Abstract
Abstract A survey of 139 secondary social studies teachers and 96 secondary school supervising principals was conducted to determine their perceptions of the instructional problems of teachers. Teachers and principals judged the difficulty levels experienced by teachers for 10 selected instructional problem areas, using a Likert-type scale. Medians and ranks were calculated for each problem area. The Mann-Whitney U nonparametric procedure was employed to determine the significance of the difference in perception of difficulty between the two groups for each instructional problem area. The instructional problem areas identified as causing the most concern involved areas of professional rather than subject matter competencies.
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