The level of Application of Quality Standards in Elementary (Primary) Mathematics Curricula from the Perspective of Teachers in the City of Benghazi

Abstract

This study aimed to identify the level of implementation of quality standards in mathematics curricula for the basic (elementary) stage from the perspective of teachers in the city of Benghazi. To achieve the study's objectives, the researchers used the descriptive analytical method. The study tool consisted of a questionnaire, which was validated for its validity and reliability by presenting it to a number of arbitrators, and it consisted of 23 items. Each questionnaire was divided into three axes: teachers' knowledge of quality standards in mathematics curricula, the level of implementation of quality standards in elementary mathematics curricula in the city of Benghazi, and the difficulties in applying quality standards in mathematics curricula. The study community consisted of all elementary (primary) school mathematics teachers in the city of Benghazi, totaling 264 teachers. A random sample of 150 teachers was selected from them. One of the most important findings of the study indicated the level of application of quality standards in elementary (primary) mathematics curricula from the teachers' perspective in the city of Benghazi as follows The difficulties in applying quality standards in mathematics curricula came at a high level with an arithmetic mean of (3.844), followed by teachers' knowledge of quality standards in mathematics curricula at a high level with an arithmetic mean of (3.631), while the third rank was the level of applying quality standards in primary school mathematics curricula in the city of Benghazi at a high level with an arithmetic mean of (3.425). It was also found that there were no statistically significant differences at the significance level (0.05 =). Among the averages of teachers' opinions on the study's axes, they are attributed to the variables of gender, educational qualification, specialization, pedagogical qualification, and professional experience. The study recommended the necessity of redesigning quality standards so that they become behavioral objectives that can be applied, in addition to providing resources and redistributing time to align with teaching strategies. It also recommended forming committees of specialists to accurately diagnose the obstacles to applying quality standards and, consequently, develop appropriate radical solutions for them.