الممارسات الإشرافية الواجب ممارستها في ظل الإقتصاد المعرفي في الاردن من وجهة نظرهم ونظر المعلمين

This study aimed at exploring the supervisory practices that should be available in mathematics supervisors in light of the economic knowledge through answering the following questions: 1. What supervisory practices should be available in mathematics supervisors in light of the economic knowledge from the perspective of the supervisors themselves? 2. What supervisory practices should be available in mathematics supervisors in light of the economic knowledge from the perspective of the teachers? In order to answer these questions, a questionnaire was developed and then used after ensuring its reliability and validity. The sample of the study consisted of (73) supervisors, who were all the supervisors working in The Directorates of Education in Jordan. A random sample of mathematics teachers working in public schools in the First Directorate of Education in Amman, which follows the Ministry of Education, was also assigned and consisted of (110) male teachers and (52) female teachers representing (30%) of the population of the study. The questionnaire which was developed for this purpose consisted of (73) items distributed to the following six areas: Professional Development, Planning, Administration, Learning and Teaching Strategies, Human Relations, Profession Morals, and Evaluation Strategies. The questionnaire was distributed to the sample of the study, and collected. Data gathered was analyzed by computing the mean scores, standard deviations, and percentages. The following results were obtained: the mean scores of the supervisory practices that should be used in light of the economic knowledge in Jordan from the perspective of supervisors were between (3.86 – 4.47), where the range of these practices according to the highest degree of practices was as follows: Human Relations, Profession Morals, Evaluation Strategies, Learning Strategies, Professional Development, and Planning. The mean scores of the supervisory practices that should be used in light of the economic knowledge in Jordan from the perspectives of teachers were between (2.90 – 3.12), where the range of these practices according to the highest degree of practices was as follows: Human Relations, Profession Morals, Evaluation Strategies, Administration, Learning and Teaching Strategies, Professional Development, and Planning. Based on these results, the researcher recommended the need for training teachers and supervisors about the economic knowledge through specialized cycles administered by experts in the field and supervised by the Ministry of Education.