Attitudes of Students of Class Teacher Specialization in the University College of Educational Sciences (UNRWA) towards the Specialization and Its Relationship to Some Variables

This study aimed to identify attitudes held by student classroom teachers in the University Educational Sciences College towards the specialization, and whether such attitudes vary by gender, educational level, cumulative average, secondary grade point average, and academic track. The sample (n = 372) consisted of students attending the UNRWA University Educational sciences College during the second semester of the academic year (2007/2008) and chosen by random cluster stratum method. To achieve the study goal, a 38-items questionnaire covering three: psychological, vocational and social fields. Results from this study showed moderate attitudes held by student classroom teachers on all study fields and the overall instrument. Similarly, the study revealed statistical significant differences in student attitudes towards specialization classroom teacher attributed to gender and cumulative average on all instrument fields and the overall instrument, whereas no such differences were found attributed to the educational level, secondary grade point average, and academic trac