Difficulties faced by the primary-stage teachers in designing and implementing procedural research in the northern governorates of Palestine

The study aimed to find out the difficulties that primary-stage teachers face in designing and implementing procedural research and to identify differences according to the variables of the study (sex, educational qualification, and years of experience). To achieve the aim of the study, the researchers adopted the analytical descriptive approach. The study sample consisted of (203) primary-stage teachers in the northern governorates of Palestine. The study tool (questionnaire) was randomly distributed to the study sample. The results of the study showed that the arithmetic means of the estimates of the study sample as a whole was (3.64), with an average rating, and the field of "academic difficulties" ranked first, with an arithmetic mean of (3.75), and a high level, while the field of "personal difficulties" came in the last rank, with an arithmetic average. reached (3.14), an average level, the results of the study also showed that there were no statistically significant differences between the primary stage teachers’ estimates of the difficulties they faced in designing and implementing procedural research due to the variables (sex, educational qualification), and the presence of statistically significant differences on the variable (years of experience) and the differences appeared in favor of a category (from 5-less than 10 years), and a category (15 years or more), based on the results, the study recommended reducing the quorum of the primary stage teacher and his teaching burden, providing him with material and moral incentives, encouraging teachers to carry out procedural research through defining the distinguished ones, working on publishing them in specialized scientific journals, presenting them in conferences and seminars, and preparing training programs for primary stage teachers’ to design and implement procedural research.