English abstract
The study aimed to identify the point of view of both specialists of learning resources and teachers in the importance of cooperation between them in achieving the objectives of the educational process. It also aimed to identify the obstacles and reasons that limit this cooperation between them. Finally, it aimed to prove of whether or not the cooperation between the specialists of learning resources and teachers impacts the academic achievement of the students.
The study followed the descriptive approach in which a questionnaire was used to collect data from the study population that included teachers of science and specialists of learning resources from basic education schools (Cycle 2) in Alsharqia North. The data has been processed using Statistical Package for the Social Sciences (SPSS). Out of 386 teachers who participated in the study, only 235 questionnaires were approved and that formed (52%) of the sample of teachers. Additionally, the number of questionnaires that were adopted from the specialists of learning resources community was (34) questionnaire that accounted for (68%) of the total population that was (50) specialists. The reliability of the research tool has been tested by six arbitrators who tested the constancy of the tool by calculating the coefficient of internal consistency (Alpha Cronbach) which reached (93%).
The results have shown that the specialists of learning resources and teachers have high positive views about the importance of cooperation between them to achieve the objectives of the educational process because they realize the importance of their cooperation to improve the academic achievement of the students.
From teachers' point of view, the time constraints and the huge burden placed on teachers are the most prominent barriers that limit the existence of cooperation between them and the specialists of learning resources. The specialists of learning resources, on the other hand, attribute the lack of cooperation between them and the teachers to the school administration's failure to realize the role of the specialist in the educational process.
The results of statistical tests revealed weakness in the correlation between the two samples, which means that each group is working independently from the other. The results have also stressed that the cooperation has positive impact on the academic achievement of the students.
Based on the results of the study, it can be recommended that the concerned authorities at the Ministry of Education (the department of curriculum development) incorporates library skills as a subject in the school curriculum. It is also recommended that learning resources specialists are to be given educational qualification besides their original qualification as learning resources specialists. In addition to that, the load placed on teachers needs to be reduced. Finally, students need to be given the opportunity to self-learning by minimizing the portion taught in class, utilizing class timing for searching for information that enrich the lesson and add to students' information.
