صعوبات تدريس العلوم في المرحلة الابتدائية من وجهة نظر المعلمين

Abstract This research aims to identify the difficulties faced by science teachers in the combined stage of public schools under the General Directorate of Education in Wasit Governorate during the 2025-2026 academic year. The study focuses on three main areas: difficulties related to the curriculum, difficulties related to the school environment and available resources, and general difficulties associated with the teaching process. The research employed a descriptive-analytical approach and was conducted on a sample of 150 teachers. A questionnaire consisting of 45 items distributed across the three areas was developed. The validity of the instrument was confirmed through expert review with a score of 89%. Internal consistency was also confirmed through correlation coefficients ranging from 0.61 to 0.88, while Cronbach's alpha coefficient was 0.93, indicating high reliability of the instrument. The results showed that the level of difficulties was generally high, with an overall mean score of 4.03. The difficulties related to the school environment and resources ranked first, with an average score of 4.16. The most prominent difficulty was the limited availability of laboratories and educational equipment, with an average score of 4.71. This was followed by difficulties related to the curriculum, with an average score of 4.00, which was characterized by its reliance on rote memorization at the expense of developing scientific thinking. General difficulties came in at an average score of 3.94, the most significant being the weakness of professional training and development programs. The results also showed no statistically significant differences attributable to gender, while differences were observed favoring those with longer experience and higher qualifications. Keywords: Teacher difficulties, science, primary stage, curriculum