Abstract

Objectives: The study aimed to identify the reality of primary teachers' implementation of therapeutic programs from the educational supervisors' perspective. The sample consisted of (13) educational supervisors for primary teachers in Tabuk. Methods: The current study relied on the use of the descriptive-analytical approach, which is suitable for the nature of this study. This was done through describing and analyzing the phenomenon under study and its association with describing therapeutic programs and analyzing their importance and effectiveness based on literature and previous studies. Results: The results showed that the reality of primary grade teachers' application of therapeutic programs was to a moderate degree, as the arithmetic mean of the whole tool was (2.71). The four dimensions varied in their arithmetic average, as the first dimension (diagnosis in therapeutic programs) came in the first order with an arithmetic mean of (3.01), with a moderate degree, and the second dimension (construction of therapeutic programs) came in the second order with a arithmetic average (2.63) and a moderate degree. The third dimension (implementing programs) came in the third order with an arithmetic average of (2.62) and a moderate degree. The fourth dimension came the last with an arithmetic mean of (2.61) and a moderate degree. Conclusions: The most important recommendations are studying the needs of primary teachers in light of the therapeutic programs application, with the related variables including modern tools in evaluation, active learning, content analysis, and collecting and analyzing data. Also, the role of educational supervisors and school leaders will be activated in following up and supporting primary teachers in implementing therapeutic programs.