Social Responsibility of Teachers of Special Education Institutes in The Center of Dohuk Governorate

Abstract

The current study aimed at finding out the level of social responsibility of the teachers working at special education institutes in Duhok Governorate and finding out the differences in the level of social responsibility based on the teachers’ gender variable; as well as the significance of these differences according to the type of disability that these teachers are dealing with. For the purpose of achieving the objectives of the research, the researcher used the descriptive method and a questionnaire as a research tool. The study sample consisted of male and female teachers enrolled in one of the institutes of special education in the center of Dohuk governorate, where a random sample of teachers was chosen which were (42). The researcher relied on statistically processing the data on the SPSS program, and used the one sample T-Test, independent sample T-Test  and the Pearson correlation coefficient as statistical means for processing the data. The results showed that the level of social responsibility of teachers of special education institutes was at the required level, and there were no gender differences in the level of social responsibility, and there was no statistically significant difference according to the type of disability they deal with. In the end, the study came out with a number of recommendations and proposals, including paying more attention to the teacher and to the specialized counseling and guidance programs for social responsibility in special education institutions and support by official and non-official bodies.