Attitudes of Fine Arts Majors at Palestinian Universities and Community Colleges Towards Teaching Profession in Schools After Graduation

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إبراهيم خليل يوسف الخروبي
This study aims at identifying attitudes of fine arts major, at Palestinian universities and community colleges, towards teacher's profession after graduation. To this end, the researcher used a stratified random sample of 283 fine arts major at Palestinian educational institutions: universities and community colleges. Of these 126 were males as opposed to 157 females. The researcher developed a questionnaire of 45 items to measure fine arts major' attitudes. The questionnaire was given to a group of referees in order to insure the validity and the reliability of the questionnaire which was (., 86). The researcher also put forward a number of hypotheses and raised one major question. To test the hypotheses and answer the study question, the researcher used the following statistical processes: arithmetic means; percentages; T-test and One Way Analysis of Variance. The study found that the fine arts majors' attitudes, towards teacher's profession, were positive. The order of domains according to degree of their responses was as follows: personal (76.4%); social (70.20/0) profession (63%); economic (60.01 %) and total degree of domains (67.4%). Moreover, no statistical significant differences were found at (α = 0.05) pertaining to fine arts' attitudes due to sex, residency, type of study, major, and GPA on the study of independent domains or on the overall instrument. However, the results revealed a significant difference in attitudes between music and arts majors in favor of music majors. In the light of these findings, the researcher provided the following recommendations to increase community awareness of the importance of teaching fine arts, showing more concern to the graduates' needs to reduce their frustration and difficulties, and increasing the country's interest in the fine arts graduates. The researcher recommends the Palestinian Universities and community colleges Also needed is assisting graduates in forming positive attitudes towards the teaching Profession as an important and an easy job. The researcher also suggests holding educational upgrading courses to assist graduates to develop their academic abilities and potentials.' There is also a need to reconsider the requirements for graduation by fine arts colleges. The researcher, furthermore, recommends introducing educational goals of arts to students in fine arts colleges. Another important recommendation is to supply fine arts college libraries with references to illustrate the role of arts in students' practical life. Fine arts colleges should organize academic trips to both Arab and foreign countries to allow students to learn about all kinds of arts popular in these countries. There is also a need to bring the attention of ministry of education officials to the importance of teaching music education and fine arts. Finally, fine arts and crafts must be considered as basic courses in colleges of fine arts.
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