International Journal of Educational and Psychological Studies

Volume 2 - Issue 1 (1) | PP: 1 - 27 Language : English
DOI : 10.12816/0043125
468
40

Teachers’ of English Attitudes towards the new Palestinian English Curriculum for the 8th Grade

Ahmed Awad Amin Raba
Received Date Revised Date Accepted Date Publication Date
27/9/2017 7/10/2017 14/10/2017 22/10/2017
Abstract
This study aims to investigate the teachers of English attitudes towards the new Palestinian English Curriculum for the 8th Grade in Jenin and Qabatia Directorates. To achieve this aim, the researcher used a 20-item questionnaire that covers five domains: Book general shape domain, book content domain such as structures, terms, grammar, methods, aids teacher's book domain and the communicative material. The main finding of the study revealed that the score of evaluating the eighth grade of “English for Palestine “from teachers' attitudes in Jenin and Qabatia Educational Directorates areas was (73.0%) which was moderate. The findings indicated that the physical appearance of the textbook domain scored (66.4%); the book content scored (68.6%); however, the structure of language, grammar and terms in addition to methods and communicative material scored (71.8%), (75.2%) and (77.2%) respectively. Results also showed that there were no significant differences at (∝=0.05) in the degree of evaluation of the new Palestinian English language curriculum of the eighth grade due to gender, level of education or years of experience. Based on these findings, the researcher recommended that the eighth grade English textbook of “New English for Palestine " should be modified to be more relevant to the students' levels, environments and individual differences. The researcher also recommended conducting an experimental study between the uses of the curriculum in private and public schools.


How To Cite This Article
Raba , A. A. A. (2017). Teachers’ of English Attitudes towards the new Palestinian English Curriculum for the 8th Grade . International Journal of Educational and Psychological Studies, 2 (1), 1-27, 10.12816/0043125

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