الفهرس 
الفصل الاوليوجد فقط 14 صفحة متاحة للعرض العام
 |  | from | 249 |  |  |
| | | from | 249 | | |
المستخلص
StIlifilVIAAJEtYr
Introduction :
Teaching Style depends upon the educational attitudes of the teachers and
the vocational motivation ofthe teacher is affected by the previous education of
the teachers during his preparation in the faclty.
Previous studies refered to two main aims determined the teachers styles
one of them is the average of the concept of subjects and their kinds and this aim depends on the educational attitudes of the teacher. The second aim has a strong effect on increasing the achievement of the students and this depends upon the vocational lesson by the suitable teaching style.
Aims of The Study :
This study aims at stating a mathematical form that enables us to predict
the teachig style which contripute to use the level of the achievement of secondary school students. It also aims at using prediction in the educational and professional selection and guidance of the teachers.
Problem of the istudy
The problem of this study can be confined to the following questions :
1)Is there a significant difference between the independent variables ( educational attitudes and vocational motivation and their dimensions) and the dependent variables ( teaching style and their dimensions ?
2)Are there statistical difference between the average marks of formal teachers and the average marks of informal teachers on Aquestionnaire of the educational attitudes and A questionnaire of the vocational motivation .
and their dimensions?
3)Can we predict the kind of the teaching style and its dimension through the
vocational mativation and educational attitudes and their dimensiona?
Previous Studies :
Previous studies and literature can be divided into three sections. They will
be as follows :
1-Related studies to the teaching style.
2-Related studies to the educational attitudes.
3-Related studies to the vocational motivation.
Sample of the study :
The sample of this study consists of 228 teachers of the secondary stage in
Zagazig.
2
Two groups are chosen:
1-Quartile minimum and it includes 66 teachers they represent the main style of teaching.
2-Quartile maximum and it includes 66 teachers they represent the formal style of teaching.
Tools of the study :
The tools of this study will be as follows :
1-Aquestionnaire of the teaching style prepared by : Mallinoud ANN:Id Allah salem.
2-Aquestionnaire of the educational attitudes for teachers, Prepared by the researches.
3-Aquestionnaire of the vocational motivation of the teachers , prepared by the researcher.
Statistical Analysis :
1-Coefficient Correlation .
2-Variance analysis : ANOVA
3-Multiple Regression steps analysis.
The results of this study :
1-There is a coefficient correlation between the independent variables (
Educational attitudes ad vocational motivation and their dimensions ) and also the style of teaching and its dimensions as follows.
A)There is a significant difference * between the equal opportunity for
students and the related opinions of the educational issus and the related opinions of the modern methods of teaching.
B)There is a significant difference*Between self confidence and the
related opinions of the educational issus and the selated opinions of the modern teaching methods.
C)There is a significant difference * Between the teacher’s emotional balance and the related opinions of the modern teaching methods.
D)There is a significant difference * between care with for students interests and both of the related opinions of the modern teaching methods and also the total score of the teaching style and there is a significant difference ** between care with for students interests and both the teaching methods used and the aims of teachig in secondary stage and the related opinions of formal methods of teaching .
* Significant difference at the ( 0.01) level. ** Significant difference at the (0.05) level.
A)There is a significant difference * between the socialization of the profession and both of the aims of teaching in secondary stage and the related opinions of the formal methods of teaching and also the related opinions of modern methods of teaching and the total score of the style of teaching. There is a significant difference between the easiness and diffculty of the profession and both of the related opinions of the formal methods of teaching and the total score of the teaching style where as there is a significant difference between opinions of the educational issues and the easiness and difficulty of profession .
B)There is a significant difference * between love to the profession and both of the related opinions of the formal methods of teaching where as there is a significant difference **between the love of the profession and both of the methods teaching used and the aims of teaching in the
secondary stage and the related opinions of the educational issues.
C)There is a significant difference * between the professional growth and the methods of teaching used and the aims of teaching in the secondaryh stage but there is a significant difference ** between the professional growth and the related opinions of the educational issues and the formal methods, of the teaching.
D)There is a significant difference * between the nature of the profession and both of the methods of teaching used and the aims of teaching in the secondary stage and the total score of the teaching style. But there is a significant difference ** between the nature of the profession and the related opinions of the educational issues.
E)There is a significant difference * between the vocational motivation of all dimensions of teaching style and the total score of the teaching style .
2- We can predict the teaching style through the vocational motivation and educational attitudes and the dimensions of the teaching style and the formulas of prediction were as follows :
A)We can predict the teaching style through some dimensions of the educational attitudes and some vocational motivation the prediction of teaching style = 136. 55 + 0.114 easiness of the profession - 1.0728 love of profession - 0.992 emotional balance + 0.916 socialization of the profession . The informal teaching style reinforces the easiness and socialization of the profession where as the formal teaching style reinforces love of profession and emational balance.
* Significant difference at the ( 0.01) level. ** Significant difference at the (0.05) level.
A)We can predict the methods of teaching used through some dimensions of vocational motivation and educational attitudes. Methods of teaching used = 41.86 + 0.34 equal apportunities - 0.62 and emational balance
1.39 socirlization of the profession + 0.499 easiness of the profession -0.51 love of proffession
13)We can predict the aims of teaching through equal opportunity aims of
teaching = 28.28 - 0.168 equal opprtuanity equal opportunity reinforces formal teaching style.
The predection of the educational opinions through some dimensions of the vocational motivation and educational attitudes. Educational opinions = 22.50 - 0.195 emational balance + 0.176 socialization of the profession + 0.18 easiness of the profession - 0.18 love of the profession so the educational opinions go directly to the ormal with the dimensions of the emational balance and love of the profession .
C)Prediction of the related opinions of the formal methods of teaching through some dimensions of vocational motivation and educational attitudes. Opinions concerning formal methods of teaching = 17.24 + 0.23 socialization of profession + 0.22 professional growth - 0.21 love of profession. So, the opinion of the formal methods of teaching grothough the formal style and love of profession. But the dimensions that
reinforce the informal style are the professional growth and socialization of the profession.
D)Prediction of the modern methods of teaching through some dimensions of the vocational motivation and educational attitudes.
E)Related opinions concerning the modern methods of teaching = 20.599 +
0.16 equal apprortunity + 0.174. easiness of the profession - 0.15 love of the professions.
Results and interpretation :
The researcher discussed the results and the interpretation in the
light of the thearetical frame work and the results of the previous studies and literature.