Abstract
This study aimed to explore the perception of participants towards the reality of lesson study (LS) according to some variables (i.e. classroom practices, professional development (PD), assessment, and school support). Also it aimed to find out the differences between the mean scores of these participants in light of the foregoing variables. To this end, a questionnaire consist of 37 items on LS was conducted to a sample consists (198) who were selected from the Sharia sciences’ female teachers in public schools affiliated to the Education Department in Al-Kharj Governorate. Results of the study revealed that females of the participants Agreed that LS is key issue for the education mainly in the fields of classroom practices (CPF), professional development (PDF), and school support (SSF) and they somewhat agreed to the assessment field (AF). In addition, results indicated that there were no statistically significant differences at the level (0.05) about CPF, and AF according to (TEV), and there were statistically significant differences at the (α=0.05) about PDF and SSF according to the TEV. Also it revealed that there were no statistically significant differences at the same level on CPF, PDF, AS, and SSF according to the variable of the educational stage (ESV).
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