Teachers Practice of Human Rights in Jordan

Abstract

The aim of this study is to identify the degree to which the teachers of UNRWA in Jordan practice human rights from the point of view of the students. The study sample consists of 2505 students from a population of 46636 students from UNRWA schools. This was performed in the four educational districts of the Agency in the second semester of the academic year 2016/2017. To achieve the objectives of the study, a questionnaire was constructed to determine the degree to which UNRWA teachers in Jordan have been practicing the principles of human rights from the students' point of view. After verifying the validity of the questionnaire, it was applied on the study personnel. To answer the questions of the study, statistical methods were carried out using the SPSS program to process the data. The mean, the standard deviations, the levels of the scales, the fields, and the instrument were used to answer the first question. To answer the second question, three-way MANOVA, and least significant difference (LSD) were used. The results of the study on the first question indicated that the degree of practice of the teachers of UNRWA schools in Jordan of the principles of human rights from the point of view of their students was divided into three major areas: classroom and extracurricular activities, Teacher behavior and assessment methods, learning objectives and learning content. There are statistically significant differences in the degree of practice of the principles of human rights and the three fields according to the gender variable in favor of females. Also, a statistical significance difference also exists in the fields based on the degree of exercise of the three principles of human rights. It also has to do with the total degree of the questionnaire according to the variable grade between seventh grade students and eighth, ninth, and tenth grade students in favor of seventh grade students. On the other hand, there were no differences between students in the eighth, ninth, and tenth grades. In addition, there were statistically significant differences in the overall degree of the UNRWA teachers' training according to the school site variable. Based on the results of the study, a number of recommendations were presented, including the exchange of experiences between male and female schools to develop the sharing of ideas, activating the role of community institutions that deal with human rights issues, and linking them to channels of communication with schools by intensifying visits. It also entails giving greater attention to the celebration of international, as well as national events related to human rights, and to give a greater share of the financial budget, moral, material, equipment, environmental, resources material, human, and symbolic.