Teacher's Roles in Counselling and Reforming the Academic Delay in Pupils of the Essential Stage in the Primary School

This study is aimed at identifying the role of the teacher in counselling the academic delay among pupils of the essential stage of the primary school in West Amman. It is aimed at showing the effect of the variable, gender and years of experience in reforming the academic delay in the light of the study fields asserted in the content of this paper. The subject of the study consists of 53 teachers from different schools, twenty five female teachers and twenty eight male teachers in the academic years 2012 2013. To achieve the objectives of the study, questionnaire has been prepared and developed which contain (22) paragraphs that are divided in the fields, the first of which is the teacher's ability to conduct counselling for ‘the academic delay’. The other is the teacher's ability to deal with the reforming of the academic delay. The capability and the stability of the tool have been examined by using the C.O formula (0. 77). To answer the question of the study, the Arithmetic means the standard deviation (T) test, and the analysis of single differentiation were used. The researcher has found the means of paragraphs in the first and second fields were nearly equal, the highest arithmetic means for both (3. 32). There were no statistical differences between the means of the answer of both male and female teachers concerning their attitudes and valuation of their role in counselling the academic Delay pupil. Finally, there are no statistical differences between the teachers' response towards their attitudes and their capacities in counselling the academic delay pupils in the level (0.05).