process is t+e -asic in t+e process of *a>ing decisions ()l-G+atee-D)l-Badidi&2''5 . )nd t+e progra*s of teac+ing t+e deaf students and its educational curricula +a5e started recentl6 following t+e de5eloped countries< attitudes to face t+is centur6 t+roug+ pro5iding a-road >nowledge to t+e deaf -6 updating t+e progra*s of t+e teac+ers of +earing disa-ilit6 in line wit+ t+ese attitudes t+at deter*ine t+e teac+ers< roles as follows9 1- 8+e a-ilit6 of pre5ious planning related to practical application w+ic+ *eans lin> science wit+ wor> -ased on t+e deaf c+ildren and t+eir indi5idual capa-ilities. 2- 8+e a-ilit6 of respecting t+e students< capa-ilities and pro5iding >nowledge 5ariet6 and confir*ing on t+e indi5idual differences t+at co*e up fro* e5er6 c+ild<s self and +is fa*il6 pri5ac6. 3- 8+e a-ilit6 to pro5ide acti5e education and learning t+roug+ t+e deaf wor>ing in pair or s*all groups t+at encourage disco5ering for different su-:ects e*p+asiCing t+at t+e deaf c+ild learns -6 +i*self and cooperates wit+ +is colleagues in t+e practical application leading to t+e de5elop*ent of +is understanding. %- 8+e a-ilit6 of *oti5ating t+e educational en5iron*ents t+roug+ acti5it6 centers inside t+e classroo*& w+ic+ pro5ides interaction -etween t+e deaf c+ildren on one +and and -etween t+e* and t+eir peers< adults on t+e ot+er +and wit+ pro5iding t+e necessar6 *aterials. 5- 8+e a-ilit6 of increasing t+e deaf c+ildren<s c+oices during learning to encourage independenc6 and ta>ing responsi-ilit6 in *a>ing decisions. (- 8+e a-ilit6 of appl6ing cooperati5e learning strateg6 t+at de5elops t+e deaf c+ildren<s< -etter understanding of t+e differences of t+e opinion and de5elops t+e c+ildren<s feelings wit+ t+e ot+ers. 7- 8+e a-ilit6 of pro5iding a positi5e at*osp+ere of wor> inside classroo* t+at +elps de5eloping t+e societ6 w+ic+ respects t+e deaf c+ild<s personalit6 and encourages +i* to ta>e t+e responsi-ilit6 t+roug+ indi5idual and group wor> to feel t+at +e is a *e*-er in a responsi-le group in >eeping t+e en5iron*ent *a>ing t+e deaf c+ild feels of success and proud w+ene5er ot+ers succeed and it de5elops +is a-ilit6 of sol5ing t+e pro-le*s peacefull6. !- 8+e a-ilit6 of pro5iding applica-le long-ter* >nowledge for t+e deaf c+ildren wit+ learning outco*es< i*pro5e*ent and t+e desire to +a5e a deaf c+ild w+o learns per*anentl6. @- 8+e a-ilit6 to pro5ide a per*anent partners+ip wit+ parents in particular and wit+ t+e fa*ilies in general t+roug+ t+eir cooperation wit+ t+e educational institutions w+ic+ leads to t+e rapid application of t+e goals and t+e de5elop*ent of t+e deaf c+ildren<s capa-ilities (H+aree-&2'12 Kit+ t+ese *a:or co*petencies& t+ere are su- co*petencies t+at t+e teac+ers of t+e c+ildren s+ould +a5e as9 =e5elop and encourage t+e deaf i*agination t+roug+ a ric+ en5iron*ent of learning& encourage t+e deaf students interactions wit+ eac+ ot+er and *a>e relation -etween t+e* and t+eir students according specific s6ste*& -e aware of t+e deaf c+ildren<s rig+ts and t+eir parents &gi5e priorit6 to t+e relations and interactions wit+in s*all groups & encourage t+e cooperati5e wor> and adopt t+e organiCed cooperation& care of t+e educational en5iron*ent& appreciate t+e ti*e<s role and its i*portance in t+e life of t+e deaf c+ild& utiliCe t+e a5aila-le tec+nolog6 in t+e class roo*& t+e teac+ers are learners in t+e class roo*& gi5e a great 5alue to t+e o-ser5ation s6ste* and docu*entation & e*p+asiCe on using t+e deaf language and t+e languages w+ic+ are used a*ong t+e students& pa6 attention to wor> wit+ pro:ects t+at e*p+asiCe on t+e pro:ect<s su-:ect & t+e role of t+e teac+er& deaf c+ild and +is parent in it ()l-?reigat&2''@ .

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Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.23& 2'13

www.iiste.org

2% Previous studies 8+e su-:ect of t+e educational co*petencies w+ic+ t+e teac+er needs in practicing +is :o- is considered one of t+e issues t+at was discussed in dept+ in t+e studies and t+e scientific researc+es for its great i*pact on t+e teac+er<s role and we find )l-.aeer (1@!@ in +is stud6 identifies t+e ele*ent t+at could adopted to -uild a tool to e5aluate t+e teac+er<s efficienc6 w+ic+ was represented -6 class or annual planning & teac+ing planning & direct and indirect war*ing up& increasing t+e *oti5ation of t+e class educational situation & instructions and sc+ool assign*ents & fle1i-ilit6 and adaptation& enforce*ent &de5eloping students< participation& class i*plantation & organiCing and de5eloping teac+ing & interacting wit+ t+e local societ6 & e5aluation & 5er-al and non-5er-al co**unication& personal traits& t+e acade*ic and scientific efficienc6& professional co**it*ent . and t+e stud6 also e*p+asiCed on a -ig nu*-er of distinguis+ed paragrap+s of t+e teac+er<s efficienc6 in general distri-uted into t+e first si1 di*ensions. )l-Badid(1@@' conducted a stud6 ai*ed to identif6 t+e s>ills w+ic+ t+e teac+ers -elie5e t+at t+e6 are i*portant for t+eir wor> effecti5el6 and w+ic+ t+e training progra* in ser5ice +a5e . )nd t+e stud6 tried to identif6 t+e relation -etween t+e teac+ers< needs and t+e t6pe of t+e disa-ilit6 t+at t+e6 wor> wit+ and t+e role of t+e se1& 6ears of e1perience and t+e scientific 3ualification in identif6ing t+e teac+ers< need for training. 8+e sa*ple of t+e stud6 w+ic+ was selected rando*l6 consisted of 13' *ale and fe*ale teac+ers. 8+e results of t+e stud6 indicated t+at t+e teac+ers of special education need training regarding -e+a5iour *odification of t+e c+ildren wit+ disa-ilities and t+e -e+a5ioural pro-le*s acco*panied to t+e different t6pes of disa-ilities& e1tracurricular acti5ities and *et+ods of teac+ing in t+e special education. 8+e su-:ects w+ic+ t+e teac+ers s+owed low need or no need to +a5e training for as t+e reason of different disa-ilities& defining t+e disa-ilities and t+eir classification and t+e +istor6 of special education. 8+e teac+ers s+owed a *oderate need for training in-ser5ice. )nd t+e results clarified t+at t+e needs of t+e teac+ers of special education 5ar6 depending on t+e categor6 of t+e disa-ilit6 w+ic+ t+e6 deal wit+. 7inall6 & se1 and scientific 3ualification 5aria-les do not pla6 i*portant role in identif6ing t+e teac+ers< needs for training in-ser5ice w+ile teac+ing e1perience 5aria-le pla6s *a:or role in t+is issue. )nd )l-S*adi D )l-Na+ar(2''1 conducted a stud6 ai*ed at e5aluating t+e e1tent of special education<s teac+ers< *astering of t+e s>ills of effecti5e teac+ing in 4)E and t+e e1tent of difference of *astering t+ese s>ills according to se1 & scientific 3ualification and e1perience in teac+ing. 8+e results re5ealed t+at t+e general s>ills related to planning& teac+ing and e5aluation were a5aila-le and *astering t+e s>ills w+ic+ are related to i*ple*enting teac+ing e1ceeds t+eir *astering of t+e s>ills of planning and e5aluation. )nd t+e results also s+owed t+at t+e fe*ale teac+ers< *astering of t+e planning& teac+ing i*ple*enting and e5aluating co*petencies was +ig+er t+an t+e *ale teac+ers< le5el of *astering t+ese s>ills and -ac+elor degree +olders *astered t+ese s>ills -etter t+an diplo*a degree +olders. )nd t+e results also s+owed t+at *ale and fe*ale teac+ers w+ose le5el of e1perience is +ig+er t+an se5en 6ears +a5e teac+ing s>ills -etter t+an t+eir peers w+ose e1perience is less t+an se5en 6ears w+ile t+ere was no statisticall6 significant differences to t+e planning and e5aluation di*ensions or t+e total degree attri-uted to t+e difference of e1perience le5el. Bouse D Bouse (1@@! carried out an e5aluati5e stud6 for t+e progra*s of preparing t+e teac+ers of t+e deaf in one of t+e )*erican state in 4S). 8+e stud6 ai*ed to identif6 t+e strengt+ and wea>ness points of t+e teac+ers of t+e deaf in t+eir first 6ear of wor> in t+is field in addition to propose so*e a*end*ents -ased on t+e results of inter5iews and co*pare t+e* wit+ t+e standards and t+e special goal of t+e progra*s of teac+er preparation. 8+e results s+owed t+at t+e deaf students appreciate greatl6 +ard wor> and t+e s>ill w+ic+ t+e teac+ers +a5e in t+e field of co**unication and t+e students de*anded t+e teac+ers< continuous attending t+e specialiCed courses or enrolling in progra*s related to teac+ing t+e deaf. )nd t+e super5isors and t+e ad*inistrators praised t+e new teac+ers< capa-ilities to co**unicate and fine t+e infor*ation in addition to t+eir fast integration in t+e institution and t+ese ad*inistrators criticiCed t+e uni5ersities in case t+e new teac+ers were wea> (Keisel& 1@@! . )nd K6at (1@@! conducted a stud6 ai*ed to +elp t+e new teac+ers of special education to wor> efficientl6 during training in-ser5ice . )nd t+e stud6 ai*ed also to +elp 13 new teac+ers to wor> *ore efficientl6 and t+e stud6 pointed out t+at t+e w+o were appointed -efore s+ort ti*e and t+e6 did not +a5e a certificate in teac+ing and w+o +a5e t+is certificate wor> out of t+eir field of wor>. )nd t+e teac+ers in t+eir first 6ear do not +ow to deal wit+ c+ildren wit+ special needs or write an indi5idual educational progra* or organiCe *eetings wit+ t+e parents or -e co**itted to ti*e sc+edules -ut after t+e6 were trained and recei5ed tec+nical +elp and a guide -oo> for t+e teac+er of special education was de5eloped& super5isors were allocated to e5er6 sc+ool to +elp t+e teac+ers >nowing t+eir professional duties .t+e results s+owed t+at t+e new teac+ers prepared *eetings& indi5idual and educational plans wit+in sc+edules and sent t+e* to t+e =irectorate of Special Education in an organiCed wa6 and t+e teac+ers also *et t+eir students indi5iduall6 according t+e students< needs. )nd deHarcis<s stud6 (1@@7 ai*ed at conducting *ulti-cultural educational applications to t+e teac+ers of t+e deaf and create a curriculu* t+e *eets t+e deaf >nowledge. Pro:ect 8B/E)=S is designed to facilitate c+anges in indi5idual teac+ers and c+anges in t+eir institutions w+ile wor>ing to de5elop -est practice *ulticultural

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Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.23& 2'13

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education *odels. 8went6-two teac+ers in tea*s fro* 1' sc+ools. 8+e pro:ect pro5ides a 1-wee> su**er institute eac+ 6ear at Hallaudet 4ni5ersit6 (=istrict of Eolu*-ia & and a distance education co*ponent t+roug+out t+e sc+ool 6ear for acade*ic credit. 8+e first su**er institute introduced t+e teac+ers to t+eories of *ulticultural education and i*plications for deaf education and in t+e second 6ear& 8B/E)=S institute e1a*ined constructi5ist 5ersus traditional curriculu*& interdisciplinar6 t+e*atic teac+ing& *aterials e5aluation& and identification of resources& Practical application of t+eor6 wit+in t+e classroo* in addition to use scientific *et+ods to train t+e teac+ers and encourage t+e* to use t+ese *et+ods wit+ t+eir students. 8+e stud6 of /a*se6 D )lgoCCine (1@@5 ai*ed to >now w+at is e1pected fro* t+e teac+er of special education -ased on 8eac+er Eo*petenc6 8esting w+ic+ was applied on a -ig sa*ple of teac+ers in %! )*erican state and its ite*s co5ered specific topics w+ic+ represent t+e different sector of special education w+ere %( state responded to ite*s of t+e test and returned it. 8+e results of t+e stud6 pro5ed t+at t+ere was a difference -etween t+e states in t+e e1tent of t+eir *astering of t+e co*petencies w+ic+ t+e teac+ers s+ould +a5e and as a result of t+is& t+e states w+ose teac+ers need training were supplied wit+ training courses to raise t+e teac+ers< efficienc6 in t+e field of special education in different aspects as 9 *et+ods of -e+a5iour *odification in addition to special training of anal6Cing t+e tas> to su--tas>s and ot+ers. )nd in a stud6 -6 /o-erts (1@@5 ai*ed at in5estigating and identif6ing t+e co*petencies w+ic+ t+e special education teac+ers need in order to design a good 3ualit6 of educational progra*s for t+e teac+ers of *ulti disa-ilities (*entall6D +earing in addition to de5elop a *odel of teac+er education progra* t+at ga5e a specialiCed certification in dealing wit+ *ulti disa-ilities(*entall6 D+earing . 8+e results assured t+at t+e teac+ers of *ulti disa-ilities appreciate greatl6 t+e sc+ool courses t+at focus on so*e co*petencies w+ic+ are co*petencies of *et+ods of teac+ing& planning& e5aluation& e1perience or practical training. K+ile t+e results indicated t+at t+ere was wea>ness in t+e course of t+e professional growt+ of t+e e*plo6ees. )nd it +as -een reac+ed to a proposed acade*ic progra* to prepare teac+ers w+o deser5e to wor> wit+ *ulti disa-ilities (*entall6 D+earing and t+is progra* focused on t+e pre5ious aspects in addition to courses on t+e specialt6 of t+e staff<s wor> or a tea* wit+ *ulti specialiCations and cooperation in -uilding t+e application progra*s. )nd t+e progra* w+ic+ was applied t+roug+ courses of %!-57 credit +ours lasted for two 6ears. It is noted fro* re5iewing t+e pre5ious studies t+e scarcit6 of t+e studies t+at discussed preparing t+e teac+ers of t+e deaf students in t+e -asic stage and train t+e* wit+in a specific progra* for t+is purpose. )nd t+e studies assured t+e teac+ers need for t+e necessar6 professional co*petencies in i*ple*enting t+e lesson and t+e i*portance of training in ser5ice for t+e teac+ers of t+e special education in general and t+e teac+ers of t+e deaf students in particular. )nd t+ese studies reco**ended t+e necessit6 to re+a-ilitate t+e teac+ers of t+e deaf students and train t+e* pre-ser5ice and in ser5ice t+roug+ 5arious training courses +elp in i*pro5ing t+eir perfor*ance and de5elop it efficientl6 and effecti5el6 w+ic+ will affect positi5el6 t+e students wit+ +earing disa-ilit6 and so t+ese results will +a5e its effect on t+e societ6 -6 pro5iding distinguis+ed scientific ser5ices considering t+e teac+er is t+e *a:or co*ponent of t+e educational process and t+e *a:or ele*ent for ac+ie5ing t+e educational goals. 8+e researc+ers get -enefit of t+e pre5ious studies in getting t+e idea of t+eir researc+ w+ic+ is loo>ing for )ra-ic teac+ers of t+e deaf for t+e -asic stage w+o wor> in )l-)*al Sc+ools for t+e deaf w+ere t+e6 want to >now t+e degree of practicing t+ese co*petencies and t+eir influence on t+e )ra-ic teac+ers specificall6. 8+e researc+ers realiCed t+e i*portance of t+e studies as a reference for t+e* in t+eir reco**endation on for*ing so*e personal& social and professional co*petencies and use t+e proper statistical *eans in t+e pre5ious studies. So t+is stud6 is distinguis+ed -ecause it addressed stud6ing t+e degree of practicing t+e personal& social and professional co*petencies of t+e -asic stage<s teac+ers in )l-)*al Sc+ools for t+e =eaf. (% Pro!lem of the Study 8+e su-:ect of t+e -asic teac+ers< co*petencies in )l-)*al Sc+ool for t+e =eaf one of t+e i*portant su-:ects and recentl6 t+e special education +as witnessed a noticea-le de5elop*ent in Jordan and t+e le5el of pro5iding t+e educational ser5ices for t+e students wit+ disa-ilities and t+eir parents and t+e wor>er in t+is fieldF teac+ers and ad*inistrators so it was necessar6 for t+e teac+ers of t+e -asic stage in )l-)*al Sc+ool for =eaf to +a5e sufficient a*ount of >nowledge and -e distinguis+ed wit+ personal and professional co*petencies so as t+e students can get -enefit of t+e* -ecause t+e -asic stage is t+e stage of -uilding t+e deaf students cogniti5el6& ps6c+ologicall6 and sociall6. =e5elop*ent in pro5iding t+e educational acti5ities depends on t+e 3ualit6 of t+e educational progra*s t+at are pro5ided in t+e sc+ools t+at care of t+e =eaf and w+ate5er t+e degree of total 3ualit6 t+at t+ese progra*s +a5e& t+e6 will not ac+ie5e t+e goal if t+e6 were not i*ple*ented -6 efficient 3ualified teac+ers w+o +a5e t+e personal and professional co*petencies so as to find out t+e distinguis+ed students& >now t+eir points of wea>ness and strengt+& re5eal t+e wea> and strong points in curricula and t+e progra*s w+ic+ are presented to t+e* and ac+ie5e t+e desired goals fro* t+e t+eir learning in future.

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Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.23& 2'13

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3.1 Objectives of the Study 1. 8+e degree of t+e -asic stage<s teac+ers< practice of t+e personal& professional and social co*petencies. 2. 8+e degree of t+e -asic stage<s teac+ers< practice of t+e personal& professional and social co*petencies according to se1& scientific 3ualification and t+e e1perience. 3.2 Questions of the Study 1. K+at is t+e esti*ated degree of practicing t+e personal& professional and social co*petencies of t+e teac+ers of t+e -asic stage in )l-)*al Sc+ools for t+e deaf in lig+t of de5eloping t+e curricula of t+e 21st centur6L 2. )re t+ere an6 statisticall6 significant differences in t+e teac+ers< esti*ations for practicing t+e personal& professional and social co*petencies according to se1& scientific 3ualification and e1perience 5aria-lesL 3.3 Significance of the study 8+e significance of t+is stud6 is represented -6 -eing t+e first tr6 to identif6 t+e personal& professional and social co*petencies of t+e -asic stage<s teac+ers in )l-)*al Sc+ool for t+e =eaf and t+e effect of t+eir educational practice on t+e educational process. 8+e researc+ers -elie5e t+at co*petencies in general are considered one of t+e *ost i*portant *eans t+at could -e used in ac+ie5ing t+e desired goals in t+e field of >nowledge and planning scientificall6 for t+e* is t+e -asic rule t+at +elps t+e in preparing t+e teac+er of t+e deaf in general and t+e -asic stage<s )ra-ic teac+er of t+e deaf student in particular. 3.3 Limitations of the study - Spatial do*ain9 )l-)*al Sc+ools for t+e =eaf in )**an and )wa:an. - Bu*an do*ain9 t+is stud6 is li*ited on t+e -asic stage<s teac+ers in )l-)*al Sc+ools for t+e =eaf. - 8i*e do*ain9 t+e second sc+ool se*ester of t+e 6ear (2'12I2'13 )% *ethodology and Procedures Aet+odolog6 of t+e stud69 t+e researc+ers used t+e descripti5e approac+ and t+e sur5e6ing studies *et+od for t+eir suita-ilit6 for t+is stud6. Population and t+e sa*ple of t+e stud69 population of t+e stud6 consisted of all t+e teac+ers of t+e -asic stage in )l-)*al Sc+ools for t+e =eaf in Jordan and t+e sa*ple of t+e stud6 consisted of %' *ale and fe*ale teac+ers representing all t+e teac+ers of t+e -asic stage in )l-)*al sc+ools for t+e deaf in Ja-al 2wei-da&Aar>a and )wa:an as it illustrated in ta-le (1 8a-le (1 9distri-utions of t+e sa*ple of t+e stud6 $aria-le Percentage 7re3uenc6 !'M 32 7e*ale Se1 2'M ! Aale (5M 2( 0ac+elor Scientific 3ualification 35M 1% =iplo*a 35M 1% 2ess t+an 5 6ears E1perience (5M 2( 7i5e 6ears and *ore 4.1 Tools of The Study 8+e researc+ers used t+e 3uestionnaire as a tool for collecting infor*ation and it was prepared as follows9 1. 7ollow and o-ser5e t+e -e+a5iors and reactions of -asic stage<s teac+ers in t+e classroo*s in t+ese sc+ools to +a5e a clear i*age of t+e personal& professional and social co*petencies. 2. /e5ise all t+e studies and researc+es related to t+e personal& professional and social co*petencies. 3. 0ased on re5iewing t+e pre5ious related studies of t+e su-:ect& t+e fields and t+eir ite*s in t+e 3uestionnaire were identified in its pri*ar6 i*age. %. 7i5e tool-response consisted of fi5e responses -ased on degree of e5aluating eac+ ite* -6 t+e super5isors according to fi5e 2i>ert-Scale as follows9 - Strongl6 agree (5 degrees. - )gree (% degrees. - Neutral (3 degrees - Not agree (2 degrees - Not strongl6 agree (1 degree. )nd according t+e responses< scale& t+e researc+ers differentiate -etween fi5e percentages in interpreting t+e results as follows9 - !' and a-o5e9 $er6 -ig degree - 7'-7@.@9 0ig degree - ('-(@.@9 Aoderate degree - 5'-5@.@9 2ow degree - 2ess t+an 5'9 $er6 low degree 1(@

Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.23& 2'13

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%.1.1 8ool<s $alidit69 8+e 5alidit6 of t+e tool was assured -6 displa6ing it on a :ur6 of ar-itrators w+o are P+= +olders to e1press t+eir opinions of e5er6 field in t+e 3uestionnaire and t+e ite*s in e5er6 field as well w+ere t+e 3uestionnaire in its pri*ar6 i*age consisted of %2 ite*. )fter stud6ing t+e ar-itrators< opinions and notices& it was clear t+at t+ere was an agree*ent on t+e fields< 5alidit6 and t+ere were so*e notices on t+e ite*s in ter*s of for*ation& deletion and addition. )nd after *a>ing t+e *odifications& t+e 3uestionnaire was -uilt wit+ 3' ite*s as it illustrated in appendi1 (1 and all t+e procedures followed in -uilding t+e 3uestionnaire and t+e ar-itrators< opinion is an e5ident of its 5alidit6. %.1.2 8ool<s /elia-ilit69 Eron-ac+Ns alp+a test was used and its 5alue of t+e 3uestionnaire for all t+e fields was !3.7! w+ile its 5alue for t+e ot+er 5aria-les is considered good -ecause it is *ore t+an t+e accepta-le portion (('M w+ic+ indicates t+e relia-ilit6 of t+e tool as it illustrated in ta-le (2 . 8a-le (2 illustrates )lp+a<s 5alue for t+e stud6<s 5aria-les $aria-le )lp+a 5alue Personal co*petencies 72.27M Social co*petencies M 73.1 Professional co*petencies 71.%7M )ll t+e 5aria-les !3&7!M %.1.3 Statistical Aet+ods9 =ata was anal6Ced using SPSS Progra* w+ic+ includes9 descripti5e anal6sis (*ean and standard de5iation & independent sa*ple t-test and (G-S test. +% ,esults and Discussion 8o answer t+e first 3uestion9 K+at is t+e degree of esti*ating practicing t+e personal& professional and social co*petencies for t+e -asic stage<s teac+ers in )l-)*al sc+ool for t+e =eaf In lig+t on curricula de5elop*ent in t+e twentiet+ one centur6L . 8+e *eans and t+e standard de5iation were calculated to >now t+e attitudes of t+e population of t+e stud6 towards t+e *easure*ent ite*s w+ere t+e results in ta-le (3 were concluded. 8a-le (3 indicates t+at t+e population<s attitudes were positi5e towards t+e ite*s of t+e personal co*petencies< field -ecause its *ean was -igger t+an t+e *ean of t+e tool (3 . Ite* (3 w+ic+ is t+e +ig+est positi5e ite* in t+e field of personal co*petencies ac+ie5ed t+e +ig+est percent (!@.% wit+ a *ean (%.%7 and ta-le (3 indicates t+at t+e teac+ers< degree of practicing t+e personal co*petencies in )l-)*al sc+ools for t+e deaf was 5er6 +ig+ for all t+e ite*s w+ere t+e *ean of t+e percentages of t+e responses for t+e ite*s ranges -etween (!1M-!@.%M and regarding t+e practice degree of t+e field & t+e *ean of t+e percentages of t+e responses was !%.!M and t+is s+owed a 5er6 -ig practice for t+is field. 8+e researc+ers clarified t+at t+ese results refer to t+e educational leaders+ip personalit6 t+at depends on t+e opinion -ased on scientific -asis in t+in>ing& co**unication s>ills< possession and t+e +ig+ confidence in t+e field of specialiCation and t+ese results were consistent wit+ t+e studies< results of )l-S*adi (2''1 and )lBadid (1@@' in ter*s of its a-ilit6 of t+e *easure of t+e single field and t+is was clear in t+e responses of t+e population of t+e stud6 for t+e field of personal co*petencies. 8a-le (3 illustrates Aean &Standard =e5iation and t+e percentage of personal co*petencies< field N of Personal co*petencies Aean Std Percent M ite* 1 I rel6 on opinions -ased on scientific -asis in teac+ing %.%7 '.5@@ !@.% 2 I use tec+ni3ues of pro-le* sol5ing in teac+ing deaf c+ildren %.15 '.(22 !3 3 I >eep following up t+e studies and new ideas in *6 specialiCation %.13 '.757 !2.( % I +a5e +ig+ confidence especiall6 in teac+ing deaf -asic stage %.%' '.7'@ !! 5 I get e1cited for *6 specialiCation to teac+ it to deaf c+ildren %.22 '.((' !%.% ( I +a5e co**unication s>ills and t+e a-ilit6 of clarification and s>illful %.2! '.!1( !5.( perfor*ance in t+e acade*ic side 7 I distinguis+ -etween *odern and traditional concepts in curricula %.3' '.!23 !( ! I :udge t+e students carefull6 %.15 '.77' !3 @ I +a5e fle1i-ilit6 in t+in>ing and accept and understand t+e deaf %.25 '.7%2 !5 c+ildren 1' I cooperate greatl6 wit+ *6 colleagues in t+e sc+ool %.'5 '.7!3 !1 Heneral field %.2% '.72! !%.! N O%'& +ig+est 5alues for t+e ite*s O5 degrees& t+e +ig+est 5alue of t+e field O5' degree

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Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.23& 2'13

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)ccording t+e field of social co*petencies& ta-le (% illustrates t+at ite* 2 (I lo5e t+e students and deal wit+ t+e* and t+e ite* (3 (I accept criticis* and notes fro* t+e educational super5isors and colleagues ac+ie5ed t+e +ig+est percent (!%M wit+ a *ean (%.2' . )nd ta-le % also s+owed t+at t+e degree of t+e teac+ers< practice of t+e social co*petencies in )l-)*al sc+ools for t+e deaf was 5er6 -ig and -ig for all t+e ite*s of t+e field )nd t+e researc+er e1plain t+at t+ese results were consistent wit+ t+e results of t+e stud6 of 2ang and)nderson (1@@% -ecause dealing wit+ t+e students and cooperating wit+ t+e* and t+e good social relations +elp in understanding an d realiCing t+e different needs of t+e -asic stage<s deaf students so t+e population response was 5er6 -ig in t+is field. )nd according t+e field of professional co*petencies& ta-le (5 s+owed t+at ite* (7 (I listen well to t+e student ac+ie5ed t+e +ig+est percent (!!.(M wit+ a *ean (%.%3 and ta-le 5 also s+owed t+at t+e degree of practicing t+e professional co*petencies -6 t+e -asic stage<s teac+ers in )l-)*al sc+ools for t+e deaf was 5er6 -ig and 5er6 -ig for all t+e ite*s w+ere t+e *ean of t+e response<s percentages ranges -etween (75M-!!.(M . )nd concerning t+e degree of practicing t+e professional co*petencies& t+e *ean of percentages of t+e response reac+ed !3.2M and t+is s+ows a 5er6 -ig degree of practice of t+is field. 8+e researc+ers state t+at t+e results were consistent wit+ t+e studies of )l-S*ad D )l-Na+ar (2''1 &/o-erts (1@@5 & /a*s D )l-Jawareen (1@@5 and )l-.aseer (1@!@ and t+at -ecause of t+e interest of t+e students and listening for t+e* to raise t+e s>ills and t+e capa-ilities t+at affect t+e deaf c+ildren<s perfor*ance in t+e acade*ic progra*s. 8a-le (% illustrates *ean& standard de5iation and percent of t+e social co*petencies< field 'ield of social competencies *ean Std I treat deaf c+ildren wit+ respect %.15 '.((2 I lo5e deaf c+ildren and cooperate wit+ t+e* %.2' '.!53 I accept criticis* and notices fro* super5isors and colleagues. %.2' '.723 I -uild good social relation wit+ t+e deaf c+ildren %.'3 '.@2' I -uild good relation wit+ t+e deaf c+ildren and wit+ t+ose w+o cooperate 3.77 '.!(2 wit+ t+e* I pro5ide suggestions to sc+ool<s ad*inistration and enric+ c+ildren<s %.12 '.!22 social at*osp+ere I participate positi5el6 in t+e social acti5ities of t+e deaf c+ildren %.1' '.(32 I get -enefit fro* *6 colleagues< e1perience in t+e ot+er sc+ools in %.1' '.(32 dealing wit+ deaf c+ildren of -asic stage I e*plo6 different occasions to introduce c+ildren c+aracteristics to t+e %.1! '.7%7 societ6 I design progra*s and acti5ities ena-le t+e deaf c+ild to identif6 %.'5 '.7!3 resources of local societ6 Heneral field %.'@ '.7(3 N O%'& +ig+est 5alues for t+e ite*s O5 degrees& t+e +ig+est 5alue of t+e field O5' degree 8a-le (5 illustrates *ean& standard de5iation and t+e percent for t+e professional co*petencies - of item 1 2 3 % 5 ( 7 ! @ 1' 'ield of professional competencies *ean Std Percent . 75 !3.( !2.( !! !3 !2 !!.( !% !5.( !' !3.2% Percent !3 !% !% !'.( 75.% !2.% !2 !2 !5.( !1 !2

of item 1 2 3 % 5 ( 7 ! @ 1'

I de5elop t+e leaders+ip tendencies of t+e deaf c+ildren 3.75 '.(3' I use *odern and de5eloped *et+ods of teac+ing %.1! '.712 I encourage t+e c+ildren<s self learning %.13 '.7@1 I teac+ deaf students reading s>ills %.%' '.(72 I pro5ide opportunities and ti*e for t+e c+ildren to use t+e related %.15 '.!'2 educational *eans I encourage t+e deaf c+ildren to e1press t+e*sel5es t+roug+ %.1' '.!71 perfor*ance I listen well to t+e deaf c+ildren %.%3 '.5@% I care of t+e deaf c+ildren as indi5iduals w+o +a5e t+eir own needs %.2' '.51( I plan cooperati5el6 wit+ t+e deaf c+ildren %.13 '.(%! I >now needs of t+e deaf c+ildren %.'' '.(7@ general field %.1% '.(@1 N O%'& +ig+est 5alues for t+e ite*s O5 degrees& t+e +ig+est 5alue of t+e field O5' degree

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Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.23& 2'13

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8a-le (( illustrates Aean& Standard de5iation and t+e percentages of t+e 5aria-les of t+e stud6. $aria-le N of ite*s Aean Std Aean of percentages Personal co*petencies 1' %.2% '.72! !%.! Social co*petencies 1' %.1 '.7(3 !2 Professional co*petencies 1' %.1% '.(@1 !3.2% 8otal field %.1( '.727 !3.3% )nd according to t+e order of t+e 5aria-les of t+e stud6 and anal6Cing t+e data of ta-les 3&%&and 5 & ta-le (( pointed out t+e *ean of t+e percentages of t+e personal & professional and social co*petencies in )l-)*al sc+ool for t+e deaf were 5er6 -ig to all of t+e 5aria-les range fro* ( !2-!%.! and t+eir order was respecti5el6 as follows 9t+e personal co*petencies wit+ !%.!M &t+e professional co*petencies wit+ !3.2%M and t+e social co*petencies wit+ !2M. In general& t+e degree of practicing t+e personal & professional and social co*petencies -6 t+e -asic stage<s teac+ers in )l-)*al sc+ools for t+e deaf was -ig w+ere t+e *ean of t+e percentages of t+e /eponses was !3.3%M and t+e researc+ers assured t+at t+ese results were consistent wit+ so*e pre5ious studies< results w+ic+ indicates t+e i*portance of t+e personal& professional and social co*petencies. 8+e second 3uestion9 )re t+ere statisticall6 significant differences in t+e -asic stage<s teac+ers< esti*ations for practicing t+e personal& professional and social co*petencies in )-)*al sc+ools for t+e deaf attri-uted to se1& scientific 3ualification and e1perience 5aria-lesL. Independent Sa*ple 8-test was used to answer t+is 3uestion and t+e following ta-les su**ariCed t+e results9 5.1 Se va!iable 8a-le (7 s+ows t+at 5alue of calculated (8 was not statisticall6 significant for se1 5aria-le at t+e le5el of significance ('.'5 for t+e 5aria-les of personal& professional and social co*petencies separatel6 and according to t+e total& it s+ows t+at t+ere were no differences in esti*ations of -asic stage<s teac+ers in practicing t+eses co*petencies according to se1 5aria-le. )nd t+e researc+ers attri-uted t+is to teac+ers< dependence on t+e opinions -ased on t+e scientific -asis in +a5ing t+e a-ilit6 to clarif6 and cooperate greatl6& deal wit+ t+e students& pro5ide good suggestions and de5elop t+e students< leaders+ip tendencies. 8a-le (7 illustrates Aean& Standard de5iation D 8 5alue according to se1 5aria-le $aria-le Aean Std 8 5alue Sig . 7e*ale Aale 7e*ale Aale Personal co*petencies %.125 %.2(@ '.%7% '.371 '.@27 '.3( Social co*petencies %.125 %.'! '.3!5 '.%2@ '.2(3'.7@% Professional co*petencies %.11 %.15 '.327 '.3!% '.27% '.7!5 8otal %.121 %.1(! '.3%' '.3'% '.3!2 '.7'5 5.2 Scientific Qualification "a!iable 8a-le (! illustrates Aean& Standard de5iation D 8 5alue according to scientific 3ualification 5aria-le $aria-le Aean Std 8 5alue Sig. 0ac+elor =iplo*a 0ac+elor =iplo*a Personal co*petencies %.%1% %.1%( '.2@3 '.%1' -2.1(1 ,'.'37 Social co*petencies %.171 %.'5 '.2@% '.%(! -'.@'( '.371 Professional co*petencies %.1' %.1(@ '.%27 '.3%1 '.55@ '.57@ 8otal %.23 %.121 '.25@ '.32! -1.'(2 '.2@5 ,significance at t+e le5el ('.'5 8a-le (! s+owed t+e 5alue of calculated 8 according to t+e total of personal co*petencies< 5aria-le is statisticall6 significant at t+e le5el of significance ('.'5 w+ic+ *eans t+at t+ere were differences in t+e le5el of esti*ations of t+ese co*petencies attri-uted to t+e scientific 3ualification and t+ese differences see* to -e in fa5or of -ac+elor degree<s +olders. 8+e researc+ers e1plained t+is result t+at -ac+elor degree +older care of t+e scientific -asis& follow up t+e new studies and researc+es& +a5e co**unication s>ills and t+e a-ilit6 of clarification. K+ile t+e ot+er 5aria-les separatel6 and t+e total s+ow t+at t+ere were no differences in t+e 5aria-les attri-uted to t+e scientific 3ualification.

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E1perience9 8a-le (@ illustrates Aean& Standard de5iation D 8 5alue according to e1perience 5aria-le $aria-le Aean Std 8 5alue 5 6ears and 2ess t+an 5 5 6ears and 2ess t+an 5 *ore 6ears *ore 6ears Personal co*petencies %.1! %.357 '.3@3 '.37% 1.%'( Social co*petencies 3.@@ %.2!' '.%1 '.37 2.2'% Professional %.'@ %.2%3 '.37 '.3(1 1.23( co*petencies 8otal %.'@ %.2@' '.2!@ '.31 2.12 ,significance at t+e le5el ('.'5

Sig

'.1(! ,'.'3% '.22% ,'.'%1

8a-le (@ s+owed t+at t+e 5alue of calculated 8 is t+e personal co*petencies and so for t+e total field is statisticall6 significant at t+e le5el of significance ('.'5 w+ic+ indicates t+at t+ere were differences in fa5or of t+ose w+ose e1perience is less t+an fi5e 6ears according to t+e personal co*petencies of t+e total field w+ereas it is clear t+at t+e 5alue of calculated 8 is not statisticall6 significant for t+e ot+er 5aria-les w+ic+ *eans t+at t+ere were no differences attri-uted to t+e e1perience 5aria-le. 5.3 #o!mal $ist!ibution Test% (G-S test was used to test to w+at e1tent data follows t+e nor*al distri-ution w+ere t+e 5alue of t+e 5aria-les< significance of t+e stud6 was +ig+er t+an ('.'5 w+ic+ indicates t+at data follows t+e nor*al distri-ution as it illustrated in ta-le (1' . 8a-le (1' 9data follows natural distri-ution $aria-le Sig Personal co*petencies '.!%! Social co*petencies '.3!( Professional co*petencies '.72! 8otal '.71 /% Conclusion and ,ecommendations In lig+t of t+e results and discussion& t+e researc+ers conclude t+e following9 &i!st% 8+e degree of practicing t+e personal& professional and social co*petencies -6 t+e -asic stage<s teac+er in )l-)*al sc+ool for t+e deaf were in two le5els (5er6 -ig degree - -ig degree Second% 8+e fields< order of t+e co*petencies of t+e teac+ers of )l-)*al sc+ools for t+e deaf were as follows9 1- Personal co*petencies (!%.!M and it is 5er6 -ig degree 2- Professional co*petencies (!3.2%M and it is 5er6 -ig degree 3- Social co*petencies (!2M and it is 5er6 -ig degree Thi!d9 8+e degree of practicing t+e co*petencies toget+er was 5er6 -ig w+ere it reac+ed to (!3.3%M and t+is indicates t+at t+e degree of practicing t+e personal & professional and social co*petencies was 5er6 good. &ou!th9 8+ere were no statisticall6 significant differences of t+e degree of practicing t+e personal& professional and social co*petencies attri-uted to t+e se1 5aria-le. &ifth9 t+ere were statisticall6 significant differences of t+e degree of practicing t+e personal co*petencies w+ile t+ere were no statisticall6 significant differences to t+e field of social and professional co*petencies attri-uted to scientific 3ualification 5aria-le. Si th9 t+ere were statisticall6 significant differences of t+e degree of practicing t+e personal co*petencies w+ile t+ere were no statisticall6 significant differences for t+e social and professional co*petencies attri-uted to t+e e1perience 5aria-le. 0% ,ecommendations In lig+t of t+e results& t+e stud6 reco**ended t+e following9 1. 8o conduct studies a-out t+e i*portance of t+e personal and professional co*petencies of t+e teac+ers of ot+er stages of t+e deaf students in all t+e sc+ools of t+e deaf in Jordan fro* t+e students< perspecti5e. 2. 8o gi5e t+e teac+ers of t+e deaf t+e opportunit6 to de5elop t+eir perfor*ance t+roug+ t+eir enroll*ent in t+e +ig+er studies at t+e uni5ersities to raise t+eir professional de5elop*ent. 3. 8o +eld re+a-ilitati5e courses for t+e teac+ers of t+e deaf in all of t+eir professional specialiCations %. 8o +eld different training courses for t+e teac+ers of t+e deaf to en+ance t+e professional co*petencies w+ic+ t+e6 are necessar6 for t+e*. 5. 8o +eld courses in *easure*ent and e5aluation for t+e teac+ers of t+e deaf in )l-)*al sc+ools to e5aluate t+eir ac+ie5e*ents -6 t+e*sel5es. 173

Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.23& 2'13

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(.

8o e1c+ange t+e e1periences and t+e infor*ation in t+e field of personal and professional co*petencies t+roug+ *utual 5isits wit+ )ra- and foreign countries.

,eferences )l-.aseer&)+*ad.(1@!@ . 'uilding a tool to evaluate teache!(s efficiency) *n+ublished Thesis)*nive!sity of ,o!dan&)**an-Jordan. Keisel& ). (editer & (1@@! . insights into deaf education cu!!ent theo!y - +!actice & acade*ic press of t+e sc+ool of education & 8el )5i5 uni5ersit6. .urs+o*&)+*ad.(2''% .Teaching s.ills of the s+ecial needs( teache!s& Eairo& Eg6pt& Eg6pt &0oo> center for pu-lis+ing . H+aree-&)6*an )wad. (2'12 . /ode!n St!ategies in teaching deaf students. =ar 8asnee* for pu-lis+ing Ddistri-ution& )AA)N-Jordan. )l-na+as.)*al Heorge.(2''% . 0valuating the educational +!og!ams of the deaf students in jo!dan f!om the +e!s+ective of the manage!s) +a!ents and the students and +!oviding a +!o+sed model fo! develo+ing it1 *n+ublished $isse!tation & )**an )ra- 4ni5ersit6 for Big+er Studies& Jordan. )l-+oli& )-eer D Jaw+ar& Salwa.(2''( . 0ducational 2illa!s in .inde!ga!ten9 -uilding t+e c+ild<s c+aracter. Guwait9=ar )l>ita- )l+adeet+. =eHarcia& 0& H. (1@@7 . Aulticultural Education )pplications for 8eac+ers of t+e =eaf9 Ereating Eulturall6 /esponsi5e Eurriculu*. New Standards. /onog!a+h of 3ollected 2a+e!s f!om the 4nnual 3onfe!ence of the 4ssociation of 3ollege 0ducato!s. 0ritis+ Eolu*-ia. /o-erts& =. (1@@5 . 8+e Preparation of 8eac+ers t+e Education of Aulti +andicapped (Bearing I*pair*entIAental /etardation E+ildren (Aental /etardation & =)I-)51I'3&!2% & Sep K6at& B& J. 516678. 4ssisting #e9ly :i!ed S+ecial 0ducation Teache!s to &unction /o!e 0ffectively th!ough ;n< se!vice T!aining -/ento!ing on 4ll =!ade Levels. 0d. $. 2!acticum& No5a Sout+eastern 4ni5ersit6. =issertationsI8+eses. )l-#lei*at&B*ood Ao+a*ad.(2'1' . ,o!dan 'asic Stage ; Teache!s> $eg!ee of 2!actice of 2!ofessional 3om+etencies in the Light of the #ational #e9 Standa!ds fo! the $evelo+ment of Teache!s 2!ofessionally. *n+ublished $isse!tation. )l-al-a6t 4ni5ersit6& Jordan. )l-G+atee-& J*al D )l-Badidi& Aona (2''5 . St!ategies of teaching students 9ith s+ecial needs & )**anJordan&=ar Elf>r for pu-lis+ing and distri-ution. )l-S*adi & Ja*eel D )l-Na+ar& 86seer.(2''1 . Aaster6 le5el of effecti5e teac+ing s>ills a*ong special education teac+ers in 4nited )ra- E*iratesP& ,ou!nal of the 0. ?. 3.& 2''1& $ol. 1'& No. 1@& Pages 1@3-21(. )-d-al+adi&Jawadt. (2''7 . Lea!ning theo!ies and its educational a++lications. )**an 9=ar 8+agap+a for pu-lis+ing Ddistri-ution. )l-?regat& I-ra+i* (2''@ . )uditor6 =isa-ilit69 2!inci+als of ve!bal and audito!y educational !ehabilitation. )**an9 =ar )lf>r for pu-lis+ing and distri-ution. )l-3aruti&I-ra+i*. (2''( . :ea!ing $isability. )**an& Jordan.=ar Qafa for pu-lis+ing Ddistri-ution. )l-)+*ad&G+aled 8a+a(2''5 . Teache!s% +!e+a!ation to t!aining. Ein9=ar )l>ita- )l:a*iR )l-Badidi& Aona(1@@' .t+e need of t+e special education teac+ers in Jordan to training progra*s in-ser5ice9 )n E1plorator6 Stud6. $e!asat ,ou!nal& 4ni5ersit6 of Jordan& 5ol(17 & issue %. )-d-sa*eeR& Aostafa D Bawala&Sa+ir. (2''5 . Teache! +!e+a!ation% his develo+ment - t!aining. )**anJordan& =arJelfi>rfor pu-lis+ing D distri-ution. Ainistr6 of Education (2''7 . National standards for de5eloping t+e teac+ers professionall6& )**an9 pu-lications of Ainistr6 of Education. Ainistr6 of Education.(2''5 . ) training Progra* of de5eloping t+e >indergarten teac+ers< s>ills. )l-S*adi& #sa*a (2''7 . 0fficiency of t!aining cou!se fo! the teache!s of deaf and ha!d of hea!ing students in< se!vice in light of thei! t!aining needs in ,o!dan) *n+ublished $isse!tation & )**an )ra- 4ni5ersit6 for Big+er Studies& Jordan. )l-Bi*6ani& Sara S+a+er D )l-?regat& I-ra+i* )-dalla+ (2''! . /esources of ps6c+ological pressure of t+e teac+ers of t+e c+ildren wit+ disa-ilities and its relation wit+ t+eir se1& 6ears of e1perience and scientific 3ualification) ,ou!nal of &aculty of 0ducation& 4ni5ersit6 of Ein S+a*s& Eairo& issue(32 & p(%(7 . H+a-ari& 8+aRr D )-i S+aera& G+aled (2''! . Lea!ning 2sychology and its class a++lications.)**an92i-rar6 of )ra-i Societ6 for pu-lis+ing and distri-ution. /a*se6S /. D )lgoCCine& 0. (1@@1 . Teache! 3om+etency Testing% @hat a!e S+ecial 0ducation Teache!s 0 +ected to Ano9B 0 ce+tional 3hild!en& 57(% & 33@ - 351 )-o Bar-&Qa+ia (2''5 . 8+e necessar6 teac+ing co*petencies of t+e presc+ool<s fe*ale teac+ers in lig+t of de5eloping *odels of curriculu* of 21 centur6& confe!ence of child!en and youth in the cities of /iddle 0ast and #o!th 4f!ica& =u-ai& 4)E.

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