تفاصيل الرسالة العلمية

This study aimed to reveal the role of the educational supervisors in the lower stage in development of the basic competencies to teachers in "Western Northern Badia "Mafraq Governorate. To achieve the objectives of the study, the researcher used a questionnaire to reveal the role of educational supervisors in development of the basic competencies for teachers from the point of view of teachers. The researcher used descriptive survey approach on a sample of (280) males and females teachers as percentage of (12.5%)in Western Northern Badia, were chosen by random stratified method. The results showed that the role of the educational supervisors in the development of the basic competencies for teachers in the Western Northern Badia from point of view of teachers, as a whole and all domains, was a moderate degree, and "planning and management" domain in first rank, and "tasks related to the means and school supplies" domain in last rank. The results also indicated there were significant statistical differences in teachers' views about role of the educational supervisors in development of the basic competencies, attributed to e gender variable, in favor of females; and that there were no statistically significant differences in the teachers' views about role of the educational supervisors in development of basic competencies, attributed to the qualification variable, and there were significant statistical differences in the teachers' views about role of the educational supervisors in development of competencies related to the planning and management, attributed to teaching experience variable, between (5 years and less, 5 years to less than 10 years), in favor of teaching experience (5 years and less), there were differences between (5 years to less than 10 years, more than 10 years), in favor of (more than 10 years). The results indicated there were significant statistical differences in the teachers' views about Role of the educational supervisors in development of basic competencies tasks related to the curriculum and courses and textbooks, attributed to teaching experience variable, in favor of teaching experience (5 years and less)