The Degree of Science Teachers' Practicing of their New Roles in Light of the Orientations of Knowledge Economy Competence in Jordan and its Relationship to some Variables

This study aimed at investigating the degree of science teachers' practices to their new roles in light of the orientations of knowledge economy competence in Jordan, and whether these practices vary according to: gender, teaching experience, and scientific qualifications. For the purpose of this study, data was collected using a questionnaire developed by the researcher based on theoretical literature and modern developments in the educational field. The questionnaire consisted of 31 items on a 5-point Likert scale. The study sample consisted of (191) male and female elementary science teachers in the Directorate of Education in Irbid. The results showed that the degree of science teachers' practices to their new roles was high. In addition, the results showed a statistically significant difference in the degree of science teachers' practices for their new roles due to the variable gender in favor of females, Qualification in favor of post-graduates, and no statistically significant differences in the degree of science teachers' practices for their new roles due to the variable teaching experience.