Promoting Aesthetic Values among high School Students from the point of view of their

Abstract

The study aimed to identify the aesthetic values of secondary school students in schools in Jeddah Governorate from the point of view of their teachers, and to identify the differences in those values according to some variables. The study used the descriptive survey approach. This is because it suits the nature of the study and achieves its objectives. The study population consisted of secondary school teachers in general education schools in Jeddah Governorate, and a random sample of (371) teachers was selected from them. The researcher took the questionnaire as a tool for the study, and used a set of statistical methods, the most important of which are: frequencies, percentages, arithmetic means, standard deviations, and the Pearson correlation coefficient. Cronbach's alpha coefficient, range equation, t-test for two independent samples, and one-way analysis of variance (One-way ANOVA). One of the most important findings of the study was that aesthetic values among students were existed to a high degree, with a mean of (3.75), and the order of the values was as follows: taste, discipline, mastery, cleanliness, and innovation. The results of the study also showed that there were no statistically significant differences in teachers’ estimates of the availability of aesthetic values due to academic qualifications, years of experience, or specialization. The study also concluded that there are no statistically significant differences in the difference in academic qualifications because the duties assigned to teachers are equal, and that there are no statistically significant differences in the difference in specialization because the real influence is that aesthetic values are considered authentic values, as they include all Specializations of study, and that there are no statistically significant differences in years of experience, because aesthetic values affect the personal experiences that occur in the student’s daily life and the social environment around him. In light of these results, the study recommended designing behavioral programs to enhance aesthetic values, linking them to curricula and extracurricular activities, supporting creative students, in addition to disseminating successful educational methods in this field.