M. HERIZI Boudjemaa

The current study aimed to identify the nature of the relationship between the ability to solve problems and the level of ambition among a sample of first-year
secondary school students studying during the 2023/2024 academic year at the two high schools (Ahmed Ouroua, Khiri khier) in the town Magra of the Wilaya of
M'sila, which numbered (120) male and female students who were selected randomly according to the gender variable. To achieve the objectives of the study,
the researchers used two tools, one to measure the ability to solve problems, and the other to measure the level of ambition. After analyzing the data, the study
concluded that there was no statistically significant correlation between the ability to solve problems and the level of ambition. The results also showed statistically
significant differences in the ability to solve problems according to the gender variable in favor of males, and statistically significant differences in the level of
ambition according to the gender variable in favor of females.

This study aimed to identify the degree to which middle school teachers use continuous evaluation tools from their point of view, as the descriptive approach was used, and a questionnaire consisting of nine items representing continuous evaluation tools was used, and the study sample consisted of (446) teachers chosen in a random cluster method. , And a set of statistical methods were used, represented by the arithmetic means, standard deviations, and t-test. The study found that the degree of middle school teachers 'use of continuous evaluation tools from their point of view was intermediate, and that there were no statistically significant differences in the degree of middle school teachers use of continuous evaluation tools from their point of view due to the gender variable.

This study aimed to identify the difficulties of applying continuous evaluation in the middle education stage from the teachers' point of view, as the descriptive approach was used, in addition to the questionnaire as a study tool, and the study sample consisted of (179) teachers, and the study concluded that the difficulties associated with the student represent the most important difficulties in applying Continuous evaluation, and that insufficient class time to apply continuous evaluation is the most important difficulty associated with the teacher, and that the density of the number of students within the class is the most important difficulty associated with the student, and that the density of the curriculum is the most important difficulty associated with the educational environment.

The present study aimed to reveal the difficulties faced by teachers of scientific subjects stage intermediate education in the application of problem-solving
strategy, and the differences in these difficulties between the teachers on the variables of sex and Professional Experience, and use descriptive approach, as used in data
collection application difficulties questionnaire strategy to solve problems prepared The researchers' party, and it was applied to a simple random sample of 19 teachers (7 males
- 12 females) studying with some middle schools of M'sila during the academic season (2020-2021).
The study found that the teachers of scientific subjects in the intermediate education stage are facing difficulties in implementing a problem-solving strategy that comes from the student and the curriculum to a greater degree than the difficulties that come from the teacher. There are no statistically significant differences in the difficulties faced by teachers of scientific subjects in the intermediate education stage in applying a strategy to solve problems according to the variables of sex and professional experience

Teacher training is one of the main objectives of education leaders in the world. The teacher who is trained in an ongoing education program is an effective force in driving the process of
learning and teaching, in order to give the cognitive and behavioral benefit to the man of this age. Especially the fact that it is not only the transfer of knowledge, but also the provision of
knowledge and knowledge and the employment of learners, so it has a large responsibility that need to be prepared and qualified and develop its capabilities to be able to perform its task to the fullest The study dealt with the subject of "Yeh in education techniques for primary school teachers"

This study has dealt with the relationship between the average of pupils in the continuous evaluation and their results in the examination for Middle School Education Certificate, In order to answer the research questions, the sample results in the continuous evaluation and the examination for Middle School Education Certificate were analyzed in subjects: mathematics, natural sciences and life, physical sciences and technology, Arabic, French, English, history and geography. These are the most important results: there is a positive correlation between the average of pupils in the continuous evaluation and their results in the examination for Middle School Education Certificate. There is an inflation in pupils’ average in the continuous evaluation compared to their results in the examination for Middle School Education Certificate in subjects: Maths, natural Science and life, French and English. In addition, there are statistically significant differences between the means of pupils’ average in the continuous evaluation and that of their grades in the examination for Middle School Education Certificate.

This study aimed at determing the degree of application of the teachers of the intermediate education to the continuous forms of evaluation, the most important difficulties which hinder them during applying it from the teachers and inspectors’ point of view, and to know whether there were differences between the responses of the sample of the study in estimating the degree and difficulties of the application according to the following survey variables:( gender-number of years of work- specialization -training institution).The study started from the following main question: what is the reality of the application of the teachers of the middle school for the forms of continuous evaluation? and what are the difficulties which hinder them during applying it from the teachers and inspectors’ point of view? To achieve the objectives of the study, the descriptive method was used as due to its appropriateness among the methods for such studies. A questionnaire was used consisting of (70) paragraphs divided into five axes, respectively: continuous formal forms of evaluation, informal continuous forms of evaluation, difficulties related to the teacher, difficulties related to the pupil, difficulties related to the educational environment, the questionnaire was applied to a random sample Consisting of (446) teachers and (13) inspectors. The study led to the following results:
- The degree of application of the teachers of the intermediate education to the formal and informal forms of continuous evaluation was medium from the opinion of teachers themselves.
- There are differences of statistical significance among the teachers of the intermediate education in their assessment of the degree of application of forms of continuous evaluation, formal and informal, and was in favor of forms of continuous evaluation.
- The degree of application of the teachers of the intermediate education to the forms of continuous official evaluation was medium and informal weak from the opinion of inspectors.
- There were statistically significant differences between the responses of the inspectors in their assessment of the degree of application of the teachers of the intermediate education to the forms of continuous evaluation, formal and informal, and was in favor of formal forms of continuous evaluation.
- There were statistically significant differences between the responses of teachers and inspectors in their assessment of the degree of application of the teachers of the intermediate education to the forms of continuous evaluation, formal and informal, and was in favor of formal forms of continuous evaluation, and were in favor of teachers.
- There were no statistically significant differences between the responses of the teachers of the intermediate education in their estimation of the degree of their application to the forms of continuous formal evaluation according to gender variable.
- There are no statistically significant differences between the responses of the teachers of the intermediate education in their estimation of the degree of their application to the forms of continuous formal evaluation according to the variable of the number of working years, except for differences between teachers whose years of work is less than (10) years and teachers whose years are more than (20) years, it was in favor of the latter (20) Years.
- There are differences of statistical significance among the teachers of the intermediate education in their assessment of the degree of application of formal continuous evaluation forms according to the variable of specialty subject, and the differences in favor of some literary subjects at the expense of some scientific subjects.
- There were no statistically significant differences between the responses of the teachers of the intermediate education in their estimation of the degree of their application to the forms of continuous formal evaluation according to the training institution, except for differences between the responses of and the university graduate teachers and it was in favor of the professors of the technological institute for education.
- There were no statistically significant differences between the responses of the teachers of the intermediate education in their estimation of the degree of their application of the continuous informal evaluation forms according to the variables (gender- number of years of work- specialization - training institution).
- The most important difficulties which hinder the teachers of the intermediate education during applying the forms of continuous evaluation of the teachers and students and the educational environment from the teachers and inspectors’ point of view are the difficulties related to the student.
- There are no statistically significant differences between the responses of teachers and inspectors in their assessment of the degree of the difficulties encountered in the application of teachers of the intermediate education to the forms of continuous evaluation related to the teacher, the student, the educational environment.
- There are no statistically significant differences between the responses of the teachers of intermediate education in their assessment of the degree of the difficulties encountered in the application of the forms of continuous evaluation of the teacher, student and the educational environment according to gender variables, the number of years of work and the existence of differences of statistical significance according to the variable of the subject of specialization and related to the student and the educational environment, and it was in favor of some scientific subjects at the expense of some literary subjects and the existence of differences of statistical significance according to the variable of training institution and related to the student, it was in favor of teachers graduated from the Institute of Technology at the expense of teachers graduated from the High School of teachers.

This study aimed to build a test of emotional intelligence, according to the model, "Daniel Goleman," revised (1998). Then apply it on a sample of primary teachers in Medea. The results
showed that the test has indicators content sincerity. Also the results of Factor Analysis produced three factors named (Interact with others, Motivation, and Emotions Management). This test characterized with indicators sincerity of internal consistency through the correlation coefficients (0.01) among the three factors of the test, and among the test items and the factor which belongs. Also this test has acceptable indicators for the stability of his grades which are: Stability Coefficients, and A split-Halves reliability coefficient, and the values of Cronbach's alpha. It has been rated the performance of the sample in this test and its factors according to Grades Percentile into five basic levels .

This study aimed at finding out the relationship between psychological health of middle
school’s teachers and its relation to their functional performance in some of middle schools in
Msila in Algeria, for the school year 2015/2016, and the results of the study showed that both the
psychological health and the functional performance of the study sample are at high level, and there
exist a positive correlation which is statistically significant between the variables of the study. the
study concluded a set of proposals in the light of the previous results.