The degree of practice of differentiated education in middle school schools in the State of Kuwait from the point of view of female teachers

The research aimed to identify the degree of practice of differentiated education in teaching courses (home economics, art education, electricity) from the point of view of middle school teachers in the State of Kuwait. The research followed the descriptive survey method. For this purpose, a questionnaire was prepared that consisted of (62) statements distributed over (4) axes dealing with the practice of differentiated education in lesson planning, implementation, evaluation, and classroom management. The research sample consisted of (584) female teachers. The results revealed that the practice of differentiated education in these courses came to a large degree, and the field of lesson implementation came first, followed by the field of classroom management, then the field of lesson planning, and finally the field of evaluation. The results also revealed that there was a statistically significant difference in teachers’ estimates of their practice of differentiated education according to the academic qualification variable in favor of postgraduate qualifications. According to the variable number of years of experience, it is in favor of teachers who have (10 years of experience or more), while there are no differences due to the variable of academic specialization. In light of these results, the researchers recommended the necessity of activating the practice of differentiated education, and training teachers to practice differentiated education strategies through training courses, workshops, and model lessons.
 
Keywords:
 
differentiated education, art education, home economics, electricity.