RELATIONSHIP BETWEEN GENERAL EDUCATORS’ SKILLS AND TEACHING PERFORMANCE OF TEACHING STUDENTS WITH LEARNING DIFFICULTIES, INCLUDED IN INTERMEDIATE SCHOOLS IN RIYAD, SAUDI ARABIA

Abstract

The success of inclusion initiatives for students with learning difficulties (LD) in regular classrooms depends on the teaching skills of general educators and to what extent these skills affect their teaching performance. Hence, this investigation examines the relationship between teaching skills and teaching performance among general educators (GEds) who teach students in intermediate schools in Riyadh, the Kingdom of Saudi Arabia (KSA). A questionnaire survey was used to collect data from 401 GEds in regular intermediate schools in Riyadh. GEds completed the questionnaire containing items related to teaching skills, and they also completed a teaching performance questionnaire. The data collected in this study were analysed using a structural equation modelling approach (SEM) via analysis of moment structures (AMOS). The findings from the structural analysis indicated that GEds’ skills were significantly correlated with their performance. Moderation analysis confirmed the significant effect of years of teaching experience on the relationship between GEds’ skills and their teaching performance. Specifically, the influence of GEds’ skills on their teaching performance was greater among those with either very little or a lot of teaching experience. Hence, the findings of the present study will contribute to the growing body of literature in the KSA regarding the teaching skills of GEds and their teaching performance in inclusive practice. Moreover, the findings will be beneficial to policymakers in the Ministry of Education (MOE), as well as the educators in the field of LD. This study also has the possible positive reflection on the GEds’ teaching performance, thus enhancing their teaching of student with learning difficulties (SLD). Finally, the recommendations from th