Jordanian Elementary Teachers’ Preferences for Teaching the Different School Subjects in the Primary Stage

Abstract

Elementary teachers’ preferences of the school subjects they teach constitute the most crucial factor that affect students’ achievement and enthusiasm for learning. This study investigates elementary teachers’ preferences of teaching the subjects taught in primary schools in Jordan and whether teachers’ preferences are influenced by the grade level they teach or their secondary education stream (scientific stream and literary stream). A total of (324) in-service primary stage teachers were asked to rank their preference of teaching all the school subjects. The ranks of cohort are ordered descendingly as follows: Arabic language, mathematics, Islamic education, science, social education, vocational education, art, and physical education. Results showed that teachers’ preferences were not influenced by the students’ grade level with the exception of science. Results revealed that science and mathematics were more preferred by elementary teachers who finished secondary school in scientific stream, whereas Arabic language, Islamic education, and social education were more preferred by those who studied in the literary stream. Teachers’ preferences regarding the remaining three subjects, i.e., vocational education, art, and physical education, were not statically significant. The study recommended the crucial need for rethinking the nature of elementary teachers’ education programs.

Keywords: Elementary teacher, Preferences, School subjects, Primary stage