Christian Education Curriculum Evaluation from Basic Stage Teacher's Perspective in West Bank & Jerusalem Schools

This study aimed at evaluating Christian Education curriculum in West Bank & Jerusalem schools from Basic Stage teacher's perspective who have taught the Christian religious education to first basic stage and it's relation with the variables of Gender, educational qualification, the type of specialization, school and the number of training courses attended by the teacher. The teachers number is (65) teachers. The researcher used a questionnaire composed of (142) items distributed on (7) domains and researcher achieved the validity through a panel of judges. The reliability coefficient for the questionnaire was (0.977) using Cronbach's alpha. The study tried to achieve its goals by answering the following questions: 1. What the degree of evaluating Christian religious education of first basic stage from teachers' perspective in the West Bank and Jerusalem schools? 2. Does the degree of evaluating Christian religious education deffer according from teachers' points of view to the variables of sex, academic qualifications, the type of specialization, type of school, and the number of training courses? 3. What the opinions of the national team and staff in the curriculum of Christian religious education? After using the suitable statistical treatments, The results showed that the degree of evaluating the curriculum of Christian religious education of first basic phase from the points of view of teachers in the West Bank and Jerusalem schools was high with a mean (3.94) as a percentage of (78.8%). The study domains were as follows: the domain of teacher (the religious educator) ranked first with a mean was (4.35). In the second rank came the domain of curriculum and the student with mean (4.03). The third rank was came the domain of methods and means and activities with a mean (4.02), the domain of external shape and artistic design of books ranked fourth with mean (3.94), the domain of goals ranked fifth with mean (3.91), the domain of evaluation ranked sixth with mean (3.79). The seventh place was for the domain of content that achieved mean (3.55). The results showed that there were no statistically significant differences at (α = 0.05) due to variables of sex, educational qualification, type of school, and specialization. The results showed that there are statistically significant differences at (α = 0.05) due to the variable training courses attended by teachers, in favor of training workshops (3-6). The interview results showed that non-interference of curriculum center in participating with the authors, as well as the lack of education specialists and non-specialists to involve teachers to teach Christian religious education in the curriculum authored. The ministry does not take responsibility for the curriculum like the rest of the other curricula and leave it to the Secretariat for Christian schools. The researcher recommended several recommendations was notably: a review of the curriculum for Christian religious education and development, and caring about to a review of educational goals because of its importance in maintaining the Christian entity in Palestine, the need to speed up the adjustment and the development of Christian religious education content, the involvement of teachers in the development of curriculum for Christian religious education.