The Role of Self-Learning in Raising the Efficiency of Student Teachers in The Educational Qualification Program at Al-Azhar University: A Field Study

The current research aimed to reveal the role of self-learning in raising the efficiency of student teachers in the educational rehabilitation program at Al-Azhar University. The study used the descriptive survey method by applying an electronic questionnaire to a stratified random sample of (930) student teachers in educational rehabilitation centers. The results of the study showed that the degree of availability of the roles related to self-learning and necessary to raise the efficiency of student teachers in the educational rehabilitation program at Al-Azhar University was average, and that the most available and important roles of self-learning for the student teacher to manage educational time; allows the student teacher to invest time in the learning process, helps the student teacher to complete the tasks assigned to him in the time specified for them, and the most available and important roles of self-learning for the student teacher to familiarize himself with the scientific material; It motivates the student teacher to be creative, innovative and think outside the box. It enables the student teacher to benefit from learning resources represented in libraries and e-learning pages with high efficiency. The most important role of self-learning in developing the student teacher’s good communication skills is the availability and importance of the student teacher gaining the ability to engage in meaningful dialogue with the lecturers, with appreciation. It enables the student teacher to have serious and meaningful discussions about the educational content. The most important role of self-learning in developing the student teacher’s skill in dealing with various learning activities. The student teacher gains the ability to apply what he seeks to learn, enables the student teacher to stand on the educational applications of each educational activity he performs, and there are no statistically significant differences between the responses of the sample members on (availability/importance) of the questionnaire axes and the total score according to gender (male-female), while there were statistically significant differences between the responses of the sample members on (availability/importance) of the questionnaire axes and the total score according to the specialization (theoretical-practical), in favor of practical colleges, and according to the university (general-Azhar), and the differences came in favor of the highest category in the average, which is the category of public university students in the fourth axis related to the role of self-learning in developing the student teacher's skill in dealing with learning activities, and there are no statistically significant differences between the responses of the sample members on (availability/importance) of the axes (first-second-third) and the total score of the questionnaire, as well as on the importance of the fourth axis according to the university (general-Azhar), and according to the nature of the work (teacher/specialist/unemployed), with regard to the availability/importance of the total score of the questionnaire, in favor of the sample members of teachers compared to the sample members From specialists and those who do not work