‏ The Obstacles Facing the Teaching of Islamic Education in Palestinian Schools

Abstract

This study aimed to explore the obstacles facing the teaching of Islamic Education in Palestinian schools. The study sample consisted of fifteen (15) male and female Islamic Education teachers in schools under the Directorate of Education in Hebron. The researcher adopted a qualitative phenomenological methodology, employing several tools, namely individual interviews, focus groups, and the analysis of reflective writings of the participating teachers. The collected data were analyzed qualitatively until reaching saturation. The findings revealed several obstacles facing the teaching of Islamic Education in the Palestinian schools, most notably those related to the school environment, teachers, learners, the curriculum, and the political conditions represented by the "Israeli" occupation and its impact on social, economic, and educational life; those were reported at a high rate in participants’ responses. In addition, the societal perception of Islamic Education still regards it as a secondary subject; which explains the lack of technological tools compared to their availability in other subjects.