An-Najah Staff

This study sought to find out the personality traits among remedial education teachers at UNRWA schools in the West Bank from the perspectives of supervisors of their work in the school. These supervisors were mainly school principals of both sex as well as school teachers of Arabic and mathematics. Furthermore, this study sought to examine the difference in responces according to the variables of sex, education area, academic qualification and years of experiences on these supervisors' perception towards the personality traits of these teachers of remedial education. To these two ends, the researcher developed a 70- item questionnaire distributed among three domains: psychomotor traits, affective traits and knowledge traits. The target population was all supervisors of the remedial education teachers work (all UNRWA school principals (males and females) as well as all teachers of Arabic and mathematics in these schools), there were (97) principals and (614) teachers. The study sample was consisted of(406) subjects. Of these, (309) were school teachers – but actually (298) questionnaires of them were retrieved - , and (97) were principals of both sex - but actually (68) questionnaires of them were retrieved -.After data collection and analysis, it was found that the remedial education teachers lacked but few personality traits of the three domains: psychomotor, affective and knowledge. The arithmetic average of the total score was (2.09) while the percentage was (41.82%) , a very low score. The order of these domains was a descending one: affective traits, knowledge traits and psychomotor traits. It was also found that there were statistically significant differences at (α= 0.05) in the estimates of the respondents of the personality traits (psychomotor, affective and knowledge domains) among remedial education teachers at UNRWA schools in the West Bank from the perspectives of their supervisors, namely school principals and teachers of Arabic and mathematics. These statistically significant difference could be attributed to the variables of sex, in favor of males, area, in favor of Hebron governorate, and years of experiences, in favor of respondents who had ten years or more of experiences. However, no statistically significant differences were found at (α= 0.05) in the estimates of the respondents of personality traits (psychomotor, affective, and knowledge), among remedial education teachers at UNRWA schools in the West Bank as perceived by their supervisors, which could be attributed to the academic qualification of respondents. The researcher identified the most important eleven personality traits which a good remedial education teacher must enjoy according to the respondents (principals and teachers of Arabic and mathematics). However, the questionnaire didn’t cover these traits. Some of these traits are: possession of the ability to write good diagnostic tests which suit the students' level, a wide experience in the field of education, and continuous contact with their educational counselors. In the light of these findings, the researcher recommended that decision makers at UNRWA follow certain criteria and foundations to depend on when it comes to the selection of the remedial education teachers on the basis of the personality traits they have. She also suggested setting up clear and specific mechanisms of work for remedial education program at UNRWA schools. Finally, the researcher strongly recommended conducting further researches and studies related to remedial education.