Abstract:This study aims to investigate the work motivation of the primary stage teachers in relation to age, type of school, educational qualifications, and gender. To fulfill this, three hundred and twelve participants were selected randomly by stratified method from government and private schools in Balqa governorate. The finding of the study revealed: i) The primary stage teachers in Jordan have relatively good level of work motivation ii) No significant difference was found in the work motivation among teachers working in government and private schools iii) No significant difference was found in the work motivation of teachers due to the age iv) There were significant differences in the work motivation of male and female teachers, specifically, our results suggest that female teachers were found to be more motivated to their work than male teachers v) Significant difference was reported in the work motivation of teachers having bachelor and high diploma qualification, the analyses revealed that the teachers having bachelor were found to be more motivated to their work than the teachers having high diploma.

This study aims to investigate the (field-dependent & field-independent) cognitive style and its relation with gender, academic specialization and GPA among BAUS. A stratified sample of (600) Students was chosen. The Arabic version of GEFT was administrated. Results can be summarized as follows: There were no statistically significant differences in the (field-dependent & field-independent) cognitive style among gender, there were statistically significant differences in the field-independent cognitive style among academic specialization and GPA.

This study aims to investigate the multiple intelligences fields among high primary stage students and its relation with academic classification and gender. To fulfill this, (400) students were selected by stratified random way from Salt city government schools. Results can be summarized as follows: The excellent students have high levels of all multiple intelligences fields, while normal students have average levels of all multiple intelligences fields. There were statistically significant differences among high primary stage students in all multiple intelligences fields related to the variable of academic classification (excellent students, normal students) in favor for excellent students. There were no statistically significant differences in overwhelming majority of multiple intelligences fields among high primary stage students due to gender variable.

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