ممارسات الهيئات التدريسية المحفزة للعنف الطلابي في الجامعات الاردنية من وجهة نظر الطلبة في ضوء بعض المتغيرات

The practices of the teaching staff motivating student violence in Jordanian universities from the students’ point of view in the light of some variables

Jordanian universities suffer from the problem of student violence, and despite all the efforts made, student violence sometimes fades, and reappears from time to time. Previous studies dealt with many factors of student violence in Jordanian universities, but there is a scarcity in addressing the indirect causes related to the practices of faculty members in their interaction with students, and the fact that the researcher is a faculty member from within the university family, and in order to provide a safe learning environment free of Violence, the current study aimed to identify the practices of the faculty that stimulate student violence from the students' point of view, in the light of some variables. The researcher used the descriptive analytical method, and carried out a series of group interviews on an exploratory sample of (45) male and female students, and the study questionnaire (21) items was developed, carried out on a stratified sample of (1200) male and female students. The results showed that the general arithmetic mean of the degree of faculty members' practices that motivate violence is 3.36, with a standard deviation of 0.83, that is, at the mean level. The paragraph about placing teachers in difficult questions in exams got the first rank with a high degree of estimation of importance, followed immediately in descending order by the level of evaluation of average importance, each of the following paragraphs in descending order: favoritism among students and the prevalence of the phenomenon of nepotism and nepotism, male teachers’ bias towards female students, and the lack of acceptance of freedom of expression The opinion, the bias of the people of the same region, and the bias of the teachers to the students according to the reference of the social centers of their parents. The results also showed that there were statistically significant differences (α ≤ 0.05) in the total degree of the teaching staff’s practices that motivate violence according to the university’s reference, the method of choosing a major, academic level, and knowledge of the sanctions system, and there were no statistically significant differences depending on the university’s location.