دور مجتمعات التعلم في تحسين الأداء المهني لمعلمات الرياضيات بمحافظة العقبة الأردن

Abstract

The study aims to understand the reality of the role played by professional learning communities in improving the professional performance of mathematics teachers, as perceived by the teachers themselves. The research adopted an analytical survey approach, designing a research tool (questionnaire) with three main axes. The study was conducted on a sample of mathematics teachers in Aqaba Governorate, consisting of 103 teachers. The results indicated that the primary roles of learning communities in enhancing the professional performance of mathematics teachers in the Jordanian basic and secondary education schools in the Aqaba educational region were manifested in three areas: improving academic performance, enhancing teaching performance, and improving educational performance. The overall average role of learning communities in enhancing the professional performance of mathematics teachers in Aqaba, Jordan, was 3.89, with high importance and an agreement rate of 77.9%. This implies that learning communities play a significant role in improving the professional performance of mathematics teachers in Aqaba. Differences in the role were found based on the qualifications, favoring those with higher qualifications, and based on experience, favoring those with more experience. However, no differences were found in the role based on the type of school (elementary or secondary).