Teachers’ Perspectives Towards the Teaching Profession and Their Relationship to Professional Performance in Competent Lesson Planning in Aleppo

Abstract

This study aims to identify teachers’ perspectives towards the teaching profession, determine the level of their professional performance in competent lesson planning, and examine whether there is a statistically significant relationship between these attitudes and their professional performance in lesson planning competence.

The researcher employed the descriptive correlational method. The research tools consisted of a questionnaire on teachers’ attitudes towards the teaching profession comprising 23 items, and an observation checklist of teachers’ lesson planning competence consisting of 7 items. These tools were administered to a sample of 150 male and female teachers from the first cycle of basic education in schools in Aleppo City.

The results indicated that teachers’ attitudes towards the teaching profession were below average, and thus negative, and that their level of lesson planning was low. The findings also revealed a statistically significant positive relationship between teachers’ attitudes towards the teaching profession and their professional performance in lesson planning competence. In other words, the lower the teachers’ positive attitudes towards the teaching profession, the lower their professional performance in lesson planning competence.

The study recommends enhancing institutional and societal support for the status of teachers, restructuring the system of material and moral incentives for teachers, and allocating rewards for teachers who excel in their professional performance, particularly in lesson planning.