Attitudes of Primary School Teachers towards the New Collins Curriculum and their Suggestions for Improving its Implementation

Abstract

The current study aimed to identify teachers’ attitudes towards the new Collins curriculum and to highlight proposals to improve its implementation. The researchers used the descriptive analytical approach, where the study population reached (2700) male and female teachers, and the study sample consisted of (313) male and female teachers in the lower basic stage in Rusifa governorate in Jordan, The sample was selected using the available sample method, and the researchers applied the study tool represented by a questionnaire and an essay question. The results of the study showed that the total degree of the teachers’ attitudes in the lower basic stage towards the new Collins curriculum was degree medium, and the results showed that there was no statistically significant difference in the attitudes of teachers of the lower basic stage towards the Collins curriculum due to the variables (gender, educational qualification, and the presence of a difference in their attitudes towards the curriculum depending on for the variable years of experience, where the difference was in favor of (16 years and above), and the study reached a number of recommendations, the most important of which are: The necessity of involving teachers in any curriculum that is presented by the Ministry of Education, the Curriculum Department, which results in an increase in teachers’ motivation towards the teaching profession and acceptance of the new curriculum