The Degree of Implementing Current Events Skills in Teaching the Upper Elementary Stage amongst History Teachers in the Private Education Directorate in Amman

The study aimed to investigate the degree of implementing current events skills in teaching the upper elementary stage among male and female history teachers in the Private Education Directorate in Amman as with regards to some variables. To achieve the objectives of the study, the researcher used the descriptive analytical method and a survey questionnaire consisting of (70) items distributed on a five-point likert scale. The survey questionnaire includes five domains and has been applied to a sample of (160) male and female history teachers of the upper elementary stage in the Private Education Directorate. The results of the study showed that the degree of implementing current events skills on all the domains of the questionnaire was high. The second domain "using current events to raise the level of motivation among students” ranked first and its implementation degree was high. The first domain “selection of the current events” ranked the second" and its implementation degree was also high. The third domain "warming up before using current events" ranked third and its implementation degree was also high. The fifth domain "providing students with opportunities to word process the current events" ranked fourth with a moderate implementation degree. The fourth domain, “using current events in teaching" ranked fifth with a moderate implementation degree. Seven items were highly implemented while (38) items got a high degree of implementation, (22) items got a moderate degree of implementation, while (3) items showed minimal implementation of current events. The results also showed that there were statistically significant differences due to gender on the fourth, fifth and entire domains in favor of female teachers and to the teacher’s specialization on the fifth domain in favor of history specialization in addition to the teacher’s teaching experience between (5-10) years. The study also showed that there were statistically significant differences on the second domain in favor of teachers who have previously studied courses on methods of teaching social studies. However, the results showed that there were no statistically significant differences that can be attributed to teacher’s qualification on all domains of the survey questionnaire.