الكفايات التدريسية اللازمة للمعلمين بالمدارس الحكومية الفلسطينية في ضوء متطلبات الثورة الصناعة الرابعة

Teachers in Palestinian public schools face significant difficulty in interacting with
digital technology, in terms of using and employing it during class, due to the absence
of teaching competencies that qualify them to possess technical, professional, and
technological skills and methods in the educational process. This study answers a main
question: What are the teaching competencies required for teachers of the upper basic
stage in Palestinian public schools in light of the requirements of the Fourth Industrial
Revolution? This study also aims to explore the teaching competencies required for
teachers of the upper basic stage in Palestinian public schools in light of the
requirements of the Fourth Industrial Revolution. The analytical descriptive approach
was used, and the questionnaire and interview were the data collection instruments. A
random sample of 360 male and female teachers was selected from a population that
represents all male and female teachers at public basic schools in the northern
Palestinian governorates with a total of 4,737 male and female teachers. To answer
the research questions, the normal distribution test, percentages and frequencies,
arithmetic mean and relative arithmetic mean, variance and standard deviation,
multivariate Cronbach's alpha test (MANOVA) were used to obtain the research
results. The data were analyzed using statistical treatment with the Statistical Package
for the Social Sciences (SPSS) program. The study obtained several results, most
importantly that the response score of the research sample regarding the requirements
of the Fourth Industrial Revolution for teachers of the upper basic stage in Palestinian
public schools amounted to 79.49%. The response score of the research sample
regarding the teaching competencies required for teachers of the upper basic stage in
Palestinian public schools in light of the requirements of the Fourth Industrial
Revolution were 77.3%, 82.2%, and 83.8% for the cognitive, professional, and
emotional domains, respectively. There were no differences in the degree of scores of
teachers of the upper basic stage in Palestinian public schools for the necessary
teaching competencies in light of the requirements of the Fourth Industrial Revolution
by the variables of gender, number of years of experience, educational qualification,
and directorate.