دراسة اتجاهات الطلبة نحو علاقتهم مع مدرسي العلوم والرياضيات في الصفين السابع والثامن الأساسيين من حيث مدى التسلط، والتعاون والتسليم، والمعارضة في مدارس مدينة نابلس

This study aimed at investigating the relationship between the science and mathematics teachers and their students in the 7th and 8th primary grades in the Nablus city schools. More specifically, this study attempted to answer the following questions:- 1- Is the relationship between the teacher and his students in each of science and mathematics classes determined by a- Dominance ? b- Cooperation? c- Submission? d- Opposition? 2- Has gender a role in the humanistic relationship between the science and mathematics teachers and their students? 3- Has the level of the study an effect on the limitation of the humanistic relationship between the science and mathematics teachers and their students? To get an answer for these questions, they were converted into null hypotheses at significant level 0.05. The population of the study was represented by the students in the 8th and 7th classes in eight male schools and nine female schools where the population was 2.993 students: 1,310 males, and 1,683 females. Two male schools and two female schools were randomly selected. An instrument, designed and used by Wubbles Leavy (1993), was used in this study. It consisted of 48 items describing the different characteristics of science and mathematics teacher behaviors. Likert scale of five options was used; Pearson correlation equation was used to determine the reliability of the instrument. It was 0.91 which was fit to the purpose of the study. The questionnaire copies were distributed to the students and collected by hand. The results of data analysis revealed the following results:- 1-There was an effect due to gender and level of study on the science and mathematics students' attitudes toward their relationship with their teachers. As a result of Dominance phenomenon (Leadership behavior), this effect was in favor of females, science teachers and 8th class students and submission phenomenon (Uncertain behavior). This effect was in favor of males, and 8th class students. 2-Gender had an effect on science and mathematics student attitudes toward their relationship with their teachers as a result cooperative phenomenon (helpful/friendly behavior).This effect was in favor of females and science teachers, and opposition phenomenon (Dissatisfied behavior). This effect was in favor of males and mathematics teacher. 3-Level of study had an effect on science and mathematics student attitudes toward their relationship with their teachers as a result of cooperative phenomenon (Under -standing behavior ). This effect was in favor of 8th class students and science teacher and opposition phenomenon (Admonishing behavior). This effect was in favor of 8th class students and science teacher. 4-There was no effect due to the level of the study on science and mathematics student behavior attitudes toward their relationship with their teachers as a result of cooperation phenomenon (Helping /friendly behavior) and opposition phenomenon (Admonishing behavior ). 5-There was no effect due to gender on science and mathematics students' attitudes toward their teachers as a result of cooperation phenomenon (Understanding behavior) and opposition phenomenon ( Admonishing behavior ). 6-There was no effect on science and mathematics student behavior attitudes toward their relationship with their teacher in 7th and 8th classes as a result of Dominance phenomenon (Strict behavior ) and Submission phenomenon (Uncertain behavior and freedom behavior). As a result of this study, the researcher recommended the following:- 1- Conducting this research on different teaching staffers and different students of different levels and schools. 2- It is necessary for the ministry of education to take into consideration the academic and humanistic dimensions at schools and develop them . 3-To let teachers participate in educational seminars . 4-Encouraging and supporting the democratic behavior in the teaching process.