Job performance level of special education teachers in East Jerusalem schools: A descriptive study from the teachers' perspective

Abstract

This study aimed to reveal the level of job performance among special education teachers in East Jerusalem schools from the teachers' perspective. The study employed a descriptive-analytical approach, utilizing a sample of 200 male and female special education teachers from public and private schools in East Jerusalem. These teachers were selected using Cluster sampling, representing 10% of the study population. An electronically developed questionnaire was used to answer the research questions. The study shows that the level of job performance of special education teachers in East Jerusalem schools, from the perspective of the special education teachers, was high, as the arithmetic mean of this score on the total score of the study scale was (4.14), The level of competence of special education teachers in performing their teaching tasks in East Jerusalem schools was high, as the arithmetic mean of this score was (3.98). The degree of interaction and communication with special education students was high, as the arithmetic mean of this score was (4.26). The degree of professional and administrative commitment in special education schools was high, as the arithmetic mean of this score was (4.11). The levels of use of modern educational methods in teaching by special education teachers were high, as the arithmetic mean of this score was (4.13). The degree of factors affecting job performance in special education schools was high, as the arithmetic mean of this score was (4.22). The study also shows no statistically significant differences (α ≤ 0.05) in the job performance of special education teachers attributable to gender, academic qualifications, or years of experience. The study recommends focusing on the job performance of special education teachers to improve overall performance and enhance the quality of educational institutions. It also emphasizes the importance of involving special education teachers in decision-making processes related to the education of students with special needs.