Volume 12 - Issue 69
/ September 2023
27
http:// www.amazoniainvestiga.info ISSN 2322- 6307
DOI: https://doi.org/10.34069/AI/2023.69.09.2
How to Cite:
Helali, M.M. (2023). Fostering volunteerism among students with learning disabilities: The role of primary schools and
challenges. Amazonia Investiga, 12(69), 27-41. https://doi.org/10.34069/AI/2023.69.09.2
Fostering volunteerism among students with learning disabilities: The
role of primary schools and challenges
Received: August 21, 2023 Accepted: September 28, 2023
Written by:
Mamdouh Mosaad Helali1
https://orcid.org/0000-0002-2271-9708
Abstract
The significance of the study lies in its focus on
promoting volunteerism among Students with
Learning Disabilities (SLD). The study aimed to
provide recommendations that help overcome
the challenges faced by primary school role in
promoting volunteering among SLD. The study
used a mixed-method approach. Personal
interviews were conducted with 20 parents of
SLD, and a questionnaire was administered to 98
teachers of Learning Disabilities in primary
schools in Al-Ahsa Governorate, Saudi Arabia.
The study results are that the teacher's role held
the highest importance in fostering volunteering
among SLD in primary school, followed by the
school administration role, and subsequently, the
school curriculum, according to parents'
Perceptions. There are significant challenges
facing the role of elementary schools in
promoting volunteer work among SLD, with the
most important of these being personal,
organizational, and then academic challenges,
according to teachers' perspectives. The study
does not identify significant differences in these
challenges based on the teachers' perspectives,
considering gender and years of experience.
Keywords: Fostering, Learning Disabilities,
Primary School, Students, Volunteering.
.
Introduction
Many studies have shown a positive impact of
volunteer work on both individual and
community levels. It contributes to the
development of leadership skills among students
participating in volunteer work (Al-Kalbani,
2020), reduces hyperactivity among SLD
1
PhD. Assistant Professor, The National Research Center for Giftedness and Creativity, King Faisal University, AlAhsa, Saudi
Arabia. SCOPUS ID: 57219337329. WoS Researcher ID: IAN-9370-2023
(Abo Al-Rab, 2018), enhances their academic
achievement (Kasnawi, 2019), boosts students'
personal and cognitive skills, and increases their
self-esteem (Bates, 2016).
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Some studies conducted in Saudi have indicated
shortcomings in the role of general education
schools in promoting volunteer work among their
students (Al-Jaloud, 2013), and the contribution
of school administration in encouraging students
to participate in volunteer work is low (Al-Shahri
et al., 2017). A study by Abualrob (2019) found
that the teaching performance of teachers and the
training of their students in the necessary skills
for volunteer work had not reached the required
level. Additionally, SLD face significant
challenges in educational institutions
(Al-Muqbil, 2021). In light of Saudi's efforts to
promote volunteer work among its citizens and in
alignment with Vision 2030, which emphasizes
the importance of volunteerism as part of future
readiness and sustainable development, with the
goal of reaching one million volunteers by the
end of 2030, the researcher engaged in
discussions with some parents of SLD and their
teachers regarding their perceptions of the role of
elementary school in promoting volunteer work
for students and the challenges they face, within
the context of societal culture. So, the research
problem concentrated in the main question: What
are the perceptions of parents and teachers of
SLD regarding the role of elementary school in
promoting volunteer work for students, and what
challenges do school encounter?
Question
1. What are the perceptions of parents
regarding the role of elementary school
(teachers, curriculum, and school
administration) in promoting volunteer work
among SLD
2. What are the personal, academic, and
organizational challenges that teachers
perceive as hindrances to the role of
elementary school in promoting volunteer
work among SLD
3. What are the statistically significant
differences in the responses of the study
sample concerning the challenges faced by
elementary school in promoting volunteer
work among SLD, relate to gender and years
of teaching experience
4. What recommendations to enhance the role
of elementary school for engagement of
SLD in volunteer activities?
Objective and important: The study aims to
identify parents' perceptions regarding the role of
elementary school in promoting volunteer work
among SLD, explore the challenges perceived by
teachers, and provide recommendations to
mitigate these challenges. The theoretical
significance of the study lies in its focus on
enhancing volunteerism among SLD. The
practical significance lies in meeting the personal
and societal needs of SLD, utilizing their
potentials in community service, for achieving
sustainable development. The study's scope
includes the perceptions of parents about the role
of teachers, curriculum, and school
administration in promoting volunteerism among
SLD. The research is confined to the personal,
academic, and organizational challenges that
faces elementary school, Al-Ahsa region of
Saudi Arabia during the second semester of the
2022 academic year
Research Terminologies
Volunteering: Refers to involves an individual's
effort for their community without expecting
material or moral compensation, with the
intention of contributing to social services
(Al-Naeem, 2005.
Volunteer Work: It is dedicating time and effort
without expecting financial or moral rewards to
assist a specific group within society (Kasnawi,
2019). Al-Qahtani (2019) defines it as effort
exerted willingly and voluntarily without any
form of coercion
Learning Disabilities: "disorders in one or more
of the basic psychological processes involved in
understanding or using spoken or written
language, which may manifest in disorders of
listening, thinking, speaking, reading, writing, or
mathematics, not attributed to intellectual,
sensory, or learning conditions, or family care"
(Ministry of Education, 2020, p.12).
Student with Learning Disabilities: "A student
who exhibits clear academic and non-academic
skill deficiencies, struggles with employing
learning strategies, and is unable to keep up with
peers academically" (Ministry of Education,
2020, p.14.
Literature Review
Countries, societal institutions, and individuals
strive to establish activities that focus on
voluntary work and attract the wealthy and
capable to support the poor, the sick, the needy,
and the disabled within and beyond their borders.
Voluntary work is a hallmark of social
responsibility aim at elevating societies and
nurturing their various aspects through the
initiatives of individuals and groups, without
burdening government institutions further
(Al-Harthy, 2019). Global organizations have
emerged to provide their services worldwide,
Helali, M.M. / Volume 12 - Issue 69: 27-41 / September, 2023
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such as "Doctors without Borders," which offers
medical assistance to patients, and "Habitat for
Humanity," which aims to provide suitable
housing for all. No country in the world is exempt
from the need for voluntary work, as it holds
immense importance for nations, institutions, and
individuals. In recent years, the number of
volunteers and volunteer organizations around
the world has increased many times (Madryha et
al., 2023). Volunteering contributes to achieving
sustainable development (Al-Saadi &
Al-Wabar, 2020)
Voluntary work emerged as a humanitarian
endeavor since the beginning of creation, as a
response to natural hazards that threaten human
life, aiming to achieve a secure life suitable for
mutual coexistence among individuals
(Al-Fadala, 2021). Engravings on the walls of
ancient Egyptian temples and tombs depict
evidence of voluntary work aimed at assisting the
poor and the needy. In Greek civilization, the
wealthy cared for the poor and needy, and the
state treasury organized social care for its
citizens. In Roman civilization, voluntary work
was offered from the aristocracy aiding the
public, distributing wheat to the poor people
(Al-Naeem, 2005). Religions also emphasized
voluntary work and social cooperation. In
Judaism, many texts from the Old Testament
encourage voluntary work, with one of the Ten
Commandments revealed to Moses stating,
"Blessed is he who considers the poor; the Lord
will deliver him in the day of trouble and open
your hand to your poor and needy brother in your
land.” Similarly, in Christianity, texts encourage
the care of the needy, "Through charity, give to
him who asks of you, and do not turn away from
him who wants to borrow from you." Islam
introduced a comprehensive system of social
care based on collaboration among people. Allah
says, "And cooperate in righteousness and piety"
(Quran, Al-Ma'idah: 2), and in the sayings of
Prophet Muhammad, "He does not believe in me
who sleeps with a full stomach while his
neighbor goes hungry beside him, knowing
(Al-Tirmidhi, 5038)." In modern times, Britain
was the first to establish volunteer brigades to
combat the "Great Fire of London" in September
1666. The United States was the first to organize
voluntary work in the modern world, enacting a
law in December 1737 to regulate voluntary
firefighting in New York City (Al-Naeem, 2005).
In Saudi, voluntary work initially began as
individualistic manner, guided by family and
tribal dynamics. However, it took on a formal
structure following the unification of the Saudi
by King Abdulaziz, with the establishment of the
Charitable Ambulance Society in Mecca in 1354
A.H. Subsequently (Hamza, 2015). The Saudi
has issued regulations and laws to govern
voluntary work and the establishment of
associations under the supervision of the
Ministry of Labor and Social Development and
endeavored to instill a culture of voluntary work
through education, contributing to secure
coexistence and stability within society. The
domains of voluntary work have diversified to
include education, healthcare, services for
individuals with disabilities, social service, the
elderly, widows, children, and some others.
Additionally, the locations and sources of
support for voluntary work are varied,
encompassing governmental and public support
both within and outside the Saudi. The
importance of voluntary work and its
development have been highlighted through
Saudi's Vision 2030, aiming to increase the
number of volunteers from 11,000 to one million
by the end of 2030, with substantial females'
participation (Al-Baqami & Al-Bardisi, 2021).
SLD constitute one of the most prevalent
categories among students with special needs.
Despite their need for assistance in overcoming
academic challenges, they can offer community
services and compensating for educational gaps,
thus gaining the ability to manage themselves
and assert their identities. Saudi has shown
special concern for students with special needs,
including those with learning Disabilities, aiming
to enhance their level of independence so that
they can be beneficial members of society
(Ministry of Education, 2020). SLD includes
three main categories: those with low academic
skills, academically gifted, and with attention
deficits (Ministry of Education, 2020, p.19). SLD
exhibit strengths in spatial-visual and sensory-
creative aspects, such as visual and spatial
perception, tactile sensory experience,
heightened awareness of the present moment,
and singular thinking (Shaabani & Drissi, 2021).
They excel in standardized tests measuring
geometric shapes and image comprehension
(Boucheix et al., 2014) and display spatial
intelligence while having comparatively lower
language abilities than peers (Andreou et al.,
2013)
Voluntary work fosters a sense of duty, self-
confidence, cooperation, communication skills,
leadership skills, and social experiences
(Mash'al, 2021), and reduces class and social
disparities and cultivates a sense of belonging
(Al-Safti, 2019), and also participating in the
community's betterment to achieve sustainable
development (Al-Ghaith et al., 2020). For SLD,
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voluntary work brings about positive changes in
their personal aspects, leading to happiness,
peace of mind, vitality, activity, positive human
relationships, self-appreciation, societal
adaptation, increased experience, boosted self-
confidence, compensation for academic
weaknesses, reduction of selfishness, and
alleviation of negative feelings (Al-Thunayan,
2021), and meeting their natural needs,
compensating for academic shortcomings
(Al-Dosari, 2018).
Schools has a crucial role in fostering voluntary
work by individuals through education, instilling
a sense of duty, responsibility, and giving to
others (Askar et al., 2017). The role of primary
school is particularly significant in promoting
voluntary work among students (Abo Skina et al.,
2018). The primary stage is where concepts are
formed; values and positive habits are developed,
especially for SLD. Teachers encourage them to
engage in voluntary work, participate alongside
them, nurture positive attitudes towards it, and
the curriculum promotes positive attitudes
towards voluntary work through its subjects.
School administration fosters voluntary work by
organizing non curricula activities.
Previous studies dealt with volunteer work from
different aspects. The relationship between
school administration and volunteer work
(Al-Aklabi, 2019), the school administration
contributes to enhancing volunteerism among
female students (Al-Ghaith et al., 2020), the
availability of leadership skills among students
engaged in volunteer work (Al-Kalbani, 2020),
the impact of school leadership on enhancing
volunteerism (Al-Ghaith et al., 2020) and the
school's role in developing a culture of
volunteerism (Al-Saadi and Al-Wabar, 2020);
(Belarbi and Zougai, 2021). Enhancing
volunteerism culture among secondary school
students (Al-Harahsheh, 2021) and
understanding the influence of family, school,
and friends on school students' volunteerism
between the ages of 11-15 (Law et al., 2015).
Some studies have investigated the relationship
between the curriculum, educational activities,
and the development of a culture of volunteerism
in secondary school (Askar et al., 2017), the
culture of volunteerism among intermediate-
grade female students (Abo Skina et al., 2018),
programs based on volunteering and
extracurricular activities to reduce excessive
activity among SLD (Abo Al-Rab, 2018), and the
effectiveness of a program based on voluntary
activity in academic achievement and students'
attitudes toward volunteerism (Kasnawi, 2019).
Al-Sobbahi (2016) studied the importance of
values related to volunteerism in social studies
curricula, while Al-Bani, (2019) studied the
requirements for developing volunteer work
among secondary school female students.
Additionally, methods of instilling volunteerism
values among elementary school students have
been investigated (Al-Dosari, 2018), and
strategies to attract students to participate in
volunteer activities (Al-Dawi, 2021).
Literatures studies: Some studies have addressed
digital volunteer work (Park and Johnston,
2017), the relationship between digital
volunteering and professional development in
education (Al-Samiri, 2021), the importance and
benefits of volunteer work, and volunteers'
competition in achieving integration in
entrepreneurship (Rolf et al., 2021), the reality of
volunteer work for high school students (Barshid,
2019), students' understanding of the concept of
volunteer work (Mash'al, 2021), the students
inclination towards volunteer work (Khaldi,
2022). Some studies discussed the attitudes of
teachers towards volunteer work and its
relationship with the social communication
methods of SLD (Al-Thunayan, 2021), the role
of teachers in promoting volunteer work among
students (Al-Draei, 2021). Some studies also
examined the obstacles to volunteer work
(Al-Shuwaihat et al., 2019), the obstacles to
achieving the educational dimensions of
volunteer work (Al-Harbi, 2020), the obstacles to
Saudi women's volunteerism (Suleiman, 2021),
(Mousa, 2023) and (Al-Baqami & Al-Bardisi,
2021), and obstacles to participation in volunteer
work among high school female students
(Al-Kalib, 2023).
The current study aligns with some previous
studies in terms of objectives, methodology,
tools, and samples, but it is differed in the
research topic, which none of the previous
studies explored the perceptions of parents
regarding the role of elementary school in
promoting volunteer work for SLD and the
challenges they face from the perspective of
teachers. This distinction adds significance to the
current study and fills a gap in the research field.
Methodology
Research Method: The study employed a
mixed-methods approach, utilizing qualitative
methods through personal interviews with
parents of SLD. Additionally, the study
employed a descriptive-analytical method using
a questionnaire to teachers of SLD The study's
population includes two groups: the first
comprises all parents of elementary school SLD,
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and the second includes all teachers of SLD in
government primary schools in Al-Ahsa, Saudi.
The total number of teachers is 165 (70 males and
95 females), based on statistics from the
Education Directorate in Al-Ahsa for the year
2022 The study's sample as in Table (1).
Table 1.
The study sample
Variables
Categories
N.
%
Total
Parents' Sample
Gender
M.
10
50.0
20
F.
10
50.0
Qualification
Below a university degree
7
35.0
20
Having a university degree
11
55.0
Beyond a university degree
2
10.0
Teachers'
Sample
Gender
M.
38
38.8
98
F.
60
61.2
Years of experience
5
8
8.2
98
105
29
29.6
10
61
62.2
Table (1) shows that (55%) of the parents have a
university degree and (10%) have a higher
qualification than a university degree. The
teacher sample were randomly, selected by an
electronic link sent via email and WhatsApp
groups for them. The response of females
(61.2%) is higher than that for males. The
response rate is highest among respondents with
more than 10 years of experience (62.2%).
Study Tool: The researcher used two study
instruments. The first was personal interviews,
involved three open-ended questions for parents,
inquiring about their perceptions of the roles of
teachers, curriculum, and school administration
in promoting voluntary work for SLD The
second was a questionnaire, comprised closed-
ended statements (Likert five-point scale), from
"strongly agree" to "strongly disagree." The
questionnaire focused on the challenges
hindering the primary school's role in enhancing
voluntary work for SLD, from the perspective of
teachers
Tool Validity: The expert validation, and the
tool's validity has been calculated using internal
consistency coefficients by assessing the
relationships between the scores of each
statement and the total score of the dimension it
measures Table (2)
Table 2.
Correlation Coefficients Between the Score of Each Statement in the Questionnaire and the Total Score
of the Respective Dimension
Personal Challenges
Academic Challenges
Organizational Challenges
N.
Correlation
Coefficient
N.
Correlation Coefficient
N.
Correlation
Coefficient
1
0.680**
8
0.774**
14
0.567**
2
0.815**
9
0.719**
15
0.629**
3
0.787**
10
0.722**
16
0.838**
4
0.639**
11
0.814**
17
0.797**
5
0.554**
12
0.676**
18
0.634**0.726**
6
0.683**
13
0.624**
19
7
0.840**
20
0.785**
Total
0.889**
Total
0.918**
Total
0.916**
(**) Significant at 0.01.
Table (2) demonstrates that the correlation
coefficients between the statements and the
corresponding dimensions are statistically
significant at 0.01. This achieves the construct
validity of the questionnaire
Tool Reliability: The reliability of the
questionnaire was calculated by using
Cronbach's Alpha coefficient and Spearman-
Brown reliability. The values for the three
dimensions and the entire questionnaire are
shown in Table (3).
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Table 3.
The Reliability Coefficients for the Questionnaire Dimensions.
Questionnaire Dimensions
Alpha coefficient
Spearman-Brown
Personal Challenges
0.837
0.702
Academic Challenges
0.813
0.701
Organizational Challenges
0.827
0.622
Total Questionnaire
0.925
0.897
Table (3) illustrates that the reliability
coefficients for the total score of the
questionnaire using Cronbach's Alpha method is
(0.925), ranging from (0.813 – 0.837) for the
dimensions of the questionnaire. The split-half
reliability coefficient is (0.897), ranging from
(0.622 – 0.702) for the dimensions of the
questionnaire. These values indicate that the
questionnaire exhibits a high level of stability,
making it dependable for obtaining reliable
results
The five-point Likert scale was used. Values and
limits of the responses were determined based on
Table (4).
Table 4.
Five-Point Likert Scale Values
Response
Strongly
Agree
Agree
Neutral
Disagree
Strongly
Disagree
Grade
5
4
3
2
1
Response Category
Very high
High
Moderate
Low
Very low
Limit
4.2≥5
3.4≥4.2
2.6≥3.4
1.8≥2.6
1≥1.8
Results and Discussion
First question: The researcher used a personal
interview, consisting of three open-ended
questions. Voluntary interviews were conducted
after obtaining the participants' consent, through
phone calls. Each interview took approximately
12 minutes, involving three stages. The first stage
2 minutes, included introducing the participants,
explaining the interview's objectives,
encouraging them to express their opinions
freely, and emphasizing that the responses would
only be used for research purposes. The second
stage 9 minutes presented the interview
questions. The third stage 1 minute, concluded by
thanking the participants
The interviews have been documented during the
interviews to prevent the loss of important
information. The responses were transcribed, and
the most frequently recurring ones were
categorized into closely related groups, as shown
in Table (5.
Table 5.
Parents' Perceptions (N=20) About the Role of Elementary School (teachers, curriculum, and
administration) in Promoting Volunteer Work Among SLD.
%
N.
Responses
Questions
R
100
20
Calculating grades for student volunteer participation.
What do you
envision about the
role of the teacher
in promoting
volunteer work
for SLD?
1
95
19
Training students on volunteer work models.
85
17
Setting a good example for students in volunteer work and
involving them.
80
16
Encouraging students to take initiative in volunteering.
75
15
Discussing volunteer-related issues that students may face.
65
13
Building confidence in SLD for volunteering.
55
11
Seeking students' opinions on suitable volunteer areas.
35
7
Introducing students to volunteer organizations in the
community.
95
19
Cultivating positive attitudes among students.
What do you
envision about the
role of the
curriculum in
promoting
2
90
18
Raising awareness among students about the concept and
importance of volunteering.
80
16
Reviewing inspiring volunteer work models.
70
14
Identifying suitable volunteer fields for students.
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70
14
Guiding students in utilizing their free time for
volunteering.
volunteer work
for SLD?
70
14
Promoting teamwork and community involvement.
60
12
Nurturing students' creativity in volunteer activities.
30
6
Providing students with practical training for volunteer
activities.
100
20
Establishing partnership agreements with community
volunteer institutions.
What do you
envision about the
role of school
administration in
promoting
volunteer work
for SLD?
3
90
18
Hosting school counselors to address volunteer-related
issues for students.
85
17
Conducting educational seminars on suitable volunteer
activities for students.
85
17
Organizing an exhibition of students' volunteer work
within the school.
80
16
Adopting a volunteer record for students.
70
14
Supporting individual initiatives of volunteer students.
65
13
Assisting students in participating in volunteer day events.
50
10
Creating an appealing environment for students to engage
in volunteering.
Table (5) illustrates the perceptions of parents
that the most important role of teachers in
promoting students' volunteer work is to assign
grades for their voluntary participation. All
parents agreed on this 100%. Introducing
students to community volunteer institutions
ranked last in importance. The most significant
role of the curriculum is to shape positive
attitudes among students, with 95% of parents
agreeing on this. Providing students with
practical training for volunteer activities ranked
last. The primary role of school administration is
to establish partnership agreements with
community volunteer institutions, with all
parents agreeing on this 100%. Creating an
appealing environment for students that enhances
volunteer work ranked last
Regarding the degree of importance of the role of
teacher, curriculum, and administration in
promoting volunteer work for SLD, Table (6)
illustrates the participants' responses.
Table 6.
The Importance Role of Teacher, Curriculum & Administration
A
Mean
Responses
Domain
R
Low
Moderate
High
%
N
%
N
%
N
1
2.8
0.05
1
0.10
2
0.85
17
Teacher
1
3
2.3
0.15
3
0.40
8
0.45
9
Curriculum
2
2
2.55
0.05
1
0.35
7
0.60
12
Administration
3
Table (6) shows that the role of the teacher came
in the first place, followed by the role of school
administration, and then the role of the
curriculum
Second question: To answer the second
question, The researcher used frequencies,
means, standard deviations, and ranks (Table 7).
Table 7.
Means, Standard Deviations, and Ranks of Teachers' Responses Regarding the Challenges to the Role of
Primary School in Promoting Volunteer Work for SLD.
First dimension: Personal Challenges
Seq.
Item
Mean
St.D.
Level
Ranking
1
Lack of basic skills among
students to engage in
volunteering.
3.828
0.827
High
3
2
SLD have a limited awareness
of volunteering.
3.688
0.924
High
6
3
Insufficient motivational
incentives to encourage SLD
to participate in volunteering.
3.922
0.860
High
1
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4
Resistance of SLD families to
involve their children in
volunteering.
3.422
1.124
High
7
5
Parents of SLD prioritize
academic achievements for
their children.
3.875
0.787
High
2
6
Difficulty in time
management for SLD.
3.703
0.903
High
5
7
Limited knowledge among
SLD about volunteering.
3.750
0.960
High
4
All first dimension
3.741
0.653
High
1
Second dimension: Academic Challenges
8
Weak communication
channels between the school
and community institutions.
3.766
0.904
High
3
9
Conflict between volunteer
hours and SLD learning time.
3.734
1.102
High
4
10
The negative impact of
participation in volunteering
on the academic performance
of SLD.
3.016
1.076
High
6
11
A lack of activities that
motivate volunteering for
SLD.
3.641
.949
High
5
12
Emphasis on academic
achievement in assessments at
the expense of volunteering.
3.844
0.912
High
1
13
Narrowing the curriculum
subjects' focus on academic
achievement for SLD.
3.828
0.952
High
2
All second dimension
3.638
0.709
High
3
Third dimension: Organizational Challenges
14
The school's do not consider
volunteer participation in the
assessment criteria for SLD
3.547
1.083
High
5
15
Insufficient training courses to
foster a culture of
volunteering among SLD.
3.984
0.882
High
1
16
Lack of appealing volunteer
programs within the school
for SLD.
3.922
0.931
High
2
17
Shortcomings in regulations
governing the involvement of
SLD in volunteering.
3.813
0.889
High
3
18
Difficulty in organizing
volunteer exhibitions within
schools.
3.537
1.140
High
6
19
The school administration
lack of conviction in
involving SLD in
volunteering.
3.531
1.069
High
7
20
Absence of coordination
between the school and
families to organize
volunteering for SLD.
3.797
0.839
High
4
All third dimension
3.734
0.688
High
2
Total Questionnaire
3.705
0.620
High
Table (7) illustrates that the average score of the
importance of challenges to the role of the
elementary school in promoting volunteer work
for SLD is 3.705, indicating a significant level of
challenges. The most prominent challenges are
personal challenges with an average of 3.741,
following the organizational challenges 3.734,
and academic challenges rank lowest 3.638
The average score of the importance of personal
challenges facing the role of the elementary
school in promoting volunteer work for SLD, is
3.741, indicating a significant level of
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challenges. The highest-ranked personal obstacle
was statement (3) and (4) with an average of
3.922 and 3.875. On the other hand, statement (4)
ranked last among the personal obstacle
statements, 3.422, and statement (2) ranked
second to last
The average score of the importance of academic
challenges facing the role of the elementary
school in promoting volunteer work for SLD, is
3.638, indicating a significant level of
challenges. The highest-ranked academic
obstacle was statement (12) and (13) with an
average of 3.844 and 3.828. Statement (10)
ranked last among the academic obstacle
statements, 3.016, making it the least significant
academic obstacle. Statement (11) ranked second
to last
The average score of the importance of
organizational challenges facing the role of the
elementary school in promoting volunteer work
for SLD, is 3.734, indicating a significant level
of challenges. The highest-ranked organizational
obstacle was statement (15) and (16) with an
average of 3.984 and 3.922. Statement (19)
ranked last among the organizational obstacle
statements, 3.531, making it the least significant
organizational obstacle. Statement (18) ranked
second to last
Third question: To answer the third question
concerning study variables (gender and years of
experiences), the response is as follows
1. Gender: Means and standard deviations have
been computed for the scores of challenges
faced by the role of the elementary school in
promoting volunteer work for SLD, based
on the gender variable. Table (8) presents the
results of the Mann-Whitney test, indicating
the differences between the two groups
Table 8.
Mann-Whitney Test (U) for Challenges to the Primary School Role in Promoting Volunteer Work for SLD
According to the Gender
Sig. (2-tailed)
U
Sum of
Ranks
Mean
N.
Gender
Questionnaire
Dimensions
R
0.087
229.50
320.50
24.65
38
M
Personal
Challenges
1
1759.50
34.50
60
F
0.461
287.50
378.50
29.12
38
M
Academic
Challenges
2
1701.50
33.36
60
F
0.223
259.00
350.00
26.92
38
M
Organizational
Challenges
3
1730.00
33.92
60
F
0.151
245.50
336.50
25.88
38
M
Total Questionnaire
1743.50
34.19
60
F
Table (8) shows that there is no significant
differences at (α≤0.05) for the entire survey and
for each of the three dimensions individually
according to gender
2. Years of Experience: Kruskal-Wallis test
has been used. Table (9) presents the results
of differences between the three groups in
terms of years of experience
Table 9.
Kruskal-Wallis Test Average Ranks of Teachers Estimates of the Challenges to the Primary School's Role
in Promoting Volunteer Work for SLD, According to Years of Experiences
R
Questionnaire
Dimensions
Years of Experience
N
Mean
Chi-Square
Sig. (2-tailed)
1
Personal Challenges
5<
8
41.33
0.841
0.657
5<10
29
33.53
<10
61
31.59
2
Academic
Challenges
5<
8
37.83
2.275
0.321
5<10
29
38.13
<10
61
30.32
3
Organizational
Challenges
5<
8
41.67
7.055
0.137
5<10
29
42.43
<10
61
28.66
Total Questionnaire
5<
8
40.33
3.287
0.193
5<10
29
39.00
<10
61
29.87
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www.amazoniainvestiga.info ISSN 2322- 6307
Table (9) displays the results of the Kruskal-
Wallis. There is no significant differences at
(α≤0.05) for the entire questionnaire and its three
sub-dimensions according to years of experience,
and the challenges faced by the role of the
elementary school in promoting volunteer work
for SLD are present to a significant degree.
Discussion of Results
Question one: Table (5) have revealed parents'
perceptions regarding the role of the elementary
school in promoting volunteer work for SLD.
The most important role attributed to teachers has
been the allocation of grades for students'
volunteer participation. One participant
mentioned, "My son needs to improve his
academic grades, which would encourage him to
engage in volunteer work." This implies that
parents seek alternative ways to evaluate their
children with learning Disabilities through
engaging in activities. The assigning grades to
students for their volunteer activities can enhance
their engagement in volunteer work, which aligns
with Abo Skina et al., (2018. Furthermore, the
identification of students with volunteering
institutions in the community has been ranked
lowest. This could be attributed to the fact that
volunteering institutions are well-known within
the Saudi community and operate in a formal
manner. One participant noted, "There are no
charitable organizations operating outside the
law or in secrecy". Parents attributed the most
significant role of the curriculum to shaping
positive attitudes among students. This aligns
with the notion that volunteer work requires the
cultivation of positive attitudes towards it. One
participant emphasized, "The elementary stage is
the most suitable for instilling attitudes in
students", which is consistent with Al-Dosari
(2018), Askar et al., (2017), and Al-Sobbahi
(2016). The provision of practical training for
volunteer activities has been ranked lowest. This
might be due to the need for elementary school
students to understand volunteer work through
hands-on practice and teacher guidance, rather
than relying solely on the curriculum as Al-Draei
(2021). The most crucial role attributed to school
administration has been the establishment of
partnership agreements with community
volunteering institutions. One participant stated,
"Partnerships between volunteering institutions
and schools provide an appropriate environment
for volunteer work." This highlights the necessity
of collaboration and synergy between
community institutions and educational
institutions to organize efforts and achieve goals,
which aligns with Al-Ghaith et al. (2020).
Creating an attractive environment for students
to enhance volunteer work was ranked lowest.
This might indicate that students prefer to engage
in volunteer work outside the school
environment to develop their experiences and
interactions with community institutions, which
aligns with Al-Kalib (2023). Additionally, some
roles mentioned by parents were individual in
nature and could be included alongside the
primary roles of the school
Table (6) regarding the importance of the roles of
school elements have revealed that teachers' role
ranked first in terms of promoting volunteer work
for SLD, as perceived by parents. This finding
can be interpreted by the fact that the role of the
teacher is one of the most crucial factors in
promoting volunteer work among students. The
other school elements depend on the teacher's
performance, as the teacher has the most
significant impact on students, which aligns with
Al-Draei (2021), and Al-Thunayan (2021)
Question Two Table (7) have revealed that the
average challenges faced by primary school in
enhancing volunteer work for SLD, from the
perspective of teachers, was (3.705), indicating a
significant degree of challenges. This finding
aligns with Al-Halalat (2018), which highlighted
the considerable challenges faced by schools and
educational institutions in promoting volunteer
work among students. Despite the contributions
of school administration in fostering volunteer
activities (Al-Shuwaihat et al., 2019), the results
suggest that there exists a deficiency in planning
and coordination among educational institutions
concerning the promotion of volunteer work.
Moreover, SLD often require specialized
communication skills to effectively engage with
them according to (Al-Thunayan, 2021).
Additionally, it was found that volunteer
activities might not be appealing to SLD
(Al-Samiri, 2021). Furthermore, a major obstacle
identified was the lack of clarity in objectives of
volunteer work within educational institutions
(Al-Harbi, 2020). Time management and
opposition from families were also the
challenges, especially for female students'
participation in volunteer work in Saudi, where
certain volunteer activities clash with the
prevailing family culture in Saudi society
(Al-Kalib, 2023), but Al-Ghaith et al., (2020)
reported a high degree of school contribution to
enhancing volunteering.
The results have further revealed that, according
to teachers' perspectives, the greatest challenges
facing the role of schools in promoting volunteer
work among SLD were personal, organizational,
and then academic challenges, with high level for
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each. The prominence of these challenges can be
attributed to the fact that volunteer work heavily
relies on the efforts of individuals. Their
willingness to engage in volunteer work depends
on their understanding of its importance, their
awareness, and the prevailing culture around
volunteer work, which aligns with Mash'al
(2021). The effectiveness of volunteer work
relies on the support of teachers and school
leadership, and the efforts must be made to
address the challenges faced in volunteer work
and encourage student engagement (Al-Draei,
2021), which emphasized the impact of
educational methods on supporting student
volunteering
The results also have indicated that the most
significant personal obstacle has been the lack of
intrinsic motivation, which could be attributed to
the unclear objectives and importance of
volunteer work among participants (Rolf et al.,
2021). Similarly, the limited role of teachers in
promoting volunteer work for students has been
highlighted (Al-Thunayan, 2021), although this
differs from the findings of Al-Bani (2019), who
reported the availability of requirements for
developing a culture of volunteer work among
secondary school female students
Regarding academic challenges, the
prioritization of tests and academic achievement
over volunteer activities has been identified as a
significant challenge. Elementary school tend to
emphasize academic performance, and volunteer
work might conflict with students' study
schedules. Furthermore, parents' preference for
academic achievement over volunteer work
might discourage their children's participation
(Al-Kalib, 2023) and (Al-Harbi, 2020). In terms
of organizational challenges, the scarcity of
training courses aimed at cultivating a
volunteering culture was highlighted (Al-Ghaith
et al., 2020). This reflects the school's focus on
academic achievements rather than volunteer
work, which align with Al-Harbi (2020), which
highlighted the lack of clear objectives and
philosophy of volunteer work in primary school.
Similarly, the limited role of schools in
promoting volunteer work was noted (Al-
Harahsheh, 2021.
Question Three Table (8) shows that there are
no significant differences at (α≤0.05) for the
entire questionnaire and its three dimensions
concerning gender. This suggests the similarity
of challenges faced by both male and female
schools in Saudi regarding personal challenges,
environmental and curricular challenges, and
organizational and physical facilities challenges.
The absence of differentiation between male and
female schools can be attributed to the fact that
they both serve the same educational role
according to the educational policy goals in the
Saudi. The treatment of male and female students
is equitable, and teachers from both genders hold
the same bachelor's degrees from education
colleges that offer identical programs.
Additionally, this result could be interpreted as
cultural elements having a similar impact on
learning in both male and female schools in
Saudi (Al-Ghaith et al., 2020). However, this
finding differs from the results of Al-Kalib
(2023), who find differences in the requirements
of volunteer work between female and male
students. It was suggested that proper care must
be provided for females, possibly due to the
conservative nature of Saudi society, which can
lead to restrictions on female participation in
activities that do not align with traditional roles
Table (9) shows that there are no significant
differences at (α≤0.05) for the entire
questionnaire and its three sub-dimensions
according to years of experience. This reaffirms
the consensus among teachers that challenges
facing primary school in promoting volunteer
work for SLD are significantly present,
regardless of the number of years of experience.
This finding suggests that identifying the
challenges does not necessarily require years of
teaching experience, and all teachers contribute
to enhancing volunteer work for students despite
their varying levels of experience. This result
aligns with Al-Draei (2021), but it contrasts with
the findings of Al-Dosari (2018), who stated that
methods of instilling volunteer work values in
elementary students depend on teachers'
experience and communication skills
Question Four The study proposes the
following recommendations to enhance the role
of elementary school for engagement of SLD in
volunteer activities and development of a culture
of volunteerism within the education system:
− Allocate grades for volunteer work within
the assessment of SLD
− Establish a file recording volunteer activities
for SLD within their academic file
− Design an incentives and attractive
elements, to encourage SLD to participate in
volunteer activities
− Training teachers on strategies to overcome
challenges faced volunteer work for SLD
− Develop curricula to enhance volunteer
work among SLD
− Promote a culture of volunteerism within
primary school
38
www.amazoniainvestiga.info ISSN 2322- 6307
− Allocate school activity hours for
community-based volunteer work
− Establish a department within educational
administrations to provide consultations
regarding volunteer work
− Utilize the expertise of community
institutions to address challenges to student
participation in volunteer activities
− Coordinate between school administration
and the parents of SLD to encourage their
participation in volunteer work.
− Organize an annual conference on volunteer
work for students
− Issuance of an annual guide covering all
aspects related to volunteer work for
students.
Conclusions
As a results of the study of Parents' Perceptions
of the Primary School Role in Promoting
Volunteering Among Students with Learning
Disabilities and Teachers' Perspectives on
Challenges:
− The perceptions of parents highlighted the
roles of teachers, curriculum, and school
administration in promoting volunteer work
for SLD, with the most significant role
attributed to teachers
− Significant challenges were identified by
teachers, facing the primary school's role in
promoting volunteer work for SLD
− Personal challenges were the most
significant challenges from the perspective
of teachers regarding the primary school's
role in promoting volunteer work for SLD,
followed by organizational and academic
challenges
− Ther is no significant differences in the
challenges faced primary school in
promoting volunteer work for students
according to gender and years of experience.
Regarding to further research, the researcher
considers it necessary to make mor studies about
"digital volunteerism for students and its role in
enhancing global citizenship", "factors
influencing the engagement of SLD in volunteer
work" and "the role of volunteer work for SLD in
achieving sustainable development".
Acknowledgements
The researcher would like to thank the Deanship
of Scientific Research at King Faisal University
for providing the research fund for publishing
research (Grant No. 5,024).
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