The difficulties faced by art teachers in Karbala

Hindiya schools as a case study

Abstract

This research examines the difficulties faced by art teachers in the Karbala Al-Hindiya Education Directorate. It comprises four chapters. The first chapter includes the methodological framework of the research, addressing the research problem, its significance, objectives, and limitations, as well as defining key terms. The second chapter covers the theoretical framework of the research, with three sections: the first discussing the relationship between art and education; the second addressing the goals of art education classes and the role of the art teacher; and the third addressing the difficulties faced by art teachers. The second chapter concludes with the most important findings of the researcher, in addition to a discussion of previous studies on this topic. The third chapter details the research procedures, including the population, methodology, sample, research instrument, and statistics used. The final chapter presents the results, conclusions, recommendations, and suggestions. The most significant findings include:

- The lack of an art studio ranked first among the difficulties faced by art teachers in Al-Hindiya schools, reaching 98%.

-The marginalization of art education classes and their placement at the end of the school day is one of the most significant difficulties faced by most teachers, stifling their enthusiasm. Therefore, this difficulty ranked second in importance, at 96.77%.

The most important conclusions were:

- The lack of attention to having an art studio that nurtures students' talents and abilities and provides a comprehensive art lesson was the biggest obstacle facing art teachers.

- Art education was consistently ranked last among other subjects in terms of difficulty faced by art teachers.

- The exclusion of art from ministerial exams made it seem unimportant to students and parents.