The Status of Implementing Life Skills-based Teaching and Barriers to its Use from the Perspective of Teachers and Supervisors

Abstract

This study was conducted to investigate the status of Implementing life skillsbased teaching and the barriers that prevent teaching those silks from the perspective of teachers and supervisors in the fifth Amman education in Jordan. An analytical descriptive method was used to answer the research questions. The questionnaire used in the study consisted of two parts. The first part consisted of 14 items that were related to the status of life skills-based teaching from the perspective of teachers and supervisors. The second part was related to the barriers of life skills-based teaching from the perspective of teachers and supervisors and consisted of 18 items. The results of this study indicated that the use of life skills-based teaching in Amman schools was low to medium. This situation was attributed to several reasons, such as the lack of financial support, followed by teachers’ heavy load. Considering the results and to assist in the development of the current reality of life skills-based teaching, the authors stated some recommendations at the end of the paper.