the reality of early childhood teachers’ practices of contract pedagogy in support schools

Abstract

The study aimed to determine the reality of early childhood teachers’ practices of contract pedagogy in support schools, and to reveal the extent to which they practice the principles of contract pedagogy: the principle of freedom, the principle of negotiation, and the principle of commitment. The study used the descriptive survey method, where the researcher prepared a questionnaire that was applied to a sample of primary grade teachers. In government early childhood schools in Riyadh, the number of them reached (150) teachers. The results of the study showed that the general arithmetic mean of the reality of early childhood teachers’ practices of contract pedagogy was (2.52), and it came with an estimate that always occurs. The results also showed that there were no statistically significant differences in the responses of early childhood teachers to the reality of their practice of contract pedagogy attributable to the academic qualification variable in all areas of study. The results showed that there were no statistically significant differences in the responses of early childhood teachers to the reality of their practice of contract pedagogy due to the variable years of experience in all fields of study. The study recommended the importance of enrolling early childhood teachers in support schools in training courses on the role of the teacher and the child in the educational process in light of modern theories.

Keywords: early childhood, pedagogy, contract pedagogy, principles of contract pedagogy, the principle of freedom, the principle of negotiation, the principle of commitment.